Paint and colour in the curriculum

Third and fourth class

Strand unit: Painting

The child should be enabled to:

  • Explore colour with a variety of materials and media / paint, crayons, oil or chalk pastels, coloured pencils, felt-tipped pens and fibre tipped pens / print, small-scale collage / using a computer art program to experiment with the effects of warm and cool colours
  • Make paintings based on recalled feelings and experiences, exploring the spatial effects of colour and tone, using overlapping, and with some consideration of scale / recent and vividly recalled events from own life events he/she identifies with everyday familiar locations
  • Express his/her imaginative life and interpret imaginative themes using colour expressively / stories, poems, songs, music / what might happen next in an adventure story / making large-scale group paintings of characters or story features
  • Paint from observation / looking closely for subtle colour combinations in natural and manufactured objects / making large-scale paintings that emphasise colour, tone, texture, shape, rhythm / the human figure showing action / portraits of classmates posing for different activities
  • Discover colour in the visual environment and become sensitive to colour differences and tonal variations through colour mixing / mixing and reproducing as accurately as possible the colours of objects of visual interest / exploring the spatial effects of colour and tone through themes chosen for their colour possibilities / using colour and tone to create a background, middle ground and foreground in simple still lifes, landscapes and cityscapes
  • Discover harmony and contrast in natural and manufactured objects and through themes chosen for their colour possibilities / working out a colour scheme for a three dimensional model he/she may have made / playing colour-mixing games
  • Discover pattern and rhythm in natural and manufactured objects and use them purposefully in his/her work / using repetition and variation of contrasting colours and varieties of line types and textures to add variety and unity to a piece of work
  • Explore the relationship between how things feel and how they look / discovering texture in natural and manufactured objects /interpreting a variety of textures in colour and tone and with varied brush strokes.

Strand unit: 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 and tones chosen / how the shapes, textures, pattern and rhythm and contrasts combine in the composition / how materials and tools were used to create different effects and whether they might have been used differently / what he/she or the artist was trying to express / the work of other artists who have interpreted the theme in a similar or dissimilar way / what he/she feels about the painting.