magic mondrian
TRANSCRIPT
Developing Art and Design and Thinking Skills and Personal
Capabilities at Key Stage 1
Magic Mondrian An introduction to line, shape and colour
Key Stage 1 Magic Mondrian
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Activity 3 Colour Mixing 13
Activity 4 Colour Wheel Collage 16
Activity 5 Planning my Mondrian House 19
Activity 6 Constructing my Mondrian House 24
Activity 7 Designing my Mondrian House 28
Resources 31
Resource A Thinking Card 1.49 Self-Management (Set 1): Did you use your time wisely? 32
Resource B Thinking Card 1.43 Self-Management (Set 1): Keeping a track of time 33
Resource C Thinking Card 1.35 Working with Others (Set 1): Was it Successful? 34
Resource D Assessing – Planning Rubric 35
Resource E Thinking Frame 36
Resource F Two Stars and a Wish 41
Resource G Thinking Card 1.14 Thinking, Problem Solving and Decision Making (Set 1): What if it doesn’t work? 42
Resource H Construction Rubric 43
Resource I Mondrian Design Rubric 44
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Introduction This project introduces children to the artist Piet Mondrian and teaches them about his use of the visual elements of shape, line and colour in his abstract art works. Children use his art as a starting point for their learning. His abstract style provides the inspiration for a range of art activities.
There are seven activities in this project. Each one builds on the pupil’s prior learning.
Activities include:
• exploring colour mixing processes;
• developing a colour wheel using a collage technique;
• making an abstract artwork using textile materials in primary colours;
• creating an abstract painting; and
• planning, constructing and designing a three-dimensional Mondrian-inspired house.
The activities also aim to develop specific strands of the TS&PC framework. These are outlined in the learning intentions and success criteria. It is important to share these with the children. Each lesson lasts between 60 and 75 minutes. You may need to adjust the timings, depending on different factors such as class size or children’s previous experience using media or processes.
Statutory objectives addressed Children should be enabled to:
• investigate and respond to direct sensory experience, including visual, verbal, spatial and tactile dimensions, memory and imagination;
• look at and talk about resource material to stimulate their own ideas;
• enjoy and appreciate the work of artists, designers and craft workers from their own and other cultures;
• use what they have seen as a starting point for their own work;
• explore the visual elements of colour, tone, line, shape, form, space, texture and pattern to express ideas;
• talk about their own and others’ work and how it was made, using observations to identify difficulties and suggest modifications; and
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• experiment with a range of media, materials, tools and processes such as drawing, painting, printmaking, malleable materials, textiles and three-dimensional construction.
Links to the Northern Ireland Curriculum
Cross-Curricular Skills
• Managing Information
• Being Creative
• Mathematics and Numeracy
Assessment for Learning
• Clear learning intentions shared with children
• Advice on what to improve and how to improve it
• Peer and self-assessment
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This lesson introduces the children to the Dutch artist Piet Mondrian. They will become familiar with his art and learn about his use of line, shape and colour. They will learn how he liked to use these elements of art with primary colours to create abstract art. They will have the opportunity to create their own art based on Mondrian’s work using textiles.
This lesson also helps the children to focus on their self-management skills during an art task that involves different steps and using a range of materials and processes.
Suggested Learning Intentions We are learning to:
• explore the visual elements of shape, line and colour in Piet Mondrian’s art work; and
• think about ways to manage our own time (TS&PC: Self-Management)
Suggested Success Criteria I will be successful if I can:
• create my own abstract art work using shape, line and colour; and
• take responsibility for managing my time, workspace and materials.
New Words and Phrases
Piet Mondrian Dutch Abstract
Primary Colours Line Shape
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Who is Piet Mondrian? Explain to the children that together they will be learning about an artist called Piet Mondrian. Tell them that they will use his work to inspire their art making over the next few lessons.
Create a large KWL grid and invite the children to add information to the first two sections, perhaps on sticky notes.
K
Know
L
Learn
What have we learned?
Show the children a short video or animation about Mondrian and his art. You can find these online. Discuss what the children have seen. Make a list of vocabulary related to the visual elements of art, such as shapes, lines and colours.
Questions might include:
• What shapes did you notice a lot in his work?
• What colours did he often use?
• What do his different pieces of art have in common?
• How did his work change as he got older?
• What do you think of his work?
Primary Colours Show the children images of these Mondrian paintings:
• Composition II in Red, Blue and Yellow;
• Tableau No. IV;
• Composition London; and
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Ask the children what they notice about each of these paintings. Introduce new vocabulary, for example:
• primary colours: red, yellow, blue
• line
• abstract
• geometric
Encourage the children to make their own abstract Mondrian artwork. Remind them that the only colours they can use are blue, red, yellow, white and black (lines).
Search for ‘geometric Mondrian’ or ‘abstract Mondrian’ online to find examples of art created in the style of Piet Mondrian. Show these to the children as additional stimuli.
Encourage the children to create their own abstract Mondrian-inspired artworks in the following ways. The order in which they create each image is important.
Medium Encourage the children to:
Paint • draw shapes (squares or rectangles) and lines on an A3 page with a pencil and ruler;
• paint the shapes with red, blue and/or yellow paint, staying inside the lines as much as possible;
• allow their work to dry, then use either black paint or black permanent marker to draw lines between the shapes;
Textiles • draw their design with pencil and a ruler;
• use felt or scrap material, cut into shapes (squares or rectangles) and glue these onto the page in desired position;
• stick black wool on to create the lines;
Collage • cut out squares or rectangles from coloured paper, using primary colours only;
• arrange the coloured paper shapes on a white page in an order that they are happy with;
• glue the shapes into place, when they are happy with their compositions;
• use a pencil to draw lines to frame the shapes; and
• use a rule to redraw the lines in black, when they are happy with them.
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Tell the children how much time they will have to complete the activity. Encourage them to look at the steps they will have to take to complete the activity. Ask them to consider which steps may take the longest. For example:
Will deciding on their composition take the longest?
