1 Year 3: Famous Artists Turner Lesson 1 Duration 1 hour. Date: Planned by Katrina Gray for Two Temple Place, 2014 Main teaching Activities - Differentiation Plenary LO: To explore Turner s work Cross curricular links: Art, Literacy, History Explain to the children that they are going to be learning about a man called J. M. W. Turner. Q What do you think the letters at the beginning of his name are for? They are called initials and they stand for names. Q What are your initials? Tell children that his initials stand for: Joseph Mallord William but his friends called him William. Show a self-portrait of Turner. Q What is this? Q Why do you think we are showing you a portrait and not a photograph? (Talk partners) Explain that Turner was an artist who was born in 1775 nearly 250 years ago and died in 1851, cameras did not exist then. Turner s work Explain that in the next lesson we will learn in more detail about Turner s life but now they can see some of his paintings. First show all the paintings on the whiteboard so they can see them clearly and big. Have brief discussion about each one. Tell the children that the paintings are all displayed around the classroom ready for them to be Art Critics. Q What is an art critic? Discuss. ACTIVITY: ART CRITICS Play some soft music while children walk around the exhibition. Tell them when the music stops, they must stop by a painting if it is crowded, find one with more space. Encourage children to use speaking frames to discuss the paintings. Speaking Frame: This a painting of I like it because I don t like it because My favourite part of the painting is because Children to feedback on which their favourite Turner painting was and why. Speaking frame: My favourite Turner painting was. because RESOURCES Paintings by Turner A self portrait of Turner Soft music (not provided in the pack) Key vocabulary: Turner Painting Critic Portrait Opinion ICT: Music Success Criteria: I know that JMW Turner was an artist and that he lived a long time ago. I can express my opinion about some of his art works. G&T: Children to justify their opinions or explain why they were unsure Speaking frame: I thought this might be because but Each time, use a mini plenary to hear back about why a few children chose particular paintings.
2 Year 3: Famous Artists Turner Lesson 1 Duration 1 hour. Date: Planned by Katrina Gray for Two Temple Place, 2014 Main teaching Activities - Differentiation Plenary Next, challenge the children to identify a painting which evokes a particular emotion eg: Find a painting which makes you feel scared or anxious. Find a painting which makes you feel joyful. Find a painting which makes you feel calm and relaxed Encourage children to use the speaking frame to expand on their reasoning skills. Speaking frame: This painting makes me feel because Ethnic Minority Achievement/English as an additional language learning strategies: Talk partners. Speaking frames, collaborative work. Every Child Matters: Enjoy and achieve, make a positive contribution.
3 Lesson 1 Resource Self Portrait: JMW Turner Joseph Mallord William Turner, Self Portrait, c 1799, Source: Wilton, Andrew (2006) Turner in his time (New ed.), London: Thames & Hudson
4 Lesson 1 Resource Turner paintings Joseph Mallord William Turner, Rain Steam and Speed the Great Western Railway, 1844
5 Lesson 1 Resource Turner paintings Joseph Mallord William Turner, Modern Rome - Campo Vacino, exhibited 1839
6 Lesson 1 Resource Turner paintings Joseph Mallord William Turner, Assos c.1835 Blackburn Museum and Art Gallery
7 Lesson 1 Resource Turner paintings Joseph Mallord William Turner, Tynemouth Priory, Northumberland, 1820s Blackburn Museum and Art Gallery
8 Lesson 1 Resource Turner paintings Joseph Mallord William Turner, The Burning of the House of Lords and Commons, 16th October 1834 exhibited 1835 Philadelphia Museum of Art
9 Lesson 1 Resource Turner paintings Joseph Mallord William Turner, Ramah (Rachel s Tomb) 1830s Blackburn Museum and Art Gallery
10 Year 3: Famous Artists Turner Lesson 2 Duration 1 hour. Date: Planned by Katrina Gray for Two Temple Place, 2014 Main teaching Activities - Differentiation Plenary LO: To explore Turner s life Cross curricular links: Art, History, Literacy, Q What would you like to know about Turner? Discuss and make a list. Explain that today we will be reading a biography about Turner. Q What is a biography? Q How is it different to an autobiography? Explain to the children that on each table, there will be information about different aspects of Turner s life. They will be rotating around each table, and making notes on the key information with their partner Show the children a copy of their planner explain that the sub-headings are for each different table and they must be careful to make their notes in the right place. CT to model finding the key information on Early Life in the text and underlining it. Then model making notes using bullet points onto the planner. Make sure children understand not to write full sentences, or just copy the information. Key steps: Read, underline, make notes Activities: Mixed Ability Groups. Note taking Children to carousel in MA groups and find key information, and make notes on their planners. SEN simple information. Supported by MA partner. G&T effective notes on key information Success Criteria: I can find important information in a text. I can make effective notes I can recall interesting facts about Turner s life Share information children have learned. Sections: Early Life Learning to be an artist Travels The Sea Turner Dies RESOURCES Information packs for each table. Planners for note-taking Biography text Key vocabulary: Turner Notes Facts Biography Ethnic Minority Achievement/English as an additional language learning strategies: Mixed ability pair work, writing scaffold, modelling Every Child Matters: Enjoy and achieve, make a positive contribution.
