101 Inclusive and SEN Art, Design Technology and Music Lessons. Kate Bradley
Paintbrush
MAIN
• Link this activity to a current theme or topic; this example is going to use autumn.
• Before the lesson take the children out on a nature walk (follow appropriate setting guidelines and risk assessments); give each child a bag and tell them they are looking for materials to use in art to make a picture. Encourage the children to collect leaves, bark and sticks.
• When back in class, each child should put on an apron. Give each child the template of a tree.
• Place all the items that were collected on to the table, and group them (all leaves together, all bark together, etc.).
• Provide the children with PVA glue and a paintbrush and encourage them to choose items and stick them down to make a tree.
PLENARY
Once everyone has finished, ask the children to help by placing their art to dry and wiping the tables.
CONSOLIDATION ACTIVITIES
Place the leftover natural materials in a builder’s tray and add some small world people so that the children can explore the textures and items in a free choice activity.
8. Keep to the Line
Learning Objective
Emerging
Pupils are aware of starting or stopping a process.
Additional Skills
Visual: making marks on the page.
Fine motor: using tools to make marks.
Social interaction: working alongside others.
Auditory: listening to ‘start’ and ‘stop’.
Resources
Yogurt pots
Different coloured paints
Lollipop sticks
Access to a freezer
Large white paper
Marker pens
Tape
Aprons
MAIN
• The night before the lesson, prepare mixtures of watered-down paint in a variety of colours. Place these in yogurt pots with a lolly stick and put in the freezer overnight.
• Place a large sheet of paper on the floor and with a marker pen; make a variety of lines (squiggles, straight, zigzags) along the length of the paper. Place aprons around the paper ready for the children to use. Take the yogurt pots from the freezer and loosen the sticks so that they are easy to pull out.
• Invite the children to come and join you. Help the children roll their sleeves and put on their aprons.
• Hand each child a paint stick and model to them starting at one end and making a paint line along the paper.
• Encourage the children to swap the colours of paint they are using. Use the language ‘start’ and ‘stop’ when the children are working across the lines.
PLENARY
If all the lines have been completed, hand a marker pen to a child and ask them to make a line that they can then go over the top. Once the paper is full, count down ‘5, 4, 3, 2, 1, finished’. Help the children to tidy and wash their hands.
CONSOLIDATION ACTIVITIES
In fine motor activities, place lines on paper and encourage the children to rip or cut along the lines to practise the start and stop within the process.
9. Paint Bags
Learning Objective
Emerging
Pupils make marks intentionally on a surface with fingers or tools.
Additional Skills
Fine motor: making marks in paint/on bag.
Visual: copying an adult.
Social communication: working alongside others.
Resources
Aprons
Different coloured paints
Glitter
Tray
Ziplock bags
Electrical tape
MAIN
• Help all the children to put on aprons. Place the selection of paint and glitter in a tray in front of the group.
• Model choosing a paint colour and squeezing some into the ziplock bag and then shaking in some glitter.
• All children take a turn at adding paint and glitter.
• Once all the bags are made, stick them with electrical tape to the window.
• Encourage the children to make marks so that they can see the light shining through. These could be shapes or letters of the alphabet, for example.
PLENARY
Count down ‘5, 4, 3, 2, 1, finished’. Help the children to tidy up.
CONSOLIDATION ACTIVITIES
Leave the bags on the window. Each day add a different picture or shape next to the paint bags and encourage the children to copy this.
10. Peg Painting
Learning Objective
Emerging
Pupils show some awareness of cause and effect in a creative process.
Additional Skills
Visual: making marks on the page.
Fine motor: using tools to make marks.
Social communication: working alongside others.
Resources
Pegs
Cotton wool balls
Paint trays
Different coloured paints
White paper
Sellotape
Aprons
MAIN
• Set up the activity by pegging a piece of cotton wool to each peg. Fill up paint trays with brightly coloured paint. Lay the white paper on the table and tape this down, and put out an apron for each child.
• Invite the children to the group; help them to roll up their sleeves and put on their apron.
• Model using the peg like a paintbrush and make marks on the paper.
• Encourage the children to join in.
PLENARY
Write the child’s name next to the marks that they have made and help the children to wash their hands once the activity has finished.
CONSOLIDATION ACTIVITIES
Use other non-typical items to paint with, such as washing up brushes, forks, etc., to allow the children to explore making marks in a variety of ways.
11. The Creature
Learning Objective
Emerging
Pupils show an active interest in a range of tools and materials.
Additional Skills
Visual: selecting preferred materials.
Fine motor: using tools to make marks in 3D objects.
Social communication: working alongside others, sharing resources.