Will painting or cutting out shapes take the longest?
Help the children to make a rough plan for their timings. Remind them that being organised and working through the steps will help them to be more productive.
How have we done? Show the children the Thinking Card 1.49 – Self-Management (Set 1): Did you use your time wisely? (Resource A).
Did you use your time wisely?
1.49
1. Are you happy with the work that you have done?
2. Did you get it all finished? Did you need to rush?
3. Before you started, did you think about how long each part would take?
4. Would your work have been better if you had?
5. What could you do differently next time?
Questions might include:
• Are you happy with the abstract work you created?
• Did you use the visual element of shape well in your work?
• Did you use the visual element of colour well in your work?
• Did you use the visual element of line well in your work?
• Did you manage your time well in this task?
• Are you happy with how you managed your workspace in this task?
• Did you take responsibility for your materials in this task? Invite the children to elaborate on their responses.
Digital Art
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In this lesson children use their knowledge about the visual elements of shape, line and colour in Mondrian’s art as inspiration for their own digital design using an art app of your choice.
Suggested Learning Intentions We are learning to:
• express ideas by using digital media to create a picture;
• think about ways to manage our own time (TS&PC Self-Management); and
• make connections between learning in different contexts (TSPC Thinking, Problem Solving and Decision Making).
Suggested Success Criteria I will be successful if I can:
• use the shape, colour line and bucket tools to create my own digital abstract art work; and
• make a plan to keep my work on track.
New Words and Phrases
Composition Sketch Arrange Layout Digital Art
Cutting Tool Shape Tool Tool Bar
Recap on the work of Dutch artist Piet Mondrian. What can the children remember? Ask them to record their contributions in the What have you learned? (L) section of their KWL grid.
Explain to the children that they will design their own digital abstract art inspired by Mondrian and that they will create this using an art app. In your chosen app or software, demonstrate the key tools that they will need to use in this activity, for example:
• shape tools;
• line tool;
• bucket tool;
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Before they begin their task, give the children time to consider some questions from the Thinking Card 1.43 Self-Management (Set 1): Keeping a track of time (Resource B).
1.43
1. How much time have you got?
2. What are all the things you will have to do to get the job done?
3. Which parts of your job will take the longest? Which parts are the most important?
4. How can you make sure that you leave enough time for these parts?
Focus on Question 2: What are all the things you will need to do to get this job done?
Discuss with the children how they might approach their design and plan the order of steps involved together.
Suggested Steps
2. Set the background
4. Add the black lines between shapes
5. Save
6. Print
Encourage the children to note the agreed steps to take and use this to support their self-management during the task.
Plenary After the lesson, use the Thumb Tool (see Active Learning and Teaching Methods) to ask the children to reflect on their progress. Encourage them to express how they think they met the objectives of the lesson.
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• Are you happy with the outcome of your work?
• Did you use the three visual elements – line, shape and colour – in your work?
• Are you confident using the digital art tools?
• Did you manage your time well in this task?
• Was your Suggested Steps guide useful? Ask the children to elaborate on their responses.
Activity 3 Colour Mixing
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Suggested Learning Intentions We are learning to:
• explore the visual element of colour, line and shape to create a painting;
• experiment with a range of media, tools and painting processes; and
• value the unexpected or surprising (TS&PC Being Creative).
Suggested Success Criteria I will be successful if I can:
• combine the visual elements, line, shape and colour to create a painting; and
• mix primary colours to make secondary colours.
New Words and Phrases
Secondary Composition Mixing Intersect
This lesson assumes that the children have had some experience of working with primary colours and mixing paint. Share the learning intentions and success criteria. Ask the children to use three different markers or coloured pencils (red, yellow and blue) to write three things that they know about Piet Mondrian or his work in their sketchbooks. Invite the children to share their facts. Explain that today the children will create their own Mondrian painting by planning their composition and painting the shapes. Discuss Mondrian’s favourite colours in the artwork that they looked at previously.
+ =
+ =
+ =
Tell the children that these new colours are the secondary colours.
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Creating Artwork Step 1
Ask the children to design a unique layout for their artwork (in the style of Mondrian), using a ruler to create lines on an A3 page. Encourage them to make sure that all the lines are straight. Some lines need to cross over (intersect) to create shapes. Model how the children can do this.
Step 2
Give the children a paint palette containing the three primary colours. Encourage them to use the primary colours first to fill in some of their shapes. They can then mix the primary colours to create orange, purple or green (secondary colours) to include in their work.
Step 3
When they have completed their paintings, ask the children to hang them up or leave them in a safe area to dry. Ask the children to carry out a peer assessment on their partner’s work.
If appropriate, return to the KWL grid and add more details to the What we have learned section. The activities may also have raised new questions for the children. Encourage them to add these to the What we would like to know section.
Activity 4 Colour Wheel Collage
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In this lesson the children use their knowledge about the visual element of colour and the colour wheel to create a colour wheel collage with their group.
Suggested Learning Intentions We are learning to:
• explore the visual element of colour to create a collage; and
• develop routines of turn-taking, sharing and co-operating (TS&PC: Working with Others).
Suggested Success Criteria I will be successful if I can:
• create an interesting collage based on the colour wheel; and
• work together with my group to complete our task.
Useful Words and Phrases
Primary Size Length Arrange
Layout Colour Range Manager
Timekeeper
Where does it go? Place a hula hoop in the centre of the classroom and label or colour code it corresponding to the primary colour wheel.
Have a bag of everyday objects in solid colours. This could include markers, crayons, fruit, counters, bottles, bottle caps or playdough. Explain to the children that they are going to sort the items into the correct places on the colour wheel.
Invite each pupil to select an object from the bag and place it on the hula hoop. Encourage them to explain why they are placing it in a particular location. For example, if the item is orange, the colour orange is made from mixing red and yellow, so I will place it between red and yellow on the colour wheel.
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Encourage the children to place the rest of the items onto the colour wheel. Observe the location of the colours around the hula hoop and ask if all the children agree.
