How To:

ARTIST STUDY: KEN DONE

SESSION 1

• Present and discuss information about his like and artwork from 'Art in the Sun'.
  
• Discuss "Barrier Reef Garden" in relation to shape, colour and repetition. Students practised drawing marine life, copying illustrations from non-fiction books with particular focus on these elements.
  

SESSION 2

• Students ruled a border around paper, lightly in pencil.
• Using drawings as a guide, students began their paintings. Some needed to draw shapes first (I suggested the use of coloured pencil) while others began with paint.
• Students were encouraged to create a variety of colours and include different forms of marine life in varying sizes.
  
• Equipment used were brushes in a variety of sizes
  
• Red, yellow blue, black, white, turquoise & purple paint was used
  

SESSION 3

• Continue paintings, revise ideas - creatures of varying sizes, use of patterning.
  
• Discuss the sea in Ken Done's painting - how was it painted, brush techniques. Students were encouraged to use their own ideas.
  

SESSION 4

• Look more closely at border - what distinguishes it from the central painting - students suggested repeated motifs, different limited colouring, no fish.

SESSION 5

• Complete paintings, name artwork, choose colour for frame.
  

If anyone would like to borrow the print of "Barrier Reef Garden" they are welcome to ring me at Ruskin Park on 97233886.

PROFILES

• Profiles of Year 6 students were created using an overhead projector and onto white paper.
• Black profiles of teachers were also created.
  

SESSION 1

• In relation to their class unit "TOP KIDS" we discussed people, particularly themselves, their interests, their feelings, their similarities and differences.
  
• We then looked at four staff profiles to see if students could identify them.
  
• on their profile students were to use their own choice of drawing media to express their interests, feelings and personality.
• They could incorporate facial features if they chose. The elements of art they chose - colour, line and shape - as well as pattern and contrast, would also be an expression of themselves.
  
• Most drew their ideas lightly in pencil before colouring.
  

SESSION 2

• We began with identifying further teacher profiles
• Students continued their drawings - I offered advice if asked and commented positively on their progress.
  

SESSION 3

• Students completed their drawings.
• They cut out their profiles and chose the background colour.

Art sessions are 1 hour.

Copyright 2004 Zart Art & Zart Education Service