11 Joseph Mallord William Turner is one of the greatest English artists. He was born in London on 23rd April His father was a barber this means he cut men s hair. Turner s mother was very unwell. He started drawing when he was a boy. His father was very proud of his pictures and hung them in his shop. Some people bought them. Lesson 2 Pupil resource for note taking
12 When he was 14, Turner went to the Royal Academy in London to study art. His first tasks were to draw statues from ancient Greece and Rome. A year later, in 1790, Turner put his first paintings on show at the Royal Academy. Even though he was only 15 years old, people already knew he was talented. When he was 32, Turner became a professor at the Royal Academy. This means he taught other artists about painting and drawing. Lesson 2 Pupil resource for note taking
13 From the age of 17, Turner started travelling because he always wanted to find something new to paint. At first, he visited parts of Britain. His first paintings used watercolour paints. Turner also travelled around Europe. There were no cars or aeroplanes then so travel was much harder and took longer. Sometimes he had to walk more than 12 miles in a day. When he travelled, he sketched what he saw. Later, he turned his sketches into paintings sometimes years later. When he travelled in Paris, he went to a famous art gallery called the Louvre where they had many paintings by famous artists. Turner studied their paintings and then started to paint using oil paints, like they did. Lesson 2 Pupil resource for note taking
14 When he was young, Turner loved to watch the boats on the River Thames in London. One day, he saw a picture of a ship at sea and this made him decide to be a painter. All his life, he painted ships and the sea. Turner often worked in unusual ways. For example, once he was on a ship during a storm and he asked the sailors to tie him to mast so he could see and feel the storm properly. Lesson 2 Pupil resource for note taking
15 Later in his life, Turner s paintings became more abstract this means it was not as clear what the paintings were of. They were full of swirling colours some people called them pictures of nothing, but now people love these paintings and call them masterpieces. Turner continued to paint almost to the end of his life. He died in 1851, aged 76. He was buried in St Paul s Cathedral, London. In his will, he left many of his paintings to the British people. Lesson 2 Pupil resource for note taking
16 The life of J.M.W. Turner Lesson 2 Pupil resource Note planner
17 Year 3: Famous Artists Turner Lesson 3 Duration 1 hour. Date: Planned by Katrina Gray for Two Temple Place, 2014 Main teaching Activities - Differentiation Plenary LO: To make observational drawings of the sky. Cross curricular links: History, Art Q What do you think an observational drawing is? Explain to the children that often we draw what we think we can see, without really looking at what is there. Show the children photographs of different skies. Q What is this sky like? Q What colours can you see? Q What shapes can you see? Q How does it make you feel? Why? Look at some of Turner s paintings Q How would you describe his skies? Q What do you like about his skies? Q What do you think he does well in his paintings? Activities Children to make observational drawings of the sky outside. EAL / SEN: All children can access this activity. G&T: Encourage more detailed sketches Success Criteria: I can look carefully at the sky and describe what I can see. I can sketch what I can see in the sky. Share examples of children s work RESOURCES sketchbooks coloured pencils outside area Images of the sky (in the pack) Turner s paintings of the sky (in the pack) Key vocabulary: Turner Painting Sky Shape Explain that the children will be going outside and it is really important that they look at the shapes they can really see. If possible, take paper flipchart outside too so the Class Teacher can model looking up at the clouds and really drawing what they can see, rather than cartoon cloud shapes. If possible, repeat this activity on different days so the children notice how the sky changes. Also encourage children to look at sunsets etc Ethnic Minority Achievement/English as an additional language learning strategies: visuals, modelling Every Child Matters: Enjoy and achieve, make a positive contribution.
18 Lesson 3 Resource Observations of sky What is this sky like? What colours can you see? What shapes can you see? How does it make you feel? Why? Sunset over Lake Bolsena photo by permission of Maurizio Firmani
19 Lesson 3 Resource Observations of sky What is this sky like? What colours can you see? What shapes can you see? How does it make you feel? Why?
20 Lesson 3 Resource Observations of sky What is this sky like? What colours can you see? What shapes can you see? How does it make you feel? Why?