Colour Wheel Collage Ask the children to work in groups of four to create their own colour wheel collage.
Before they begin their task, give them time to consider how they might work well as a team. Encourage them to agree which role each member will adopt. For example, each member might take responsibility for filling in one colour on the wheel or adopt a different role such as manager, assistant manager, timekeeper or creative director.
Give each group a blank sheet of paper large enough to fit a hula hoop (or several A3 pages stuck together). Ask them to draw around the hula hoop to create their wheel outline. Give each group an assortment of magazines, calendars, brochures, pamphlets, colourful scraps of paper, small objects or craft materials. Explain that they have to find different coloured items, cut them out and arrange them into the correct places in the colour wheel. Encourage the children to cut out the wheels and display these for everyone to see.
Plenary Invite two groups to pair up to reflect on how they each approached their task. Encourage them to share their responses using the questions on Thinking Card 1.35 Working with Others (Set 1): Was it Successful? (Resource C).
Was it successful?
3. Was this fair? Why?
4. How did it work out?
5. Was the group successful in their task?
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In the next activities, the children will plan and create a Mondrian-styled house. First, they must plan what they would like their house to be made of and what it might look like. They use a range of card and 3D junk art materials to construct their house. Finally, the children will design it using their knowledge about shape, line and colour. Activity 5 helps the children to focus on their ability to manage information by breaking the overall task down into manageable parts. It encourages children to be systematic in their planning and think through the different stages required in the project. Note: If appropriate, older or more advanced children could measure the panels needed for their cardboard house instead of using 3D boxes.
Suggested Learning Intentions We are learning to:
• enjoy and appreciate designers’ work and use what we have seen as a starting point for our own work;
• talk about our own and others’ work, use observations to identify difficulties and suggest modifications; and
• review learning and identify some aspects that might be improved (TS&PC: Self-Management).
Success Criteria I will be successful if I can:
• make an independent plan and organise what I want to achieve; and
• review and evaluate my partner’s work and suggest ways that it might be improved.
Useful Words and Phrases
Line Space Shape Area
Square Rectangle Size Length
Composition Arrange Layout Cube
Cuboid Design Construct Connect
Technique Attach Secure Share the learning intentions and expectations with the children.
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Look again at Mondrian’s Composition with Yellow, Blue and Red (1937–42), available from www.tate.org.uk
Ask the children to recall the style of Mondrian’s art. Discuss with them how he used line, shape and colour in his art. Show the children how Mondrian’s art has inspired modern designs in buildings. Search online for examples of Mondrian-inspired buildings to show the children.
Ask the children:
• Why do you think these artists and architects used Mondrian’s style?
• What effect do you think it might have on the buildings or the surrounding environment?
• If you walked past one of these buildings, what would you think or feel?
• How do you think the original buildings compare with the Mondrian-inspired design?
• Did you like the designs? Why? Why not?
Thinking about Construction Give the children the challenge to plan, design and construct a model house for a family to live in. Explain that the family’s favourite artist is Piet Mondrian. Ask the children to use his style of art to design their home.
Gather a selection of junk art materials (in different shapes and sizes) and show these to the children before they begin making their plan.
If appropriate, the children can also create their own 3D shapes from card. Provide visual stimuli to demonstrate the different types of 3D shapes that children can create from folding card.
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Demonstrate the different methods and joining techniques that children could use in their construction, for example:
• making different shapes by folding card into three parts to make a prism or rolling it into a cylinder;
• modifying 3D materials such as boxes by adding more material or cutting away parts;
• cutting slots on the surface of a 3D shape and inserting another shape, taping the insertion to make it secure; or
• cutting incisions of equal length at the bottom of a cylinder, then fanning these pieces of card out and taping them to a flat surface.
Think About Design Encourage the children to think about how they will use Mondrian’s style to inspire the design of their house. Reflect on the buildings that they viewed earlier. Some of these used Mondrian’s designs on every wall, whereas others used the design on a particular area, for example the front wall, a door or a roof. Encourage the children to decide how they will incorporate Mondrian’s style into their artwork.
© The Art of Education University, Osage, Iowa
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Plan Ask the children to plan how they want their Mondrian- inspired house to look. Before they plan, share the Planning Rubric (Resource D) with the children to make them aware that they can achieve different levels of progress in their planning. Go through the different levels with children and tell them that they will revisit this at the end of the lesson to see how they think they did. Discuss with the children how they might plan their design using a Thinking Frame process (Resource E). Talk them through each section of the Thinking Frame and model some of the potential answers. Remind them that in this activity, they will only be planning the house not making it.
They can refer and add to their plan as they begin to make their house in the next activity.
Give the children time to plan their Mondrian-inspired house.
Plenary Using peer assessment strategy, ask the children to share their Thinking Frame with their partner. Encourage each pair to take turns to go through each other’s plan and give each other feedback. Ask them to use the Two Stars and a Wish approach (Resource F), either verbally or written, to tell their partner their thoughts. Give the children time to share their thinking and make any appropriate changes to their Thinking Frames. Then, ask them to decide what level they think they have achieved in the Planning Rubric and mark it.
Activity 6 Constructing my Mondrian House
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In this lesson, children construct their Mondrian-inspired house using the Thinking Frame that they prepared in the previous lesson. They work through the construction stage of the project with sustained attention.
Suggested Learning Intentions We are learning to:
• experiment with a range of materials, tools and processes to make a three-dimensional construction; and
• generate possible solutions, try alternative processes and evaluate outcomes (TS&PC: Thinking, Problem Solving and Decision Making).
Success Criteria I will be successful if I can:
• use my plan to help me to build my house; and
• try out my ideas to see if they work and think of solutions if I come across a challenge.
Useful Words and Phrases
Area Square Rectangle Size
Length Composition Arrange Layout
Cube Cuboid Design Construction
Connect Technique Attach Secure
Challenge Solution Ideas Process
Share the learning intentions and expectations.
