Paint and colour in the curriculum

Fifth and sixth class

Strand unit: Painting: The child should be enabled to:

  • Explore colour with a variety of colour drawing instruments, media and techniques / paint, crayons, oil and chalk pastels, chalks, inks, coloured pencils, felt-tipped and fibre-tipped pens, print, appliqu., collage, tonal exercises in small-scale mosaic
  • Make paintings based on recalled feelings and experiences and discover ways of achieving spatial effects / interpreting themes chosen for their colour possibilities that reflect broadening experiences and interests / experimenting with colour and tone, with warm and cool colours, with overlapping, with basic aerial and linear perspective
  • Express his/her imaginative life and interpret imaginative themes using colour expressively / stories and poems, including dramatic, atmospheric adventure stories / classmates acting as models to capture the action
  • Paint from observation / setting up and painting colour arrangements of his/her own choice / aspects of the environment when viewed from different angles, using a viewfinder to help position objects or define space / using colour and tone to create spatial effects / the human figure or groups of figures in a particular setting / playing in a band, fashion modeling / a portrait of a classmate in tones of one colour
  • Become sensitive to increasingly subtle colour differences and tonal variations in natural and manufactured objects / looking at and trying to reproduce the colour combinations of objects of visual interest / using colour magazine cut-outs as an exercise in colour mixing
  • Discover harmony and contrast in natural and manufactured objects and through themes chosen for their colour possibilities / mixing and juxtaposing colours to see how they react against each other
  • Discover pattern and rhythm in natural and manufactured objects / using repetition and variation of complementary and harmonious colours and varieties of line, shape and texture
  • Explore the relationship between how things feel and how they look / discovering texture in natural and manufactured objects / interpreting textures in colour and tone and in mixed media.

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 / complementary or harmonious colours and tones, and subtle colour differences / how rhythm, movement, atmosphere, variety, space-in-depth or form is suggested / what he/she or the artist was trying to express / how other artists have interpreted the theme in similar or dissimilar ways / how he/she feels about the painting using the internet or a CD-ROM to access the work of an artist and to answer questions as above