A collection of imagery and sources designed to introduce students to event based architecture firm, Populous.

Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However external websites and videos are updated and that is beyond our control. 

Please let us know if you find a 404 link, or if you feel content is no longer appropriate. 

We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks. 

*If you are having issues viewing videos it may be due to your schools firewall or your cookie selection. Please check with your IT department.*

This resource is free to access and is not a part of AccessArt membership.

Populous is a global company which designs stadiums. In their words “working with communities of all sizes and using a range of disciplines, we create experiences that amplify the joy felt in shared human moments.”

Browse the images on their site to get a real sense of what it means to design stadium which bring people together and create an exciting environment for an event. See the Populous site. 

Watch the videos below with the pupils. Find questions to prompt discussion at the end of this resource. 

Questions to Ask Students

What kind of structures and shapes can you see within the stadiums?

How do the stadiums work with or against the landscape around them?

How does ‘community’ factor into their designs?

When designing a stadium what different spaces need to be considered?

If you were going to design a space what kind of events would it hold? Would you make it multifunctional?

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PATHWAY: HOW CAN I CREATE COMMUNITY THROUGH STADIUM DESIGN?

Explore architecture and stadium design with this pathway

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Enable close looking and drawing with this exercise

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Find out how pupils can respond to artists work in sketchbooks

A collection of imagery and sources designed to introduce children to the work of artist Lewis Rossignol.

Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However external websites and videos are updated and that is beyond our control. 

Please let us know if you find a 404 link, or if you feel content is no longer appropriate. 

We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks. 

This resource is free to access and is not a part of AccessArt membership.

Lewis Rossignol is a fine artist who specialises in surrealist and experimental contemporary drawing and painting. 

“I draw inspiration from all areas of life, including but not limited to, interesting people, architecture, music, and nature. Like many others from my generation (X), I also draw inspiration from pop culture, movies, and television, especially from the 80s and 90s, which should be apparent from my work.” – Lewis Rossignol

Rossignol has Tourette syndrome and finds that his tics disappear as he’s drawing, providing him with short bursts of relief everyday. Find out how sketching helps Rossignol to manoeuvre around Tourette syndrome here.

Explore more of Rossignol’s work on his TikTok, Instagram, and Youtube.

Grocer 14″ X 11″ by Lewis Rossignol

Pirates 14″ X 11″ by Lewis Rossignol

Pizzaria 14″ X 11″ by Lewis Rossignol

@lewisrossignol

♬ Don’t Sweat The Technique – Eric B. & Rakim

@lewisrossignol Replying to @michaels.boy thank you. Probably because I have done some album covers. #artprocess #albumart #tylerthecreator ♬ Rusty Cage – Johnny Cash

Questions to Ask Children

How would you describe the way the artist makes his marks?

Which materials and techniques does the artist use?

What do you like or dislike about the artwork and why?

How might you describe the pace of the artwork?

How does the artwork make you feel?

A collection of imagery and sources which you can use to prompt drawing in schools and community groups. 

Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However external websites and videos are updated and that is beyond our control. 

Please let us know if you find a 404 link, or if you feel content is no longer appropriate. 

We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks. 

Polar Bears

Use the film below to enable children to explore drawing polar bears. Try to create a sense of momentum – for example you might pause the video 4 times and ask the pupils to make a 1 minute, 2 minute, 3 minute and 4 minute drawing at each pause. 

Encourage close and slow looking by talking as they draw – use your voice to attract their attention to features of the polar bears.

Watch the full documentary The Polar Bear Family & Me

public domain animal CC0 photo.

public domain animal CC0 photo.

Free public domain CC0 photo.

Free public domain CC0 photo.

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This is featured in the ‘Using Art To Explore Global Issue’ pathway

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<< Back To: Inspire: Fitzwilliam Museum

An exploration of the painting ‘The Story of Cupid and Psyche’ by Jacapo del Sellaio, written by Kate Noble.

Please note that this page contains links to external websites and has videos from external websites embedded. At the time of creating, AccessArt checked all links to ensure content is appropriate for teachers to access. However external websites and videos are updated and that is beyond our control. 