Ask the children to refer to their Thinking Frame and Planning Rubric (Resources F and H) from the previous lesson. Recap on the progress that they made. Tell the children that they will use their plan to help them make their model today. Explain that they might not progress in the way they have planned.
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What if it doesn’t work?
1.14
2. What will you do if this doesn’t work?
3. Make a list of other ways that you could work it out.
4. Choose one and give it a go!
5. Keep trying!
Ask the children to use examples of their own to answer Question 1: What have you decided to do? from the Thinking Card, for example:
1. My plan is to join two cardboard boxes together using PVA glue.
2. Then I plan to make a chimney by rolling card.
3. I will then connect my chimney to the smaller box by cutting the cylinder at the bottom, fanning it out and taping it on.
This plan has three parts. A challenge or problem could arise at any stage. Divide the class into three groups. Give each group one part of your plan to focus on: 1, 2 or 3. In these groups, ask the children to Think, Pair and Share (Question 2 and Question 3 from the Thinking Card) based on their particular stage of the plan. Encourage the children to discuss their ideas.
Remind them that the fifth point on the Thinking Card is the most important: Keep trying!
Activity
Share the Construction Rubric (Resource H) with the children. Ask them to think about the different levels of attainment.
Give the children access to the junk art materials, cardboard and other materials. Encourage them to now follow their plan to construct their houses. Remind them of the techniques for connecting and joining materials together that they saw in the previous lesson.
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Once they have completed their construction projects, make sure that the children put them in a safe place.
Ask the children to look at their Construction Rubric (Resource H) and mark where they think they are. End the lesson by asking some questions to reflect on the learning intentions. These might include:
• Did you find your Thinking Frame useful in this task? Why? Why not?
• Did you follow your plan completely or did you have to change any of your ideas? Tell me more.
• What challenges did you encounter?
• How did you feel if things weren’t going to plan?
• How did you feel when things were going to plan?
• What types of techniques did you use to join your materials?
• Which joining techniques worked well and which didn’t work so well?
• What have you learned from this task?
Activity 7 Designing my
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In this lesson, children design their house using Mondrian’s abstract style as inspiration. They draw on their knowledge of the visual elements of shape, line and colour. They focus on self-management of their materials and workspace during the task.
Suggested Learning Intentions We are learning to:
• explore the visual elements of colour, shape and line to express our own ideas; and
• organise and plan how to go about a task (TS&PC: Self-Management).
Success Criteria I will be successful if I can:
• design my construction piece using Mondrian’s abstract art style as my inspiration; and
• organise my own materials and workspace.
Useful Words and Phrases
Size Paint
Introduction Share the learning intentions and expectations, making sure to include TS&PC. Look again at Mondrian’s Composition with Yellow, Blue and Red (1937–42). Ask your pupils to recall the style of the art and how Mondrian made his art: line, shape and colour. Briefly recap on how Mondrian’s art has inspired modern designs in buildings. Look at the photos of Mondrian-inspired architecture. Observe how some buildings are covered in Mondrian- inspired designs and others use the design as a special feature such as a door, roof or front wall. Some artists have developed Mondrian’s work by adding secondary colours to their design. Ask the children to recall how to create secondary colours.
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Share the Design Rubric (Resource I) with the children to make them aware that they can achieve different levels of progress in their design task.
Design! Ask the children to use their Thinking Frame (Resource E) as they may have included ideas about their design in their original plan. Now it’s time to design.
Organising Workspace Self-management is a key focus of this task. Encourage your pupils to develop good organisational skills in art tasks, especially in those that involve using many practical resources. Share the Construction Rubric (Resource H) with your pupils.
Here are some key points:
• Wear an apron to keep your clothes clean.
• Spread newspaper over your desk to keep it clean.
• Roll your sleeves up.
• Keep only materials needed for the task on your work area.
• Tidy up as you go along. When the children have finished designing, put the construction pieces in a safe place to dry. If your pupils are carrying out this task at the end of the day, they can leave their work to dry on their table and take responsibility for clearing their workspace the next morning.
Plenary Ask the children to use their Design Rubric (Resource I) to think about how they worked in this task. End the task by inviting the children to have an Art Gallery Walk Around to view the others’ work. Follow this with a period of reflection, asking questions such as:
• What did we learn today?
• Do you think we achieved our learning intentions? Why? Why not?
• What went well?
• What did you enjoy about this activity?
• What did you least enjoy?
• Did anything surprise you?
Resources
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Resource A Thinking Card 1.49 Self-Management (Set 1): Did you use your time wisely?
Did you use your time wisely?
1.49
1. Are you happy with the work that you have done?
2. Did you get it all finished? Did you need to rush?
3. Before you started, did you think about how long each part would take?
4. Would your work have been better if you had?
5. What could you do differently next time?
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Resource B Thinking Card 1.43 Self-Management (Set 1): Keeping track of time
1.43
1. How much time have you got?
2. What are all the things you will have to do to get the job done?
3. Which parts of your job will take the longest? Which parts are the most important?
4. How can you make sure that you leave enough time for these parts?
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Resource C Thinking Card 1.35 Working with Others (Set 1): Was it successful?
Was it successful?
3. Was this fair? Why?
4. How did it work out?
5. Was the group successful in their task?
Key Stage 1 Magic Mondrian R
es o
u rc
e D
A ss
e ss
in g
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What do I want to achieve?
How long do I have to achieve this?
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What materials will I need?
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What my house will look like
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Resource E Thinking Frame (4 of 5)
What steps do I need to take to complete this task?
Steps Has this been done?
Yes or No
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What problems might I face?
Any other information
or overcome it?
41
To
The other thing that made it good was …
I think you could try this to make your work even better …
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Resource G Thinking Card 1.14 Thinking, Problem Solving and Decision Making (Set 1): What if it doesn’t work?
What if it doesn’t work?
1.14
2. What will you do if this doesn’t work?
3. Make a list of other ways that you could work it out.
4. Choose one and give it a go!
5. Keep trying!
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se .
