Updated: 19 Jul 2019
A fun art activity to experiment with the use of warm or cool colours.
Non-Editable: PDF
Pages: 1 Page
Years: F - 2
Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Key Stage 1 (KS1) covers students in Year 1 and Year 2.
Pupils should be taught: to use a range of materials creatively to design and make products; to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination; to develop a wide range of art and design techniques in...
A fun art activity to experiment with the use of warm or cool colours.
Use this teaching resource when studying colour as one of the Elements of Visual Art. Students create a sculpture using cardboard tubes, coloured paper, straws and other cylindrical objects in their chosen colour scheme. This activity provides a great opportunity for discussion of the cylinder.
Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Key Stage 1 (KS1) covers students in Year 1 and Year 2.
Pupils should be taught: to use a range of materials creatively to design and make products; to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination; to develop a wide range of art and design techniques in...
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