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Subject: Visual Arts Class: Junior Infants Year: 2009/10

Aims:
• To help the child express ideas, feelings and experiences in visual and tactile forms
• To enable the child to have enjoyable and purposeful experiences of different art media and to have opportunities to
explore, experiment, imagine, design, invent and communicate with different art materials
• To enable the child to develop the skills and techniques necessary for expression, inventiveness and individuality
• To enable the child to experience the excitement and fulfilment of creativity and the achievement of potential
through art activities

A variety of concepts and skills development will be incorporated throughout the different strands i.e. an awareness of
line/shape/form/colour and tone/texture/pattern and rhythm/space. The end of each lesson will involve students looking
and responding to their own and to their peers work.

Strand: Drawing: Paint and Print: Clay: Construction: Fabric and


Colour: Fibre:
Strand Unit: Making Painting: The Making prints: Developing form Making Creating in
drawings: The children should The children in clay: The constructions: fabric and
children should be enabled to; should be children should The children fibre: The
be enabled to; ¥ experiment enabled to; be enabled to; should be children should
¥ experiment with a variety of ¥ experiment ¥ explore and enabled to; be enabled to;
with the marks colour drawing with the effects discover the ¥ explore and ¥ explore the
that can be made instruments and that can be possibilities of experiment with possibilities of
with different media to develop achieved with clay as a medium the properties fabric and fibre
drawing colour awareness simple print- for imaginative and as media for
instruments ¥ use colour to making expression characteristics imaginative
on a range of express vividly ¥ use a variety ¥ make a clay of materials in expression
surfaces recalled feelings, of print-making form and making ¥ make simple
¥ make drawings experiences and techniques manipulate it structures collages
based on vividly imaginings Looking and with fingers to ¥ make ¥ invent a
recalled feelings, ¥ discover colour responding: The suggest a subject imaginative costume
real and in the visual children should ¥ invent mixed- structures Looking and
imaginative environment be enabled to; media pieces in Looking and responding: The
experiences to help develop ¥ look at, handle both responding: The children should
and stories sensitivity to and talk about representational children should be enabled to;
¥ discover and colour familiar objects and non- be enabled to; ¥ look at, handle
draw line and ¥ discover for experience representational ¥ look at, and talk about a
shape as seen colour, pattern of shape,texture, Modes e.g. investigate and variety of
in natural and and rhythm in pattern pressing sticks, talk about spatial fabrics and
manufactured colourful objects ¥ look at and talk lollipop sticks, arrangements fibres for
objects and ¥ discover the about his/her feathers or and balance in experience of
discover that relationship work, the work buttons into the collections of tactile, visual and
lines can make between how of other children clay. objects and in structural
shapes things feel and and art prints photographs of qualities
¥ explore the how they look composed of natural and ¥ look at and talk
relationship Looking and simple shapes built structures about his/her
between how
things feel and responding: The and textures ¥ look at and talk work and the
how they look children should ¥ look at and talk about structures work of other
Looking and be enabled to; about examples that are children
responding: The ¥ look at and talk of simple print easily accessible
children should about his/her design in and close at
be enabled to; work, the everyday use hand, at visually
¥ look at and talk work of other stimulating
about his/her children and the structures and at
work, the work of a range of
work of other artists common
children and the artefacts
work of ¥ look at and talk
artists about his/her
work and the
work of other
children

Methodologies: Talk and discussion, Active learning, Guided and discovery learning, Collaborative learning, Problem solving
Skills through content, Using the environment, Drawing Paint and colour, Print/Clay, Construction, Fabric and fibre, Looking
and responding, Use of ICT
Differentiation: Differentiation by support, Differentiation by task
Assessment: Teacher observation, Work samples, Pupil Profiles
Linkage and Integration: Maths: Pattern, shape SPHE: Self identity English: Oral Language, Response to text Geography:
Mapping, The Natural Environment Music: Listening and responding, composing-graphic scores History: Famous artists
Science: Texture Gaeilge: Na Dathanna

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