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Magic Mondrian An introduction to line, shape and colour
Key Stage 1 Magic Mondrian
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Activity 3 Colour Mixing 13
Activity 4 Colour Wheel Collage 16
Activity 5 Planning my Mondrian House 19
Activity 6 Constructing my Mondrian House 24
Activity 7 Designing my Mondrian House 28
Resources 31
Resource A Thinking Card 1.49 Self-Management (Set 1): Did you use your time wisely? 32
Resource B Thinking Card 1.43 Self-Management (Set 1): Keeping a track of time 33
Resource C Thinking Card 1.35 Working with Others (Set 1): Was it Successful? 34
Resource D Assessing – Planning Rubric 35
Resource E Thinking Frame 36
Resource F Two Stars and a Wish 41
Resource G Thinking Card 1.14 Thinking, Problem Solving and Decision Making (Set 1): What if it doesn’t work? 42
Resource H Construction Rubric 43
Resource I Mondrian Design Rubric 44
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Introduction This project introduces children to the artist Piet Mondrian and teaches them about his use of the visual elements of shape, line and colour in his abstract art works. Children use his art as a starting point for their learning. His abstract style provides the inspiration for a range of art activities.
There are seven activities in this project. Each one builds on the pupil’s prior learning.
Activities include:
• exploring colour mixing processes;
• developing a colour wheel using a collage technique;
• making an abstract artwork using textile materials in primary colours;
• creating an abstract painting; and
• planning, constructing and designing a three-dimensional Mondrian-inspired house.
The activities also aim to develop specific strands of the TS&PC framework. These are outlined in the learning intentions and success criteria. It is important to share these with the children. Each lesson lasts between 60 and 75 minutes. You may need to adjust the timings, depending on different factors such as class size or children’s previous experience using media or processes.
Statutory objectives addressed Children should be enabled to:
• investigate and respond to direct sensory experience, including visual, verbal, spatial and tactile dimensions, memory and imagination;
• look at and talk about resource material to stimulate their own ideas;
• enjoy and appreciate the work of artists, designers and craft workers from their own and other cultures;
• use what they have seen as a starting point for their own work;
• explore the visual elements of colour, tone, line, shape, form, space, texture and pattern to express ideas;
• talk about their own and others’ work and how it was made, using observations to identify difficulties and suggest modifications; and
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• experiment with a range of media, materials, tools and processes such as drawing, painting, printmaking, malleable materials, textiles and three-dimensional construction.
Links to the Northern Ireland Curriculum
Cross-Curricular Skills
• Managing Information
• Being Creative
• Mathematics and Numeracy
Assessment for Learning
• Clear learning intentions shared with children
• Advice on what to improve and how to improve it
• Peer and self-assessment
5
This lesson introduces the children to the Dutch artist Piet Mondrian. They will become familiar with his art and learn about his use of line, shape and colour. They will learn how he liked to use these elements of art with primary colours to create abstract art. They will have the opportunity to create their own art based on Mondrian’s work using textiles.
This lesson also helps the children to focus on their self-management skills during an art task that involves different steps and using a range of materials and processes.
Suggested Learning Intentions We are learning to:
• explore the visual elements of shape, line and colour in Piet Mondrian’s art work; and
• think about ways to manage our own time (TS&PC: Self-Management)
Suggested Success Criteria I will be successful if I can:
• create my own abstract art work using shape, line and colour; and
• take responsibility for managing my time, workspace and materials.
New Words and Phrases
Piet Mondrian Dutch Abstract
Primary Colours Line Shape
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Who is Piet Mondrian? Explain to the children that together they will be learning about an artist called Piet Mondrian. Tell them that they will use his work to inspire their art making over the next few lessons.
Create a large KWL grid and invite the children to add information to the first two sections, perhaps on sticky notes.
K
Know
L
Learn
What have we learned?
Show the children a short video or animation about Mondrian and his art. You can find these online. Discuss what the children have seen. Make a list of vocabulary related to the visual elements of art, such as shapes, lines and colours.
Questions might include:
• What shapes did you notice a lot in his work?
• What colours did he often use?
• What do his different pieces of art have in common?
• How did his work change as he got older?
• What do you think of his work?
Primary Colours Show the children images of these Mondrian paintings:
• Composition II in Red, Blue and Yellow;
• Tableau No. IV;
• Composition London; and
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Ask the children what they notice about each of these paintings. Introduce new vocabulary, for example:
• primary colours: red, yellow, blue
• line
• abstract
• geometric
Encourage the children to make their own abstract Mondrian artwork. Remind them that the only colours they can use are blue, red, yellow, white and black (lines).
Search for ‘geometric Mondrian’ or ‘abstract Mondrian’ online to find examples of art created in the style of Piet Mondrian. Show these to the children as additional stimuli.
Encourage the children to create their own abstract Mondrian-inspired artworks in the following ways. The order in which they create each image is important.
Medium Encourage the children to:
Paint • draw shapes (squares or rectangles) and lines on an A3 page with a pencil and ruler;
• paint the shapes with red, blue and/or yellow paint, staying inside the lines as much as possible;
• allow their work to dry, then use either black paint or black permanent marker to draw lines between the shapes;
Textiles • draw their design with pencil and a ruler;
• use felt or scrap material, cut into shapes (squares or rectangles) and glue these onto the page in desired position;
• stick black wool on to create the lines;
Collage • cut out squares or rectangles from coloured paper, using primary colours only;
• arrange the coloured paper shapes on a white page in an order that they are happy with;
• glue the shapes into place, when they are happy with their compositions;
• use a pencil to draw lines to frame the shapes; and
• use a rule to redraw the lines in black, when they are happy with them.
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Tell the children how much time they will have to complete the activity. Encourage them to look at the steps they will have to take to complete the activity. Ask them to consider which steps may take the longest. For example:
Will deciding on their composition take the longest?
Will painting or cutting out shapes take the longest?
