In this unit children explore how to convey movement in their work. They explore dynamic activities such as sport, dance, drama and music as a starting point for making work in two dimensions. They look at how the idea of movement is shown in different kinds of art, such as photography, illustrations, cartoons, paintings, prints, and experiment with different methods and techniques to show movement.

Raoul Dufy ‘Harvest Scene with Steam Threshing Machine (pencil and watercolour) GR43 (WORK AND LEISURE)

Joshua Cristall ‘Girl Harvesting Bracken’ (watercolour and gouache) GR30 (WORK AND LEISURE)

These two pictures contrast quite well allowing comparisons of the loose, free 20th Century Dufy painting with the more static, posed 19th Century work in the same medium. The Dufy painting uses line and wash to sketch the scene (possibly completed on site) using a quick drawing style to enhance the feeling of movement within the picture. Pupils could be asked to produce work at speed (e.g. draw figures with a 5 minute time limit) allowing for only essential information to be sketched or could draw figures in action (e.g. playing football, dancing or on a climbing frame) from observation.

Camille Pissarro ‘Figure Studies’ (charcoal) GR190 (WORK AND LEISURE)

Auguste Rodin ‘Nude Study’ (watercolour and pencil) GR208 (FIGURE STUDIES).

These two pictures aim to show use of quick, figure studies in a sketchbook. Pupils could be asked to produce lots and lots of quick, figure studies in their sketchbooks – an ‘idea’ or ‘sketch’ doesn’t have to take a long time or even be finished. These could be used to visualise and demonstrate a sequence of action.


Edgar Degas ‘Woman Washing her left leg’ (bronze) GR34 (FIGURE STUDIES).

This 3D figure in action can provide links to other pictures of Degas in which he tries to capture the excitement of moving subjects in his paintings of ballet dancers and horse racing scenes.


Greek ‘Lekythos Vase’ (clay) GR284 (FIGURE STUDIES)

Maximilien Luce ‘Market Scene’ (pastel) GR156 (WORK AND LEISURE)
Jacob Epstein ‘Men with Mice and Birds (chalk) GR74 (WORK AND LEISURE)

These three show various action pictures that may be followed up by a class.

The vase shows warriors in combat watched by an aristocratic man (which may relate to football, rugby or martial arts) the market scene could tie in with the colour, movement and action seen in Walsall market and the animal picture may relate to pictures of pets.

These starting points could lead to cartoon sequences, animations, collages reflecting movement using newspaper/ magazine cuttings of people in action or in use of repeated prints to show movement or sequences.



In this unit children investigate headwear and costume worn in different times and cultures, including theatre costume. They use this as a starting point for designing and making a piece of headwear for a character in a story, using a range of textiles and other materials.

The Discovery Gallery offers a selection of shoes that invite the viewer to think about the nature of design – for practical, fun, fashion purposes. There is also a dressing-up box and a puppet theatre that encourages visitors to put on a ‘performance’.

The Garman Ryan Collection provides a selection of pictures showing different styles and clothing from different eras and cultures. One could just ask pupils to find and draw examples of different headwear.

Pierre Bonnard ‘Poster for La Revue Blanche’ (lithograph) GR355 (ILLUSTRATION AND SYMBOLISM)

Pierre-Auguste Renoir ‘The Country Dance’ (etching) GR198 (WORK AND LEISURE)

Try to copy this Renoir picture with its flowing sense of line drawing used to give the picture rhythm. Photocopy it onto acetate and project onto a large scale piece of paper making the figures life size. Discuss and try to recreate a modern version of young people at a club. The scale will enable collaborative work. Discuss the wearing of hats for going out (protection from weather), on special occasions (weddings etc), dressing up (in play or going out with friends) and for uniforms (recognition and protection). Collect photographs of examples of headwear and ask pupils to produce their own designs.

Odilon Redon ‘Throw of the Dice’ (lithograph) GR193 (ILLUSTRATION AND SYMBOLISM)

This is a surreal image showing a hat containing a dragon’s tail. Design and make a hat taking inspiration from either the shapes or the patterns of animals or look at surrealist artists and develop ideas for an outrageous piece of head-wear based on surreal imagery. If pupils are visiting the gallery they could produce drawings based on the sculptures of animals in the collection that could then be used to design their hats.