Please let us know if you find a 404 link, or if you feel content is no longer appropriate. 

We strongly recommend as part of good teaching practice that teachers watch all videos and visit all websites before sharing with a class. On occasion there may be elements of a video you would prefer not to show to your class and it is the teacher’s responsibility to ensure content is appropriate. Many thanks. 

This is one in a series of resources created in collaboration with Kate Noble from the Fitzwilliam Museum. The ‘Inspire 2020’ project aims to encourage teachers to use collections in local galleries and museums as a source for exploration in art lessons.

The Story of Cupid and Psyche by Jacopo del Sellaio (1442 – 1493)  

The Story of Cupid and Psyche. Sellaio, Jacopo del (Italian, 1441/2-1493). Egg tempera with gold on panel, height 59cm, width 178.8cm. Florentine School. One of a pair of cassone panels.

The painting above tells the first half of the ancient Greek story of a human princess, Psyche, who marries the god of love, Cupid. It was painted for a very grand bedroom in fifteenth-century Florence, which doubled as an entertaining space for the wife’s friends. The bedchamber was furnished at the time of a wedding, with a bed and chests but also painted stories that celebrated the love of a newly married couple. This story highlights the loyalty of the bride to the groom, as was expected in the fifteenth century. 

The Story of Cupid and Psyche 

The story is read from left to right like a cartoon strip. 

‘Young Psyche with her courtiers when Cupid first sets eyes on her – a close up of Del Sellaio’s Cupid and Psyche painted in 1473 in the Fitzwilliam Museum, Cambridge.’

Cupid is sent to cast a spell on Psyche by his mother Venus, who is jealous of Psyche’s beauty.

‘Cupid sets eyes of Psyche and cannot follow through his mother, Venus’s, evil plan – close up of Cupid and Psyche by Del Sellaio 1473 at the Fitzwilliam Museum, Cambridge’

Cupid falls in love with Psyche and is unable to carry out Venus’ evil plan.

‘Psyche is blown off the hill by Zephyrus the wind – a detail in a painting by Del Sellaio of Cupid and Psyche painted in 1473’

Psyche is blown off the top of a mountain by the god Zephyr who carries her safely down to rest in a soft bower.

‘Psyche lands on a soft bower’ – a detail from Cupid and Psyche by Del Sellaio painted in 1473

When she awakes, she finds herself at a beautiful palace where she is welcomed by an invisible, but kind, master (Cupid, in hiding from his mother). He invites Psyche to live with him on the condition that she will never ask his true identity. They are happy for a while but then Psyche’s sisters persuade her to look at him whilst he sleeps. A drop of oil lands on his skin, he wakes up and is angered by Psyche’s lack of trust.   

Detail: Psyche lifting Cupid’s wing; The Story of Cupid and Psyche c.1473;  Sellaio, Jacopo del; painter; Italian artist, 1441/2-1493; Tempera and gold on a wooden panel

The story continues in a second panel (in a private collection). Cupid returns to his mother, Psyche searches for him and is captured and enslaved by Venus. Cupid pleads with Jupiter, king of the gods, to free Psyche. He agrees, and Cupid and Psyche are married.  

Questions to Ask Children 

Does this story remind you of any other fairy tales you know?

What We Like About This Resource….

“Faith’s work creating sculptures using recycled or discarded plastic is really beautiful, and exceeds expectation of what we might consider scrap plastic being able to do. The processes she uses, particularly with the dancing figures, are all easily accessible to a school setting, with tape, card, wire being relatively inexpensive and simple to use. Delivering an Art project using waste plastic has cross curricular links with other subject areas, particularly PSHE and Geography where children may be learning about the environment and how to protect it” – Tobi, AccessArt.

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What We Like About This Resource….

“Rachel has contributed some great resources to AccessArt and we really like how this idea captures the concept of ‘returning’ – something that school children will have processed over the past year. We love how this activity encourages hands to feel and move paint about freely – to experience its qualities and tactile nature. You could try this in your setting using different migratory birds such as Ospreys or Swifts as inspiration, with the children looking at images of these birds before trying some observational drawing.” – Rachel, AccessArt.

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