Help the children to make a rough plan for their timings. Remind them that being organised and working through the steps will help them to be more productive.
How have we done? Show the children the Thinking Card 1.49 – Self-Management (Set 1): Did you use your time wisely? (Resource A).
Did you use your time wisely?
1.49
1. Are you happy with the work that you have done?
2. Did you get it all finished? Did you need to rush?
3. Before you started, did you think about how long each part would take?
4. Would your work have been better if you had?
5. What could you do differently next time?
Questions might include:
• Are you happy with the abstract work you created?
• Did you use the visual element of shape well in your work?
• Did you use the visual element of colour well in your work?
• Did you use the visual element of line well in your work?
• Did you manage your time well in this task?
• Are you happy with how you managed your workspace in this task?
• Did you take responsibility for your materials in this task? Invite the children to elaborate on their responses.
Digital Art
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In this lesson children use their knowledge about the visual elements of shape, line and colour in Mondrian’s art as inspiration for their own digital design using an art app of your choice.
Suggested Learning Intentions We are learning to:
• express ideas by using digital media to create a picture;
• think about ways to manage our own time (TS&PC Self-Management); and
• make connections between learning in different contexts (TSPC Thinking, Problem Solving and Decision Making).
Suggested Success Criteria I will be successful if I can:
• use the shape, colour line and bucket tools to create my own digital abstract art work; and
• make a plan to keep my work on track.
New Words and Phrases
Composition Sketch Arrange Layout Digital Art
Cutting Tool Shape Tool Tool Bar
Recap on the work of Dutch artist Piet Mondrian. What can the children remember? Ask them to record their contributions in the What have you learned? (L) section of their KWL grid.
Explain to the children that they will design their own digital abstract art inspired by Mondrian and that they will create this using an art app. In your chosen app or software, demonstrate the key tools that they will need to use in this activity, for example:
• shape tools;
• line tool;
• bucket tool;
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Before they begin their task, give the children time to consider some questions from the Thinking Card 1.43 Self-Management (Set 1): Keeping a track of time (Resource B).
1.43
1. How much time have you got?
2. What are all the things you will have to do to get the job done?
3. Which parts of your job will take the longest? Which parts are the most important?
4. How can you make sure that you leave enough time for these parts?
Focus on Question 2: What are all the things you will need to do to get this job done?
Discuss with the children how they might approach their design and plan the order of steps involved together.
Suggested Steps
2. Set the background
4. Add the black lines between shapes
5. Save
6. Print
Encourage the children to note the agreed steps to take and use this to support their self-management during the task.
Plenary After the lesson, use the Thumb Tool (see Active Learning and Teaching Methods) to ask the children to reflect on their progress. Encourage them to express how they think they met the objectives of the lesson.
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• Are you happy with the outcome of your work?
• Did you use the three visual elements – line, shape and colour – in your work?
• Are you confident using the digital art tools?
• Did you manage your time well in this task?
• Was your Suggested Steps guide useful? Ask the children to elaborate on their responses.
Activity 3 Colour Mixing
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Suggested Learning Intentions We are learning to:
• explore the visual element of colour, line and shape to create a painting;
• experiment with a range of media, tools and painting processes; and
• value the unexpected or surprising (TS&PC Being Creative).
Suggested Success Criteria I will be successful if I can:
• combine the visual elements, line, shape and colour to create a painting; and
• mix primary colours to make secondary colours.
New Words and Phrases
Secondary Composition Mixing Intersect
This lesson assumes that the children have had some experience of working with primary colours and mixing paint. Share the learning intentions and success criteria. Ask the children to use three different markers or coloured pencils (red, yellow and blue) to write three things that they know about Piet Mondrian or his work in their sketchbooks. Invite the children to share their facts. Explain that today the children will create their own Mondrian painting by planning their composition and painting the shapes. Discuss Mondrian’s favourite colours in the artwork that they looked at previously.
+ =
+ =
+ =
Tell the children that these new colours are the secondary colours.
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Creating Artwork Step 1
Ask the children to design a unique layout for their artwork (in the style of Mondrian), using a ruler to create lines on an A3 page. Encourage them to make sure that all the lines are straight. Some lines need to cross over (intersect) to create shapes. Model how the children can do this.
Step 2
Give the children a paint palette containing the three primary colours. Encourage them to use the primary colours first to fill in some of their shapes. They can then mix the primary colours to create orange, purple or green (secondary colours) to include in their work.
Step 3
When they have completed their paintings, ask the children to hang them up or leave them in a safe area to dry. Ask the children to carry out a peer assessment on their partner’s work.
If appropriate, return to the KWL grid and add more details to the What we have learned section. The activities may also have raised new questions for the children. Encourage them to add these to the What we would like to know section.
Activity 4 Colour Wheel Collage
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In this lesson the children use their knowledge about the visual element of colour and the colour wheel to create a colour wheel collage with their group.
Suggested Learning Intentions We are learning to:
• explore the visual element of colour to create a collage; and
• develop routines of turn-taking, sharing and co-operating (TS&PC: Working with Others).
Suggested Success Criteria I will be successful if I can:
• create an interesting collage based on the colour wheel; and
• work together with my group to complete our task.
Useful Words and Phrases
Primary Size Length Arrange
Layout Colour Range Manager
Timekeeper
Where does it go? Place a hula hoop in the centre of the classroom and label or colour code it corresponding to the primary colour wheel.
Have a bag of everyday objects in solid colours. This could include markers, crayons, fruit, counters, bottles, bottle caps or playdough. Explain to the children that they are going to sort the items into the correct places on the colour wheel.
Invite each pupil to select an object from the bag and place it on the hula hoop. Encourage them to explain why they are placing it in a particular location. For example, if the item is orange, the colour orange is made from mixing red and yellow, so I will place it between red and yellow on the colour wheel.
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Encourage the children to place the rest of the items onto the colour wheel. Observe the location of the colours around the hula hoop and ask if all the children agree.
