Summer Art Fun

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Subject

Art

Strand

Exploring and Making

Strand Units

• Drawing
• Paint and Colour
• Materials and Objects

Curriculum Reference

Based on the Irish Primary Curriculum, Art Strand: Exploring and Making, with special focus on visual arts elements related to nature and seasons, particularly summer.

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Learning Outcomes / Content Objectives (from IE Curriculum)

• Explore and use colour, line, shape, and form to create visual images inspired by personal experiences.
• Express ideas, thoughts, and feelings through a variety of art techniques and media.
• Recognise and appreciate the natural world as a source of creative inspiration.

Learning Objectives

The child should be enabled to:

1. Use a variety of materials (paint, crayons, and paper) to create summer-themed artwork.
2. Identify and describe colours, shapes, and forms found in summer objects or scenes.
3. Share their artwork with the class and explain the ideas and colours they used.

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Assessment

Method of Assessment	Assessment of	Where Recorded
Observation during activity	Engagement, use of materials, creativity	Teacher’s anecdotal notes
Questioning and discussion during and after activity	Understanding of summer-themed artwork	Teacher’s checklist
Presentation of finished artwork	Ability to articulate ideas and colour choices	Photographic record and notes

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Teaching Questioning

Question (Lower Order)	Question (Higher Order)	Lesson Part
What colours do we see during summer?	Why do you think artists choose certain colours for summer?	Introduction (I)
Can you name the shapes you used in your drawing?	How does your artwork make you feel and why?	Development (D)
What did you enjoy most about creating your summer art?	How can you improve your artwork next time?	Conclusion (C)

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Language Development Opportunities

• Introduction of vocabulary: sun, beach, flower, bright, warm, colourful, shape, form, texture.
• Use of descriptive language while discussing and explaining artwork.
• Encouragement to express thoughts orally during sharing phase.

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Literacy Development Opportunities

• Reading and discussing the WALT and WILF displayed on the board.
• Writing or drawing simple labels for parts of their artwork if desired.
• Encouraging students to listen carefully and respond to questions.

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Lesson Body

Introduction (10 minutes)

• Stimulus: Quick “Summer Charades” game where students act out summer-related activities (e.g., swimming, sunbathing, picking flowers).
• Elicit Prior Knowledge: Ask students what they like about summer and what they see during summer days.
• WALT (Displayed & Read Aloud): We are learning to create pictures about summer.
• WILF (Displayed & Explained): I will use colours, shapes, and my ideas to make a summer picture.

Development (35 minutes)

• The teacher will show a PowerPoint with images of summer scenes (beach, garden, sun, ice cream).
• The teacher will invite students to name the colours and shapes they see.
• The teacher will give each student a piece of paper and access to crayons, paints, and brushes.
• The teacher will demonstrate simple drawing and painting techniques for skies, sun, flowers, water, etc.
• Students will create their own summer-themed artwork using materials provided.
• The teacher will circulate, ask questions about their choices, and encourage creativity.
• Encourage students to think about what summer means to them as they work.

Conclusion (5 minutes)

• Gather students in a circle to share their artwork.
• Ask a few students to describe their art and the colours they used.
• Recap the WALT and WILF with the class, discussing what was learned and achieved.
• Discuss how creating art about summer helped them think about the season differently.
• Transition by explaining the next lesson will explore summer in nature through a nature walk.

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UDL (Universal Design for Learning)

Pupil(s)	Reason	Method	Additional Comments
Pupil 12 (ASD)	Sensory sensitivity	Provide noise-cancelling headphones; allow time-outs	Ensure calm, low-stimulus corner available
Pupil 23 (Dyslexia)	Processing written text	Use clear, simple font on PowerPoint; verbal instructions emphasized	Give visual prompts and cues frequently
Pupils 25 & 26 (EAL)	Language barriers	Use pictures, visual aids; allow peer support	Use key vocabulary charts
Pupil 4 (Hearing Impairment)	Hearing difficulties	Seat near teacher; use visual instructions; write keywords on board	Use gestures and clear lip movements
Pupils 9,17,24 (High Ability)	Need for challenge	Provide opportunity to experiment with mixed media or more complex shapes	Encourage peer mentoring
Pupil 22 (Lower Ability)	Motor skill difficulties	Provide thicker crayons/paintbrushes for easier grasp	Offer one-on-one support
Pupil 15 (Social and Emotional Support)	May get frustrated or anxious	Use clear, simple instructions; positive reinforcement	Use calm voice and set up a buddy system

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Learning Environment

• Standard classroom arranged in groups for easy access to materials.
• Tables covered with protective sheets.
• Designated quiet area for sensory breaks.
• Interactive whiteboard (IWB) for displaying visuals and WALT/WILF.

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Resources / Materials Needed

• Interactive Whiteboard (IWB) with PowerPoint presentation on summer images.
• A4 white paper for each student.
• Crayons, paints, brushes, palettes.
• Protective aprons/smocks.
• Visual vocabulary charts with summer words and images.
• Noise-cancelling headphones (for ASD pupil).
• Labels and cards for literacy support.

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This detailed plan supports creativity and language development while addressing diverse learner needs within a vibrant, culturally relevant theme aligned with the Irish Primary Curriculum.