Visual Arts - NCCA

Strand: Paint and colour Theme: Water Level: 3
Information
A unit of work for students at the pre-schematic stage
The student should be enabled to
• become familiar with the variety of appearance, shape and pattern of fish
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Guidelines Mild General learning disabilities / Visual Arts / PRIMARY
explore and experiment with a variety of paints and of painting skills/techniques such as blending, layering,
and eliminating colour.
Stimulus Language
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Look at fish, their shape and colour, scales, fins,
mouths and eyes.
Discuss the pattern on the fish.
Examine a bought fish or visit a fishmonger.
Activity
> Begin by looking at and discussing the general shape of a fish’s body.
> Lightly sponge the general shape on a large piece of paper.
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Descriptive—shiny, speckled, slimy, silvery, etc.
Actions with paint—splatter, mix, scrape, scratch
Provide a variety of colours on a palette, and small and medium brushes. (Remember that the student may
have to be shown how to clean brushes when changing from one colour to another.)
Further work can be done using the blunt end of the brush or another tool to scrape away some of the paint
to create texture.
> Old toothbrushes or nail brushes can be used to apply more speckled texture.
> Other colour materials might be added to create interest.
Assessment
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Exemplar 15: Visual Arts
Has the student attempted to use the colour with discrimination?
Has the student indicated any or all of the features of the fish through the use of colour, by scraping paint
away, or by splattering?
Did the student master the technique of splattering? (This requires quite complex activity, involving both
hands.)
Can the student display his/her piece of work and discuss the techniques used in creating it?
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