Colour Wheel Collage Ask the children to work in groups of four to create their own colour wheel collage.
Before they begin their task, give them time to consider how they might work well as a team. Encourage them to agree which role each member will adopt. For example, each member might take responsibility for filling in one colour on the wheel or adopt a different role such as manager, assistant manager, timekeeper or creative director.
Give each group a blank sheet of paper large enough to fit a hula hoop (or several A3 pages stuck together). Ask them to draw around the hula hoop to create their wheel outline. Give each group an assortment of magazines, calendars, brochures, pamphlets, colourful scraps of paper, small objects or craft materials. Explain that they have to find different coloured items, cut them out and arrange them into the correct places in the colour wheel. Encourage the children to cut out the wheels and display these for everyone to see.
Plenary Invite two groups to pair up to reflect on how they each approached their task. Encourage them to share their responses using the questions on Thinking Card 1.35 Working with Others (Set 1): Was it Successful? (Resource C).
Was it successful?
3. Was this fair? Why?
4. How did it work out?
5. Was the group successful in their task?
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In the next activities, the children will plan and create a Mondrian-styled house. First, they must plan what they would like their house to be made of and what it might look like. They use a range of card and 3D junk art materials to construct their house. Finally, the children will design it using their knowledge about shape, line and colour. Activity 5 helps the children to focus on their ability to manage information by breaking the overall task down into manageable parts. It encourages children to be systematic in their planning and think through the different stages required in the project. Note: If appropriate, older or more advanced children could measure the panels needed for their cardboard house instead of using 3D boxes.
Suggested Learning Intentions We are learning to:
• enjoy and appreciate designers’ work and use what we have seen as a starting point for our own work;
• talk about our own and others’ work, use observations to identify difficulties and suggest modifications; and
• review learning and identify some aspects that might be improved (TS&PC: Self-Management).
Success Criteria I will be successful if I can:
• make an independent plan and organise what I want to achieve; and
• review and evaluate my partner’s work and suggest ways that it might be improved.
Useful Words and Phrases
Line Space Shape Area
Square Rectangle Size Length
Composition Arrange Layout Cube
Cuboid Design Construct Connect
Technique Attach Secure Share the learning intentions and expectations with the children.
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Look again at Mondrian’s Composition with Yellow, Blue and Red (1937–42), available from www.tate.org.uk
Ask the children to recall the style of Mondrian’s art. Discuss with them how he used line, shape and colour in his art. Show the children how Mondrian’s art has inspired modern designs in buildings. Search online for examples of Mondrian-inspired buildings to show the children.
Ask the children:
• Why do you think these artists and architects used Mondrian’s style?
• What effect do you think it might have on the buildings or the surrounding environment?
• If you walked past one of these buildings, what would you think or feel?
• How do you think the original buildings compare with the Mondrian-inspired design?
• Did you like the designs? Why? Why not?
Thinking about Construction Give the children the challenge to plan, design and construct a model house for a family to live in. Explain that the family’s favourite artist is Piet Mondrian. Ask the children to use his style of art to design their home.
Gather a selection of junk art materials (in different shapes and sizes) and show these to the children before they begin making their plan.
If appropriate, the children can also create their own 3D shapes from card. Provide visual stimuli to demonstrate the different types of 3D shapes that children can create from folding card.
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Demonstrate the different methods and joining techniques that children could use in their construction, for example:
• making different shapes by folding card into three parts to make a prism or rolling it into a cylinder;
• modifying 3D materials such as boxes by adding more material or cutting away parts;
• cutting slots on the surface of a 3D shape and inserting another shape, taping the insertion to make it secure; or
• cutting incisions of equal length at the bottom of a cylinder, then fanning these pieces of card out and taping them to a flat surface.
Think About Design Encourage the children to think about how they will use Mondrian’s style to inspire the design of their house. Reflect on the buildings that they viewed earlier. Some of these used Mondrian’s designs on every wall, whereas others used the design on a particular area, for example the front wall, a door or a roof. Encourage the children to decide how they will incorporate Mondrian’s style into their artwork.
© The Art of Education University, Osage, Iowa
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Plan Ask the children to plan how they want their Mondrian- inspired house to look. Before they plan, share the Planning Rubric (Resource D) with the children to make them aware that they can achieve different levels of progress in their planning. Go through the different levels with children and tell them that they will revisit this at the end of the lesson to see how they think they did. Discuss with the children how they might plan their design using a Thinking Frame process (Resource E). Talk them through each section of the Thinking Frame and model some of the potential answers. Remind them that in this activity, they will only be planning the house not making it.
They can refer and add to their plan as they begin to make their house in the next activity.
Give the children time to plan their Mondrian-inspired house.
Plenary Using peer assessment strategy, ask the children to share their Thinking Frame with their partner. Encourage each pair to take turns to go through each other’s plan and give each other feedback. Ask them to use the Two Stars and a Wish approach (Resource F), either verbally or written, to tell their partner their thoughts. Give the children time to share their thinking and make any appropriate changes to their Thinking Frames. Then, ask them to decide what level they think they have achieved in the Planning Rubric and mark it.
Activity 6 Constructing my Mondrian House
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In this lesson, children construct their Mondrian-inspired house using the Thinking Frame that they prepared in the previous lesson. They work through the construction stage of the project with sustained attention.
Suggested Learning Intentions We are learning to:
• experiment with a range of materials, tools and processes to make a three-dimensional construction; and
• generate possible solutions, try alternative processes and evaluate outcomes (TS&PC: Thinking, Problem Solving and Decision Making).
Success Criteria I will be successful if I can:
• use my plan to help me to build my house; and
• try out my ideas to see if they work and think of solutions if I come across a challenge.
Useful Words and Phrases
Area Square Rectangle Size
Length Composition Arrange Layout
Cube Cuboid Design Construction
Connect Technique Attach Secure
Challenge Solution Ideas Process
Share the learning intentions and expectations.
