Junior Infant & Senior Infants Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
Strands: Construction Drawing Clay Painting
Strand Units
The child should be enable to
Experiment with the marks that can be made with different drawing instruments on a range of surfaces
Wriggly, smudgy, gritty, very light, very dark, crayons, soft pencils, chalks, textured papers
Exploring the mark-making possibilities of computer drawing tools.
JI
- Drawing portrait of face
- Directed drawing of Humpty Dumpty
- Directed drawing of a hedgehog
- Clay hedgehog with matchstick spines
- Paint hedgehog
- Self-portrait ( whole body)
- Drawing of my family
- Clay Owl
- Paint an Autumn tree, colour brown
Looking and Responding:
The child should be enabled to
Look at and talk about his/her work, the work of other children and the work of artists.
Describing what is happening in the drawing the different kinds of marks made how he/she enjoyed making the drawing how the artist might have worked his/her favourite part.
Linkage and Integration:
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources:
Visual Arts October Strands: Print;
Junior & Senior Infants Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
Strands: Construction, Painting
Strand Units/Lessons:
JI
•Collage- sticking orange paper in squares on Squirrel’s tail, colour in body orange
•Painting pumpkins, Halloween masks and spiders( made from children’s hand prints, attach googly eyes and display hanging from string)
- Colour wheel
- Drawing a spiders web on black paper with chalk, apply glue to the web and decorate with glitter
- Make a spiders body from egg cartons using pipe cleaners for legs
- Mixing the primary colours to make autumn colours
- Use fingerprints and cotton buds to decorate tree with brown, orange, yellow and red autumn leaves
- Use fingerprints and cotton buds to decorate tree with brown, orange, yellow and red autumn leaves
- Experiment with colour- paint
Using white to make colour lighter and observe changes
Make a Table Mat and Laminate- using painted strips of one
colour- lightened and darkened / CM / Strand Unit
Looking and Responding:
Look at and talk about examples of simple print design in everyday use
Posters, wallpapers, fabrics with simple repeat or other design, packaging, wrapping paper.
Linkage and Integration:
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources:
Visual Arts November Strands:Paint & Colour;
Junior & Senior Infants Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
Strands: Paint & Colour
Strand Units/Lessons: Painting
- Discover colour in the visual environment to help develop sensitivity to colour.
Making paintings with a single colour and black and white
- Discover colour, pattern and rhythm in colourful objects
Experimenting in matching their colour in an elementary way.
JI
- The Hungry Caterpillar-painting the segments
- Select, draw and paint food from the Hungry Caterpillar story
- Draw your own scarecrow
- Paint your favourite food
- Construct your own scarecrow using fabric and fibre for his clothes
- Still life of fruit bowl- directed drawing
Looking and Responding:
The child should be enabled to
- Look at and talk about his/her work, the work of other children and the work of artists.
The colours used to create lines, shapes and light and dark areas
How he/she enjoyed making them
How the artist might have used colour
His/her favourite part
Linkage and Integration:
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources:
Visual Arts Strands:Drawing; Paint & Colour; Print; Clay; Construction; Fabric and Fibre
Junior & Senior Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
Strands: Print, paint and colour
Strand Units/Lessons:
JI
•Painting Christmas stocking and decorate with glitter and cotton wool( child’s initial)
•Christmas card
•Handprint angels
•Paper lantern-cut and colour same side
SI
- Printing pictures and patterns using Christmas sponge stamps
- Directed drawing of Santa
- Christmas card with greeting
- 3D angel
Linkage and Integration:
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources:
Visual Arts January Strand: Fabric and Fibre
Junior & Senior Infants Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
Strands: Fabric & Fibre
Strand Units/Lessons: Creating in Fabric & Fibre
JI
- Make simple collages of a kite using crepe paper
- Directed Drawing- Noah’s Ark
- Draw outline of snowman on black paper and fill in with cotton wool
- Draw and colour a rainbow
- Umbrellas (using fabric and fibre) oil based cloth to give waterproof effect
- Winter pictures using chalk on black sugar paper
- Paint a rainbow
Looking and Responding:
Fabric & Fibre
Look at and talk about his/her work and the work of other children
Describing the piece of work
The colours used to create shapes, textures, patterns.
