By Paula Briggs

This post shares an hour long session at the AccessArt Art Lab, in which the young teenagers (12 and 13 years) worked on two projects simultaneously: a shared winter forest drawing in charcoal, and a sculpture challenge to make a winter tree. The time and material constraints resulted in an energetic and inventive session.

The students jumped between activities, and I’m sure this helped inform their thinking and creativity. We worked as a small group of 5, but this activity would be adaptable for all ages and group sizes.

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AccessArt is a UK Charity and we believe everyone has the right to be creative. AccessArt provides inspiration to help us all reach our creative potential.

Ten Minutes, Five Times a Week is a simple set of drawing exercises designed to get people drawing. The resources are aimed at a broad audience, but designed particularly with educators in mind.

Each exercise is designed to give non-specialist educators the confidence to approach drawing, by committing to regular, brief drawing activities for just one week.

Find a 45-minute session recording demonstrating the exercises and approaches you’ll find on the page below. 

WHAT ARE THE BENEFITS AND HOW DO WE FIT THE EXERCISES INTO THE DAY?

• Who can I use the exercises with?

  The exercises are adaptable and suitable to learners in all settings, including EYFS, Primary and Secondary Schools, Health & Community Care, Home Education, Lifelong Learning and Museum and Gallery Education.

• What might the benefits be?

  Our experience has shown the following benefits from similar projects:

  1. Opening minds as to what a drawing activity can be as both an activity and an outcome

  2. .

  • Improved dexterity (which also helps with handwriting).

  • Helps learners transition between parts of the day.

  • Improved concentration.

  • Improved sense of wellbeing through the mindful element to the exercises.

  • Improved drawing skills and improved creative confidence.

  • Improved confidence amongst non-specialist educators teaching art.

• How might you fit the exercises into the day?

  Ten Minutes, Five Times a Week would make a great activity to start any session in your educational setting. Try swapping your usual morning activity with this challenge, and see how it impacts the week. You could also use the exercises immediately before any other art session as a way of helping learners transition and tap into their creativity.

  It’s worth noting that it doesn’t need to be a one-off venture: you can repeat the exercises as often as you want, as repetition provides an opportunity for learners to gain meaningful drawing skills over time.

The exercises are adaptable and suitable to learners in all settings, including EYFS, Primary and Secondary Schools, Health & Community Care, Home Education, Lifelong Learning and Museum and Gallery Education.

Our experience has shown the following benefits from similar projects:

1. Opening minds as to what a drawing activity can be as both an activity and an outcome

2. .

• Improved dexterity (which also helps with handwriting).

• Helps learners transition between parts of the day.

• Improved concentration.

• Improved sense of wellbeing through the mindful element to the exercises.

• Improved drawing skills and improved creative confidence.

• Improved confidence amongst non-specialist educators teaching art.

Ten Minutes, Five Times a Week would make a great activity to start any session in your educational setting. Try swapping your usual morning activity with this challenge, and see how it impacts the week. You could also use the exercises immediately before any other art session as a way of helping learners transition and tap into their creativity.

It’s worth noting that it doesn’t need to be a one-off venture: you can repeat the exercises as often as you want, as repetition provides an opportunity for learners to gain meaningful drawing skills over time.

Before you start…

Before Each Session: Set Expectations

The following exercises work best if the learners work quietly and with concentration. A quiet atmosphere will help learners tune into close seeing and set a calm and mindful intention for the session.

After Each Session: Reflect

At the end of each session, it’s worth investing two minutes in getting learners to walk around the room to look at each other’s work. This will help them focus and reflect on their experiences and the experiences of others. Reflection also gives learners space to recognise the value of the work that has been made. Learners might comment on what they like about their peer’s work.

At the End of the Week: Revisit

Please make time to revisit the exercises to allow learners to articulate and reflect upon their progress over the week. You may like to ask some questions…

• What was their favourite exercise to do?

• Which outcome do they feel was the most successful and why?

• Is there something they would like to try next, for example, a new material?

You might like to give them a chance to repeat an exercise to allow them to consolidate their experiences and reflections.

The Five Drawing exercises…

Day 1. Continuous Line Drawing

Find out how to do a simple continuous line drawing exercise to start the week.

Day 2. Backwards Forwards Drawing

The backwards forwards drawing exercise helps develop looking and sketching skills.

Day 3. See 3 Shapes

Explore how to get children to describe an object in just three lines or shapes.

Day 4. Thoughtful Mark Making

Find out how encouraging diverse mark making will improve drawing outcomes.

Day 5. Making Stronger Drawings

Explore how drawing on different surfaces helps encourage stronger mark making.

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If you are new to teaching drawing in schools, please don’t think for a moment that drawing is a nice activity but one which serves little purpose in the real world.

The following film was made by The Big Draw 

Straight from the horses mouth, the awards body OCR stresses why we need to encourage pupils to study creative subjects:

1. The arts make self starters and develop emotional intelligence
   All require the student to set their own agenda from within themselves, rather than follow set topics as in other subjects. They have to make independent decisions all the way, and be self-critical. They also need to be brave in exposing their creations, and accept criticism. Working in teams makes students into good communicators.
2. The arts stretch…
   Music, art and drama require long hours of hard work and dedication. Students have to pay great attention to detail, to perfect and redo. Putting on a play, exhibition or concert takes strong organisational skills.
3. Arts students are highly sought-after by employers
   Many employers now actively seek those who have studied the arts. Steve Jobs, founder of Apple, was fond of saying his success was due to his hiring artists and musicians fascinated by technology rather than computer geeks. Top talent management agency, The Curve Group specialising in financial and business services, concurs: “Employees with an arts degree have developed more quickly in their roles from the start. They have discipline, confidence and can accept criticism.”
4. Arts ‘reach the parts other subjects can’t reach’
   The arts develop the broader dimensions of the human being – mind, body and soul. The arts can express the inexpressible and make sense of things that otherwise do not seem to. This can be very fulfilling and helps us function as human beings – which can only be good for society as a whole.
5. Arts ‘reach the students other subjects can’t reach’
   Teachers find arts subjects particularly beneficial for two groups: those who struggle with traditional subjects and those who are high achieving. Less academic students can become defeatist if they feel they can’t achieve: drama, music or art can be the place they blossom. With studious students, the arts can bring them out of themselves and be a release.

Watch how learning about art and design can lead to work in this inspirational video by Creative Journey UK:

And finally, pls listen to Bob and Roberta Smith in this film by The Big Draw, explaining why we teach art in schools: