Our first week together, looked at the weather. And both the weavings and batik drew on our designs inspired by symbols of the weather forecast.  Snow was white; blues and emerald, lightning black skies and flashes of orange and sunshine rays of reds, oranges and yellows. The wool and dye showcased their designs beautifully.

 2H used hot wax to ‘paint’ on their designs. This is the barrier that prevents the dye from bleeding and or spreading where it is not wanted. I was so impressed with the children’s focus and look forward to completing batiks with those children who have yet to have a go.

Meanwhile, Miss Patchett was choreographing a dance where bridges featured-inspired and brilliantly executed by 2H at Friday’s celebration. As one parent commented, ‘The performance was fantastic!’

In the studio, we explored building bridges using mobile, Lego, ‘K’Nex’ and bricks. We understood the need for our bridges to be sturdy and stable. However knowing this and creating them was definitely a challenge.

 As architects, we drew up our blue prints and then as engineers followed them. The results were fantastic. Each team managed to work collaboratively to produce some imaginative yet sturdy bridges. They ranged from a simple ‘beam bridge’ to a ‘railroad bridge’/’Truss bridge’-where the triangle shape was used repeatedly on the deck.   There was also an attempt at a ‘Suspension bridge’ with thick cables stretched from one side to the other supported by tall towers and held down tightly with anchors.

Dowling, lollipop sticks, cardboard and corrugated card was used creatively. Each group was required to use a saw to cut the dowling and a glue gun to attach the materials together. Once again, there was incredible focus and only a few dollops of burn soother applied. 

It was wonderful to share our learning with parents and interested adults as well as have an audience for the performance. Thank you for giving up your Friday afternoons. The feedback was also really encouraging as the following comments share:

‘Brilliant as always! Interactive, fun, educational and engaging-it never ever disappoints. The staff are superb  and the children clearly thrive on the multifaceted ways of learning.’

‘We really enjoyed the weaving and the quiz. Mason loved building bridges.’

‘Lovely to see what the children have been up to, and to share in their lovely library.’

‘All the activities are really good. Very good effort by the teaching staff. We would be doing the same activities at home for Christmas.’

‘It was lovely to come and join the kids with this great activities. Looking forward to see more of this kind of sharing.’

‘I really enjoyed seeing Dennis’ work alongside his peers, speaking to the teachers and watching the dance-how well they used teamwork! So proud and such a lovely environment.’

‘Thank you for a lovely afternoon. We have enjoyed seeing what Olivia has been up to and the work she has been creating in both the art studio and the classroom. We particularly enjoyed all the children’s dancing to the ‘Bollywood’ style! Thanks to all involved.

I found this afternoon very interesting. I loved every bit. Also the dance was amazing.’

What a joy it has been to share in 2D’s learning during this past fortnight. One of the highlights was the collaborative Kolkata Skyline.

Presented with A2 sugar paper and a pencil, 2D were encouraged to draw one of the ‘tourist’ buildings within this busy city. If you look closely you may spot the Victoria Memorial, Indian Museum or the General Post office. Other buildings include towering apartments, a Radio Station and Medical Hospital. It was a challenge to draw big, yet as the outlines share, we were successful!

Balconies, pillars, turrets, dome roofs and steps were details that stood out once we outlined them in the colours of the Indian flag- orange, white, green and blue. We then used hatching and cross hatching to show shade and add depth. Finally, we cut out our large, impressive buildings and began to assemble the skyline.

Taxis and trams, cars and buses were then added to the cityscape. This time pen was used. Again hatching and cross hatching was added to the transport.

We compared Kolkata’s climate with that of our city Leeds. Whilst we have experienced heavy rain and a few sunny intervals, Kolkata’s 28 degrees Celsius has resulted in a haze. The designs for our batiks were inspired by the weather. From heavy snow to strong winds, heavy rain to sunshine, we incorporated the symbols to our imaginative designs.

Carefully, 2D used hot wax to ‘paint’ on our designs. This is the barrier that prevents the dye from bleeding and or spreading where it is not wanted. I was so impressed to return from the ‘Harry Potter Trip’ and walk into the studio where an array of batiks lay.

2D’s weavings also shared the colours of the weather. Along with ’loom’, they were introduced to the vocabulary of ‘warp’, ‘weft’ and ‘yarn/wool’. A needle was used to take the wool under and over the warp. We learnt that we threaded the wool through the ‘eye’ of the needle. To grasp the skill of weaving, ribbons and lengths of felt and lace were pulled under and over across the metal ‘warp’.

To grasp India’s Monsoon season, Miss Patchitt choreographed a dance with 2D. I personally loved how they portrayed the strong wind-very dramatic! This performance was enjoyed by the parents/interested adults of 2D, who were an appreciative audience at Friday’s art celebration.

As the photographs in the art studio show, 2D’s artwork was appreciated as was spending time creating together.

Thank you to the parents, grandma’s, aunties and three of our Year 6 role models for taking the time out of your day to share in 2D’s learning journey. Your feedback was truly wonderful to read and now share!

‘I enjoyed seeing the artwork and how the children dance. A very inclusive afternoon. Very informative.’

‘It was lovely to be back in the school and see what the children have been doing in their arts fortnight. It looks like they had lots of fun in their learning. Matthew was very excited and keen to share it with us.’

‘It’s a very good opportunity to know more about the school life of the kids. The dance show is fantastic. Well done to all the kids. Good show!’

‘It was an amazing afternoon. It’s nice to spend time with my kid (drawing and painting). Thank you for this great opportunity!’

‘Really enjoyed the Indian themed dance. The coordination and team effort was exceptional. Also, the quiz was definitely a tester…’

‘It was lovely to see how much the children enjoy doing their work. The library and art department are amazing and making a paper mini-me took me back to my childhood!’

‘Leaving work early to come and see amazing dancing and to colour and draw with Gryff-smashing!!’

‘We did enjoy the quiz in the library. Art studio amazing. We had a great time.’

‘I enjoyed the whole afternoon. It was lovely to see all the different things that Ava has been learning.’

‘Well organised. Lots of effort for the art celebration preparation. Kudos to entire team!! Excellent, we want to see more of these each term, each year.’

‘I really enjoyed visiting Isaac’s class and to see his art works in the art studio.’

”We really enjoyed today, especially the Bollywood dancing. Amazing effort by all the children.’

‘I have enjoyed the art celebration. All the kids did so well with the dance.’

Over the past fortnight in the art studio, 2B have been looking at the seasons and weather in the United Kingdom and India. We learnt that the United Kingdom has four seasons and India has SIX! Miss Patchett worked with 2B in order to create a dance to represent this, with the children contributing to the choreography.

Pre-Winter and Monsoon are the additional two seasons in India. Observational drawings of umbrellas were sketched in pencil crayon to represent the monsoon season-lots and lots of heavy rainfall.

2B produced four impressive collaborative collages of Leeds city centre during the United Kingdom’s four seasons of Autumn, Winter, Spring and Summer. If you look carefully, you might be able to spot some human features such as the John Lewis shopping centre, the Corn Exchange and the Town Hall.

Together we looked at how symbols are used to show the different types of weather experienced. This is when we were introduced to the weather ‘sleet’ and understood the term ‘intervals’ when used with sunny. Each child then created their own symbols. These designs were then made into batik. Batik requires a steady hand and lots of concentration because hot wax and dye is used. The results were fabulous.

Referencing the colours of their weather, 2B then put their hand to weaving on a cardboard loom. Along with ’loom’, they were introduced to the vocabulary of ‘warp’, ‘weft’ and ‘yarn/wool’. A needle was used to take the wool under and over the warp. We learnt that we threaded the wool through the ‘eye’ of the needle. Some of 2B used a closed slot weave (created a box or square within their weaving) and had a go at creating a ‘rya’ or a tassel.

In an atlas, rainfall is depicted by blues and temperature by reds. This is when we discovered that India is wetter and warmer than the United Kingdom. We recorded this in our paintings. In order to make a range of blues and reds, we had to make tints and shades. This we did by adding white to make the tint and black to make the shade.  

Thank you to the parents, grandparents, big sisters, interested adults and role models who joined in 2B’s arts celebration.

The following feedback was truly lovely:

‘The Indian dance was fantastic! The children looked to be really enjoying themselves and were very proud to show their work to their adults.’

‘We have had a brilliant afternoon looking at 2B’s work. It was all super impressive to watch and see.’

‘It was a lovely afternoon. I loved it.’

‘Very well put together. Appreciate the effort.’

‘A lovely afternoon seeing all the things that Matthew has been coming home and talking about. He has really enjoyed his tie in the art studio. The role models were amazing too!’

‘Thank you for inviting us! We had a great time seeing all the hard work Ethan has done as well as wiggling his hips during the dancing!’

‘The lessons were very engaging. Children seem to enjoy their learning!’

‘I really enjoyed this afternoon. The kids get so excited to show off what they have been learning and creating.’

‘We really enjoyed seeing their individual work, and the children showing their own work and talking about it. Also liked being shown around by the role models-they’re great. Also really good that we were given plenty of notice so we could make sure we had time off work.’

‘An unforgettable day. Thanks.’

Dear Deer Clan,

Over the past fortnight, you have impressively shared your knowledge of the three periods within the Stone Age. This was captured powerfully through drama at Friday’s celebration.

Your cave paintings showed how hunting, cooking and homes developed during this time. Because of this, you owned the artwork and could share what the symbols represented to your interested adults.

During the fortnight, I was impressed with your collaborative skills-especially in the making of your masks. Who knew that a face mask, plant pot, wire, card, masking tape and acrylic paint could produce a herd of impressive stag heads? Thank you for persevering in the process.

Your ‘coiled’ clay pots introduced you to new vocabulary such as the heel of your hand, scoring and hatching, slip and coil. Once again, you impressed in following instructions as the bespoke pots show. With your parents, you shared your knowledge and skill and wowed me with your plasticine creations!

Thank you for embracing the different learning opportunities during the fortnight.

Thank you,

Mrs J

P.S Here is some of the fabulous feedback from Friday’s celebration:

‘It was truly educational for me. It was so amazing to learn about the Stone Age. Great effort from the teachers in teaching kids so much in an easy and understandable way.’

‘This afternoon has been amazing! Keep up this high standard please.‘

‘Really enjoyable and informative afternoon. It was lovely to not only see the artworks, but take part in creating them. Really well organised.’

‘Thank you for a great time with our children. It is so nice to see what they have done. The pieces of art are just amazing-very creative!’

‘Very enjoyable and lovely to see how enthusiastic and knowledgeable the children are.’

‘Today was the best day with my child. I am so happy and I enjoyed being with my son.’

‘Really enjoyed today and seeing Harvey’s work. Really liked doing the pottery class with him. Thank you.’

‘Very interactive and great to see what the kids are learning, and how they apply this.’

Along with shelter building, bread making and bespoke jewellery creations with Mr Arnett, 3A experienced pottery, gestural drawing, Mono-printing and cave art.

After bashing the air out of their ball of clay, the Cave Lions took a piece of their clay, rolled it into a ball and then pressing down with the heel of their hand flattened it into a circle. This became the base of their pot. To make their coils, they took another small amount from their ball of clay and rolled it into a long cylinder (sausage).

After scoring/hatching the coil, they then gently wound it around the base. In order to create an even surface, the coils were blended together inside and outside. Using their clay tool, lines were etched onto the clay surface for decoration. During the next few days, the children saw how their malleable material changed to a ceramic material as it dried. Their clay pots were impressive.

Colourful gestural drawings of grapes, blackberries and apples-foraged fruits found in the school grounds- was made with lots of quick movements using coloured marker, oil pastel, pencil crayon and watercolour. They saw how the fine lines of hatching and cross hatching gave an effect of shade.

In their Mono-printmaking, Cave Lion paw prints inspired. After inking up their acrylic boards, cotton buds were used to mark make onto the board. Numerous paw prints was the result from this one off printmaking technique.

In a torch lit art studio, Year 3A explored simple expressive mark making using charcoal (made from the burning of wood). They traced around their hands onto sugar paper and then discovered how their charcoal markings could be smudged as well as layered with white chalk, how an eraser could bring light to their marks as well as how to make a palette of charcoal by rubbing charcoal on the paper until the surface becomes dark black and covered in charcoal dust. Their fingers then became the drawing tool to make new marks around the negative space hand prints

. After scrunching up a new piece of sugar paper, these techniques were then used by the Cave Lions to create their own cave art which they wallpapered the interior of a cardboard box with.

In addition to the above, 3A also designed and created tabards from newspaper and then hessian- not animal skin! Initially, a small mannequin and newspaper was presented to each trio. They then used this design to make a newspaper pattern for a child. This was then made into a hessian garment. Running stitch was the stitch used to join the hessian pieces together. The results were inspired, with each tabard unique, and demonstrating collaboration and sewing skills.

Once again, Friday afternoon was a celebration of 3A’s learning. It was wonderful to see the Cave Lions share what they had been up to with their parent(s) and or interested adult.

A huge thank you goes to Miss Whiteley and Mrs Howard who managed to bake rolls within their allocated 20 minute slot as well as host a quiz. In addition, our ACE Role Models lived up to their name as they chaperoned each group from one activity to another. Here are just some of the lovely comments shared on the feedback forms:

‘Thank you so much! What a fantastic afternoon! It’s brilliant to see all the children’s artwork and enthusiasm.‘

‘An amazing presentation for the work done in detail. Excellent work.’

‘The art celebration assembly was great! It is wonderful that this time is given to the children. It is also great that as a parent we can share in this as well. Thank you. ‘

‘I really enjoyed being taken around and seeing all the fun things the students have been part of. The 3 different sessions were fun and insightful.‘

‘Awesome artwork, really enjoyed joining in with making the tools in the outside classroom and making bread.’

‘It was fantastic to get to see all the wonderful artwork I’ve been hearing about for the last two weeks!’

‘It’s always great to learn or re-learn facts!! Never too old. Thank you.’

‘A very well organised event. I had a great time experiencing Stone Age activities.’

What a privilege it has been to work alongside 3C in their exploration of materials. In trios, with a partner as well as independently, Fox Clan built cave art with charcoal, made coiled clay pots, created colourful gestural drawings of ‘foraged’ fruit and produced Monoprints.

In a torch lit art studio, they explored simple expressive mark making using charcoal (made from the burning of wood) and their hands onto sugar paper. They discovered how an eraser could bring light to their marks, how their charcoal markings could be smudged as well as layered with white chalk. The paper was then scrunched up before more charcoal mark making happened. Together, Fox Clan then glued their charcoal artwork onto cardboard to create the exterior cave wall.

Their ‘cave art’ was either a squirrel, deer, fox or mouse. Using Chrome books, each group selected an image of one of these native animals. Then using charcoal they drew the creature-the challenge was to fill the A3 page. The outline of their creature was then drawn and painted onto the interior of the cave.

Their ‘Grog’ clay pots involved the skill of scoring/hatching and applying slip (a mixture of clay and water that resembles a creamy milkshake) so that their coils of clay stuck together. Prior to this, they had to bash the air out of their ball of clay. They then took a piece of their clay, rolled it into a ball and then pressing down with the heel of their hand flattened it into a circle. This became the base of their pot. To make their coils, they took another small amount from their ball of clay and rolled it into a long cylinder (sausage). After scoring/hatching the coil, they then gently wound it around the base. In order to create an even surface, the coils were blended together inside and outside. Using their clay tool, lines were etched onto the clay surface for decoration. During the next few days, the children saw how their malleable material changed to a ceramic material as it dried. Their clay pots were impressive.