21 Lesson 3 Resource Observations of sky LO: To be able to make observational drawings of the sky Turner's sky Paintings How would you describe the sky? What do you like about the sky? What do you think he does well in his painting? Success Criteria: I can look carefully at the sky and describe what I can see I can sketch what I can see in the sky J. M. W. Turner, 1838, Flint Castle, watercolour on paper, Tate Gallery, London
22 Lesson 3 Resource Observations of sky LO: To be able to make observational drawings of the sky Turner's sky Paintings How would you describe the sky? What do you like about the sky? What do you think he does well in his painting? Success Criteria: I can look carefully at the sky and describe what I can see I can sketch what I can see in the sky Joseph Mallord William Turner, Shoreham, 1830s, Blackburn Museum and Art Gallery
23 Lesson 3 Resource Observations of sky What colours can you see? Is there only one shade?
24 Lesson 3 Resource Observations of sky What colours can you see? Is there only one shade?
25 Year 3: Famous Artists Turner Lesson 4 Duration 1 hour. Date: Planned by Katrina Gray for Two Temple Place, 2014 Main teaching Activities - Differentiation Plenary LO: To be able to mix different tones of colours using watercolour paints Cross curricular links: History. Art Q What do we mean by different tones? Discuss Q Is the sky always just one colour? Show photographs of the sky and show Turner s painting of the sky Q What colours can you see? Make a list. Select one colour that a child has named. Q Is there only one shade of that colour in the picture? Explain that today they are going to be mixing as many different tones of various colours that they may need to use in their painting. Explain that we will be using watercolour paints as this is what Turner used to use for some of his paintings Model with blue how you can make it lighter by adding white, or darker, or more purple. Model how you mix the paint carefully on the palette. Model doing patches of different tones of blue on your strip of paper. Ideally children should have the opportunity to do a strip for blue, a strip for oranges, and a strip for purples/pinks Ethnic Minority Achievement/English as an additional language learning strategies: visuals, modelling Every Child Matters: Enjoy and achieve, make a positive contribution. Activities: Children to make colour strips showing as many different tones of colours as they can. EAL / SEN: flashcards with colour names G&T: Explore primary, secondary and tertiary colours. Investigate colours and shades that can be created using just blue, red and yellow Success Criteria: I can mix watercolour paint. I can mix different tones of colours. Share examples of children s work G&T children to share what they found out about primary and tertiary colours. Could use this website to explain to the rest of the class. RESOURCES Not in the pack: strips of paper paint brushes paints water In the pack: Turner paintings Colour flashcards Key vocabulary: Tone Shade Colour Watercolour Turner Painting
26 COLOUR WHEEL Lesson 4 Resource Colour flash cards red orange purple violet yellow green blue turquoise COLOUR WHEEL purpleblue redpurple red purple orange yelloworange bluegreen blue yellow yellowgreen green redorange
28 Year 3: Famous Artists Turner Lesson 5 Duration 1 hour. Date: Planned by Katrina Gray for Two Temple Place, 2014 Main teaching Activities - Differentiation Plenary LO: To be able to extend part of a Turner painting Cross curricular links: Art, History Show the children a piece of a Turner painting, zoomed in. Q What do you think we are looking at? Discuss. Explain that today they will be extending a piece of a Turner painting, using watercolour paints. (applying the skills from previous lesson) Model how to do this with an example that is different from the one the children will use. Important things to note: include his use of colour and light it does not matter how much like the original it looks but they should use what they know about Turner s works in their pieces. Ethnic Minority Achievement/English as an additional language learning strategies: Mixed ability pair work, writing scaffold, modelling Every Child Matters: Enjoy and achieve, make a positive contribution. Activities: Children to complete works by Turner as modelled SEN Adult support G&T Use primary colours only to mix other colours Success Criteria: I can extend an artwork by Turner. I can use watercolour paints effectively. Share and appraise each others work Use the 2 stars a wish format (2 good elements and one target for improvement) Speaking frame: I like the way you have..and. To improve you could.. RESOURCES sketchbooks pencils small piece of a Turner work Key vocabulary: Turner Watercolour Shape Tone Shade
29 Lesson 5 Resource Extending a painting LO: To be able to extend part of a Turner painting What do you think we are looking at? Success Criteria: I can extend an artwork by Turner Joseph Mallord William Turner Tynemouth Priory, Northumberland, 1820s. Blackburn Museum and Art Gallery.
30 Lesson 5 Resource Extending a painting LO: To be able to extend part of a Turner painting Success Criteria: I can extend an artwork by Turner Joseph Mallord William Turner Tynemouth Priory, Northumberland, 1820s. Blackburn Museum and Art Gallery.
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