Ask the children to refer to their Thinking Frame and Planning Rubric (Resources F and H) from the previous lesson. Recap on the progress that they made. Tell the children that they will use their plan to help them make their model today. Explain that they might not progress in the way they have planned.
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What if it doesn’t work?
1.14
2. What will you do if this doesn’t work?
3. Make a list of other ways that you could work it out.
4. Choose one and give it a go!
5. Keep trying!
Ask the children to use examples of their own to answer Question 1: What have you decided to do? from the Thinking Card, for example:
1. My plan is to join two cardboard boxes together using PVA glue.
2. Then I plan to make a chimney by rolling card.
3. I will then connect my chimney to the smaller box by cutting the cylinder at the bottom, fanning it out and taping it on.
This plan has three parts. A challenge or problem could arise at any stage. Divide the class into three groups. Give each group one part of your plan to focus on: 1, 2 or 3. In these groups, ask the children to Think, Pair and Share (Question 2 and Question 3 from the Thinking Card) based on their particular stage of the plan. Encourage the children to discuss their ideas.
Remind them that the fifth point on the Thinking Card is the most important: Keep trying!
Activity
Share the Construction Rubric (Resource H) with the children. Ask them to think about the different levels of attainment.
Give the children access to the junk art materials, cardboard and other materials. Encourage them to now follow their plan to construct their houses. Remind them of the techniques for connecting and joining materials together that they saw in the previous lesson.
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Once they have completed their construction projects, make sure that the children put them in a safe place.
Ask the children to look at their Construction Rubric (Resource H) and mark where they think they are. End the lesson by asking some questions to reflect on the learning intentions. These might include:
• Did you find your Thinking Frame useful in this task? Why? Why not?
• Did you follow your plan completely or did you have to change any of your ideas? Tell me more.
• What challenges did you encounter?
• How did you feel if things weren’t going to plan?
• How did you feel when things were going to plan?
• What types of techniques did you use to join your materials?
• Which joining techniques worked well and which didn’t work so well?
• What have you learned from this task?
Activity 7 Designing my
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In this lesson, children design their house using Mondrian’s abstract style as inspiration. They draw on their knowledge of the visual elements of shape, line and colour. They focus on self-management of their materials and workspace during the task.
Suggested Learning Intentions We are learning to:
• explore the visual elements of colour, shape and line to express our own ideas; and
• organise and plan how to go about a task (TS&PC: Self-Management).
Success Criteria I will be successful if I can:
• design my construction piece using Mondrian’s abstract art style as my inspiration; and
• organise my own materials and workspace.
Useful Words and Phrases
Size Paint
Introduction Share the learning intentions and expectations, making sure to include TS&PC. Look again at Mondrian’s Composition with Yellow, Blue and Red (1937–42). Ask your pupils to recall the style of the art and how Mondrian made his art: line, shape and colour. Briefly recap on how Mondrian’s art has inspired modern designs in buildings. Look at the photos of Mondrian-inspired architecture. Observe how some buildings are covered in Mondrian- inspired designs and others use the design as a special feature such as a door, roof or front wall. Some artists have developed Mondrian’s work by adding secondary colours to their design. Ask the children to recall how to create secondary colours.
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Share the Design Rubric (Resource I) with the children to make them aware that they can achieve different levels of progress in their design task.
Design! Ask the children to use their Thinking Frame (Resource E) as they may have included ideas about their design in their original plan. Now it’s time to design.
Organising Workspace Self-management is a key focus of this task. Encourage your pupils to develop good organisational skills in art tasks, especially in those that involve using many practical resources. Share the Construction Rubric (Resource H) with your pupils.
Here are some key points:
• Wear an apron to keep your clothes clean.
• Spread newspaper over your desk to keep it clean.
• Roll your sleeves up.
• Keep only materials needed for the task on your work area.
• Tidy up as you go along. When the children have finished designing, put the construction pieces in a safe place to dry. If your pupils are carrying out this task at the end of the day, they can leave their work to dry on their table and take responsibility for clearing their workspace the next morning.
Plenary Ask the children to use their Design Rubric (Resource I) to think about how they worked in this task. End the task by inviting the children to have an Art Gallery Walk Around to view the others’ work. Follow this with a period of reflection, asking questions such as:
• What did we learn today?
• Do you think we achieved our learning intentions? Why? Why not?
• What went well?
• What did you enjoy about this activity?
• What did you least enjoy?
• Did anything surprise you?
Resources
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Resource A Thinking Card 1.49 Self-Management (Set 1): Did you use your time wisely?
Did you use your time wisely?
1.49
1. Are you happy with the work that you have done?
2. Did you get it all finished? Did you need to rush?
3. Before you started, did you think about how long each part would take?
4. Would your work have been better if you had?
5. What could you do differently next time?
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Resource B Thinking Card 1.43 Self-Management (Set 1): Keeping track of time
1.43
1. How much time have you got?
2. What are all the things you will have to do to get the job done?
3. Which parts of your job will take the longest? Which parts are the most important?
4. How can you make sure that you leave enough time for these parts?
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Resource C Thinking Card 1.35 Working with Others (Set 1): Was it successful?
Was it successful?
3. Was this fair? Why?
4. How did it work out?
5. Was the group successful in their task?
Key Stage 1 Magic Mondrian R
es o
u rc
e D
A ss
e ss
in g
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What do I want to achieve?
How long do I have to achieve this?
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What materials will I need?
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What my house will look like
Key Stage 1 Magic Mondrian
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Resource E Thinking Frame (4 of 5)
What steps do I need to take to complete this task?
Steps Has this been done?
Yes or No
40
What problems might I face?
Any other information
or overcome it?
41
To
The other thing that made it good was …
I think you could try this to make your work even better …
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Resource G Thinking Card 1.14 Thinking, Problem Solving and Decision Making (Set 1): What if it doesn’t work?
What if it doesn’t work?
1.14
2. What will you do if this doesn’t work?
3. Make a list of other ways that you could work it out.
4. Choose one and give it a go!
5. Keep trying!
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se .
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