Fox Clan’s colourful gestural drawings of the grapes, blackberries and apples was made with lots of quick movements using coloured marker, oil pastel, pencil crayon and watercolour. We saw how our fine lines of hatching and cross hatching gave an effect of shade. These drawings helped us to create our own Monoprints- the one off print technique remembered by the Fox Clan from their feather Monoprints in Year 2.

In addition to the above, the Fox Clan also designed and created tabards from newspaper and then hessian- not animal skin! Initially, a small mannequin and newspaper was presented to each trio.

They then used this design to make a pattern for a child. This was then made into a hessian garment. Running stitch was the stitch used to join the hessian pieces together. The results were inspired, with each tabard unique, and demonstrated collaboration and sewing skills.

Thank you to all the parents, grandparents and interested adults that joined in Fox Clan’s Celebration. As the comments below testify, they too had enjoyed sharing in all the learning that had happened during the fortnight.

“Lovely to see the work the children have produced during art fortnight. Also great to see the children interacting with class mates and chance to chat with teachers.”

“Very informative. Fast paced (when attending with a tired toddler!) interactive and hands on. Lovely to see children work and the range of things done during the topic!” 

“It was lovely to see the range of activities the children have been doing and the art they have made. Look forward to the next open day.”

What an absolute privilege it has been to work with Year 6 over the past few weeks. To unleash imaginations and to provide a safe space to express who they are and what matters to them was the intention.

In the studio there has been laughter and tears, frustration and whoops of delight as we have shared through spoken and written words and pictures those who are special to us, our hobbies and interests as well as our dreams and our fears.  The impact is glorious. The learning journey is captured below.

Using monochrome mixed media-pencils, charcoal, graphite, biro, crayon, felt tip, paint and paper-we used our imaginations to mark make and create. To draw anything was a challenge for some of us, but in setting the time aside to explore and let anything happen produced some interesting results.

We then read together ‘The Boy Who Just Kept Drawing’. This picture book biography of the iconic pop artist Keith Haring, shared his story and art in a way that we could all access and embrace.

Although initially a little uncomfortable, Year 6 were encouraged to strike a pose that their peers would sketch in the style of Keith Haring. It proved a successful ice breaker/ warm up and outlines of friends-the form- was captured using a minimum of lines.

The simplicity of Keith Haring’s representation of people, animals, creatures and objects encouraged us to simplify our drawings of what mattered to us. These drawings inspired our designs that we transferred onto A3 photocopying paper, painstakingly cut out using craft knives and then finally screen printed onto t-shirts.

The results were wonderful. Each year 6 artist then gave their print a title accompanied by a profound blurb.

A big thank you goes out to Year 6 from me, for going deep and courageously sharing your wonderful unique selves.

As part of Year 6’s Arts Celebration, parents and interested adults were invited to walk the gallery in the art studio with their young artist. There were smiles and tears as well as pride from all.

Below are just some of the precious comments from the afternoon:

A visit to the local park inspired our own park paintings.

With big gestural movements, the paint was applied with a thick paintbrush so that our background was created. We made sure that the sky met the ground.

Once dry, we created our own playgrounds. There were slides and swings, cargo nets and see-saws as well as roundabouts, sandpits and even tree houses. Using felt tips, pastels, pencil crayon and oil pastel the details were added.

If you look closely you may also see squirrels and crows and a very hungry badger. These animals featured in Gareth Edwards’ book ‘The Disgusting Sandwich’.

In groups, we created paper playground reliefs. These showcased the skills of scrunching, tearing, rolling, cutting, wrapping and curling sugar paper and then carefully gluing our creations in place.

Delicious sandwiches were designed by 1DT. The fillings ranged from cheese and salad to skittles, blueberries and chocolate. Corrugated card, newspaper, masking tape and hot glue were the materials used to create bagels, baguettes, croissants and sandwiches. Drawing around slices of stale bread provided the template. The skill of manipulating, cutting and gluing the materials together required patience.

After painting their thick slices of bread, the fillings were added.

Then, miniature sandwiches were made using plasticine. I was so impressed with the attention to detail.

This half-term, Edward Lear’s poem, ’The Owl and the Pussy Cat’, provided the hook for Year 2’s art in the studio and their dance with Miss Allison.

There have been observational feather drawings, impressive mono-prints of feathers, imaginary ‘plasticine’ islands where the ‘Bong tree’ grows as well as large paintings of owls in flight or perched and owls built with recycled packaging.

Independently, we have discovered the beauty of ‘sandwiching’ drawing materials-graphite, biro, charcoal, wax crayon, pastels, chalks, felt tips, pencil crayons and watercolours –to create texture and layers.

Working collaboratively (partners, trios or small groups) we have demonstrated how together we can create, build and make something brilliant when we actively listen to each other, dare to share our ideas and work with someone new. The mono-prints, islands and junk modelling owls are testament to this.

Our ‘Plasticine’ Imaginary Islands

Each Year 2 class has researched the owl. As a result, the art features:

• Big eyes-necessary to see in the dark to locate their prey
• Incredible wings that silently flap so that owls can swoop and pounce on their prey
• Talons that grip, rip and shred their prey

Thank you Year 2 for working so hard and being fabulous artists.

Through dance, drawing, platicine, clay, silk painting, collage and construction, 5A captured the beauty and magnitude, resourcefulness and plight of animals native to the United Kingdom as well as both Poles.

The traditional drawing technique of scaling-up was employed on a number of occasions, culminating in life-sized polar creatures.

Our fortnight commenced in the United Kingdom, with 5A choosing native animals to incorporate into their illustrations. These drawings became the inspiration for their clay tiles and silk paintings. Red squirrels, hedgehogs, foxes and owls were popular choices with stags, robins and hares making appearances too.

5A were encouraged to use a viewfinder to select a section of their illustration that they thought would work compositionally. Their clay slabs represented their chosen view. The relief was made by using the skills of cross-hatching and applying slip to attach the clay shape onto the slab. Once dry, they were then painted with acrylics.

For the silks, this view was then scaled-up. Using a pencil and ruler they drew a simple grid (4 x 4) on the image selected and then transferred onto a larger 4 x 4 grid. Working one square at a time, they copied the lines until the animal slowly appeared. Then working with a partner, they made their silk frames by pinning the silk onto the wooden frame so that it was taut. With their scaled-up drawing beneath the silk, they then used gutta to draw the outline of their creatures. The gutta acts as a barrier, so that the silk inks do not bleed into each other when being applied unless a conscious decision. The results were impressive.

The life-sized polar creatures required research on behalf of 5A. What were the measurements of their creature? They then took a simple image of this animal, drew a simple grid over it and transferred onto corrugated card. This card had been cut and assembled together to allow the  length and height measurements of their polar creature to be drawn. A grid on the corrugated card –similar to the process for the silks but much bigger- was then drawn

.

The polar creatures were decorated with newspaper.  By tearing and cutting the sheets of paper texture was created and definition of the features was made by adding tissue paper. This process required team work and patience. In order to go again the next day, we watched ‘Austin’s Butterfly’. Through constructive critique and descriptive feedback from their peers, each group had areas to work on. The results were fantastic!

Once again, it was wonderful to invite 5A’s parents and interested adults to share in the arts celebration. The following feedback gives you a little insight into how incredible our young people are:

‘I am proud of Sara’s beautiful drawings and her dance. It showed me how much she has gained in confidence and how she is stepping out of her comfort zone.’

‘I am really proud of seeing how much Ezra has engaged with all the learning and how much he has enjoyed it. Some fantastic work and it’s fantastic to see how much he enjoys all aspects of arts fortnight. It’s something he always looks forward to.’

‘It was really good to see or witness what kids do and learn at school 🙂 especially art work!! Amazing.’

‘I have found how much Jayden’s imagination has come on. A very happy boy. The children seem happy with each other. Fantastic work. Well done.’

‘I am very impressed with how confident she was throughout the performance.’

‘Emily’s art work is full of expression. I can tell how much she has enjoyed completing it.’

‘I am proud of how Riya and her class have pushed themselves creatively.’