Egyptian ‘Head of a girl’ (limestone) GR261 (ILLUSTRATION AND SYMBOLISM)
Egyptian ‘Figure of man wearing a short wig’ (wood) GR277 (FIGURE STUDIES)

Egyptian ‘Horus wearing the uraeus’ (bronze) GR278 (FIGURE STUDIES)

These Egyptian works could be used as a starting point for looking at Egyptian styles in general and how the hair can be decorated using braiding, platting, extensions, ribbons and flowers. This theme can be carried through into set design by researching the designs for Diagalev ballets, for Aida and for the David Hockney set designs for The Magic Flute.

Francisco de Goya ‘Margarita of Austria, Queen of Spain’ (etching) GR130 (ILLUSTRATION AND SYMBOLISM)

Studio of Paulo Veronese ‘Page Boy’ (oil) GR247 (WORK AND LEISURE)

These contrast with the headwear of ordinary people in the Renoir picture by showing a portrait of power and wealth. A page boy with a crown again reminds us of special state occasions with kings and queens in crowns and guards in bearskins. The two pages from a Book of Hours (GR213a and GR213b) (RELIGIOUS ART) again show this contrast. The simple hooded head gear of the shepherds contrasted with the crowns and halos of the royal and the holy.




In this unit children explore the rural and/or urban landscape as a starting point for two-dimensional work. They record their observations through drawing and photography. They use shape, form, space, colour, texture and pattern to develop and communicate their ideas in a painting. They consider the ideas, methods and approaches of artists who have responded to landscapes in different ways.

This unit asks us to look at the rural or urban landscape as a starting point for 2D work at a time when the good weather should have come and classes may be able to get outside.

Theodore Garman – "Stubbers Green Pool, Shelfield" (pastel) GR121 (LANDSCAPE AND TOWNSCAPE) is an excellent starting point because it was produced when Theo was aged 15 (and may therefore show a standard that these 11 year olds can aspire to), it uses a portable medium that can be used to produce quick, coloured sketches on site in a sketch book. It was a favourite walk of Theo’s and can be visited locally (it is on the Stubbers Green Road, Shelfield just out of Walsall) either as a class or at weekends. Discuss use of sketchbooks and appropriate choice of drawing materials.
Theodore Garman ‘Summer Garden, South Harting’ (oil) GR108 (LANDSCAPE AND TOWNSCAPE)

This domestic summer scene is of someone sitting out in a garden surrounded by the writhing life, pattern and colour of the flourishing garden plants. The sky is blue and the windows are open in the picture of Theo’s grandmother’s garden. Encourage pupils to emulate the richness of patterns and tone in sketches of summer plants in a school garden or home and use the sketches in class to produce an oil type painting using readymix paint applied with a flat rubber brush or a thin strip of card. This application of paint would give an impasto effect as if the paint was applied by a palette knife. Look at foreground, middle-ground and background in the composition of a landscape and consider how it can be used to indicate depth in a picture.

Claude Monet ‘The Sunken Road in the Cliff at Varengeville’ (oil) GR171 (LANDSCAPE AND TOWNSCAPE)

This contrasts in both colour and in its simple triangular composition to the two previous pictures. It also reveals Monet’s interest in changing light at different times of the day and during poor weather conditions. Monet painted many landscapes but is perhaps most famous for creating and then painting his own garden at Givenchy which could be researched in both books and the internet links. The BBC has also produced a website and video entitled ‘Painting the Weather’.


Jean-Francois Millet – ‘The Charcoal Burner’s Hut’ (Charcoal) GR168 (WORK AND LEISURE)
Jean-Francois Millet ‘Going to Work’ (etching) GR169 (WORK AND LEISURE)

These pictures develop the idea of figures working in the landscape which can be transposed to modern urban settings where pupils devise a picture based on people going to or at work. Both pictures could be used to develop pupils’ experience of the range of sketching materials by using charcoal and pen and ink (to emulate the etching) using crosshatching to build tone within their pictures.

N.B. The woman is going to work carrying a drink and putting her basket on her head for shade – this sort of detail can make a picture interesting.



Ambrose McEvoy ‘Dieppe Street Scene’ (oil) GR158 (LANDSCAPE AND TOWNSCAPE)

This is an urban scene with warm, sunny colours with a gentle perspective. It uses blocks of colour to give the colour and indication of buildings. Pupils could produce a response by replicating the loose, impasto effect or by developing a pen and ink drawing in perspective and gluing on overlapping layers of transparent tissue paper.

If a digital camera is available pupils could take pictures of buildings and use image manipulation software to distort it, and change the colours.


A resource web for art teachers using the Garman Ryan Collection and the New Art Gallery Walsall, England as a source of inspiration for the delivery of the QCA National Curriculum 2000 art schemes of work to pupils in Key Stages 1-3