How he/she enjoyed making it
What he/she likes best about the work.
Linkage and Integration:
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources:
Visual Arts February Strands:Construction;
Junior & Senior Infants Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
Strands: Construction, painting, drawing
Strand Units/Lessons:
JI
- Draw and paint my favourite toy
- Valentines card
- Draw vase of spring flowers, i.e., tulip, daffodil and snowdrop
- St. Brigid’s cross
- Construct my favourite toy using junk materials
- Valentines card
- Paint your favourite spring flower
- St. Brigid’s cloak
Looking and Responding:
The child should be enabled to
Look at, investigate and talk about spatial arrangements and balance in collections of objects and in photographs of natural and built structures
Doll’s house, toy buildings, pop-up structures, birds’ nests, model farms, simple furniture in the room, cutlery trays
Strand construction
Looking and Responding
Strand Units
Look at and talk about structures that are easily accessible and close at hand, at visually stimulating structures and at a range of common artefacts
A public building, farm buildings
Deciding how many pieces were used to make a table, a swing, a seesaw
Linkage and Integration:
Drawing: developing awareness of space through drawing
Clay: discovering a sense of depth in space through forming clay
Drama: making an imaginative play structure, using space and objects.
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources:
Visual Arts March Strands: Clay;
Junior & Senior Infants Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
Strands: Clay
Strand Units/Lessons: Developing form in clay
Make a clay form and manipulate it with fingers to suggest a subject
Turning a ball of clay into an imaginary creature
Making a variety of real or imaginary animals
Experimenting with surface mark-making, texture and pattern
Talking about the marks made
JI
- Mother’s Day Art- Mother’s day scroll ( hand print poem)
- St. Patrick’s Day headband
- JI-Clay Easter Egg decorations
- JI+SI-Easter card
- JI+SI-Paint eggs
- Clay heart with ribbon (Mother’s Day)
- St. Patrick’s Day art- Shamrock Man
Looking and Responding:
Look at, handle and talk about his/her own work, the work of other children and simple pieces of clay pottery.
Describing the clay form
Materials and tools used
How he/she enjoyed manipulating the clay
How the craftsperson may have worked with it
What he/she likes best about the clay form
Linkage and Integration:
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources:
Visual Arts April
Junior/Senior Infants Year 1 Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
JI
- Draw and paint your favourite animal from Brown Bear
- Spring lamb using cotton wool
- Directed drawing of a duckusingOil Pastels to colour in picture
- Directed drawing of Van Gogh’s Sunflowers
Looking and Responding:
Linkage and Integration:
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources:
Visual Arts May Strands:Paint & Colour;
Junior/Senior Infants Year 1 Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
Strands: Painting
Strand Units/Lessons:
JI
- Directed drawing of a house/garden
- Summer frieze
- Art for Our Lady
- Draw a boat- directed drawing or children’s own interpretation of boats- talk and discuss about parts of boat e.g. sail, anchor, deck, - Link with water. Painting: Paint water/ waves on A4 paper- use different shades of blue- show children adding black to blue for darker blue, and adding blue to white paint to make blue lighter talk and discuss shades of blue. Cut out boat and stick it onto painted waves/ water page- display
- Summer frieze
Looking and Responding:
The child should be enabled to:
Look at and talk about his/her work, the work of other children and the work of artists
Describing what is happening in the painting the colours used to create lines, shapes and light and dark areas
How he/she enjoyed making them
How the artist might have used colour
His/her favourite part.
Linkage and Integration:
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources:
Visual Arts June Strands:Drawing; Paint & Colour; Print; Clay; Construction; Fabric and Fibre
Junior/Senior Infants Concepts & Skills Development:An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space
Strands:
Strand Units/Lessons:
JI
- Rainbow Fish-using oil pastels
- Draw summer flowers, i.e. rose, poppy,daisy and buttercup
- Father’s Day card
- Father’s Day Card
- Seascape including characters from selected summer stories
- Summer Flowers
Linkage and Integration:
Methodologies: Talk and discussion
Active learning, Guided and discovery learning
Collaborative learning, Problem solving
Skills through content, Using the environment
Looking and responding, Use of ICT / Differentiation: by learning objectives, outcome, grouping, pace, teaching style, resource, task, support.
Assessment: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.
Resources: