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Emma Majury:
Hi. How do you see yourself? Well, now's your chance to show people because I'm going to show you how to draw a self-portrait using lots of different techniques and materials. Let's start with looking at what we're going to need. I have got some drawing pencils,some colouring pencils, oil pastels, chalk pastels, charcoaland some inking pens. You might not need all of these,but you're definitely going to need enough mirrors for everyoneand lots of paper.

First thing we need to do is decide what view you're going to draw of yourself. You can look at yourself straighton or you can turn slightly to the side but still lookingat the mirror. This is called a three-quarters view and you might find thiseasier to draw. To begin with,we're going to draw an outline, so no detail, just an outline of the shape of your head. Don't worry if you take a few goes at this.

Now we need to add the detail. So, start by looking where your eyes, your nose and your mouth are positioned. You can even talk about it out loud. In my view, my eyes are both on the same side of my head. If you need a guide to help get the features in the right place, you can try this - draw three stripes across the head. Your eyes are in the middle of the middle stripe...
..your mouth is in the middleof the bottom stripe...
..and your nose is in betweenthe eyes and above the mouth.

When your outline is finished, take a look at the light and shadows on your face. On my face, there's a lot of light on my fringe, on my nose and there's shadows underneath my eyes, underneath my nose and underneath my chin. Although my hair is all the same colour, it's lighter at the top where the light hits it and darker at the ends. A great way to practise showing this is using white chalk on dark paper. It helps you see where the lightest bits are. Try to notice the different textures of your skin, hair and clothes. You can show this by using differenttechniques and materials.

For instance, my hair is curly, so I'm going to use the side of this brown chalk pastel to put in big, swirly curls. How might you show the texture of a knitted sweater or a crisp white shirt? My collar is lace, so I'm going to put that in now. Take a close look at your skin, too, and the way the light reflects off it. Try different media and effects to show this. Once you've done your firstself-portrait, there are lots of other types of drawing you can try too.

Change your point of view. If you've already done a three-quarters view portrait, then look straight onand try a full-face portrait. Or change your materials. We've been using pencils and chalk, so why not try pen and ink or perhaps using blackand white instead of colour? Why not try drawing someone else? Learn to look at their features. They may be very different from yours. And there's more to who you are than your face. Why not try drawing something that means something to you, for instance yourschool or the area where you live? Or even try a still life of a sport or a hobby that you're interested in. And that's it for this video.I hope it's inspired you.

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Art and Design KS1 / KS2: How to draw a lifelike self-portrait or portrait

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Artist Emma Majury demonstrates how to draw a self-portrait, looking at perspective, proportion, shadow, texture and different materials. Suitable for Key Stage 1, Key Stage 2, Early and First Level and Second Level

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https://www.youtube.com/watch?v=GLUJsDuQNd8

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https://www.stpauls.co.uk/resources/learning-from-great-fire-of-london

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Learning from the Great Fire of London | St Paul's Cathedral

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St Pauls Cathedral takes safeguarding very seriously. We are committed to protecting the welfare of children and of all adults who are vulnerable - whether that be our worshippers, visitors, clergy, staff or volunteers.

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https://i.pinimg.com/564x/81/e2/31/81e231167932083f1cf823539e78c343.jpg

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Drawing inspiration from traditional tales

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Drawing inspiration from traditional tales

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https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=video&cd=&cad=rja&uact=8&ved=2ahUKEwjl3Zipy_z-AhXUbsAKHQJgDTEQtwJ6BAgMEAI&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D6XSlvnm-rv8&usg=AOvVaw03PGdsMFTfi3hgdRbz31Tk

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https://www.bbc.co.uk/teach/school-radio/music-ks1-the-great-fire-of-london-songs/zmd9r2p

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This set of three songs supports the popular cross-curriculum topic of The Great Fire of London, with music evoking the atmosphere of a distant time and place while also bringing in sound elements from contemporary music, referencing a range of popular styles.

The songs have been written to map broadly to the sequence of events outlined in the history videos - that is, an introductory song about the causes of the Fire, a song about the events of the Fire, and a final song exploring the new buildings after the Fire. Thus the songs can be used to help pupils consolidate and sequence the important facts and outcomes of The Great Fire of London.

Each song can be heard in vocal versions and also in an instrumental backing track - with exactly the same timing - which you can use for practising as often as you like and for performing in your assemblies and shows for parents and the whole school. The backing tracks can be downloaded as mp3 files, for use offline.

The notes for each song contain:

suggestions for performing each song

ideas for combining the music with dance and drama

suggestions for use of classroom instruments

simple ideas for improvising and composing

a range of follow-up ideas for subjects right across the curriculum.

Here in Pudding Lane Focus: Social history of streets and towns; clothes and writing; mammals and pets; musical scales; singing words clearly; steady beat; short and long notes. Listen to how the backing track features the sounds of some 17th century instruments of the time: recorder, crumhorn, lute, harpsichord and hurdy-gurdy.

Fire, fire, everywhere! Focus: Fire safety; homes in history; maps in local areas; keeping a diary; listening to and copying rhythm patterns; saying then singing; close together notes (pitch). Listen to how the backing track features recorders and percussion alongside the sounds of modern instruments (electric guitar, synthesiser, cymbals and drum kit).

Let's get building! Focus: Tunes from chords; houses, homes and buildings; 3D shapes. The tune is based on notes from just the chords of C major (C, E, G) and F major (F, A, C'), featuring especially the sounds of bright trumpets and brass instruments. It is made of short phrases all going up, from lower to higher.

The music content can be combined with the History videos and supporting print content available on each page to offer pupils a really exciting and comprehensive offering on The Great Fire of London.

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KS1 Music: The Great Fire of London 'Here in Pudding Lane'. Join in with a song video for 5 - 7 year olds consolidating learning about The Great Fire of London. Includes lyrics and music to download. BBC School Radio. BBC Teach.

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How to draw a Picasso style self-portrait

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How to draw a Picasso style self-portrait

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https://www.youtube.com/watch?v=n7Hyzcf9nlI

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How to Draw a PICASSO STYLE SELF PORTRAIT

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Educational visit - Tower of London and the Monument

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Educational visit - Tower of London and the Monument

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https://www.hrp.org.uk/tower-of-london/schools/key-stage-1/fire-fire/#gs.y68a8z

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About this session

Key stage 1 | Subject: History | Topic: Great Fire of London | Session Type: Route-based

It is 1666, and London is ablaze. The fire is spreading east approaching the Tower's doorstep... and the fortress is filled with gunpowder. A costumed presenter will describe these terrible events and tell the story of Samuel Pepys and the six-year-old boy who watched the flames approaching together from within the Tower walls.

This session uses role play to bring the story of the Great Fire of London to life.

Learning objectives

Children will:

Learn about key features of the Great Fire of London through rhyme and role play.

Compare and contrast life today with life in the 1600's.

Discover more about some of the people who witnessed the fire.

National Curriculum links

This session supports:

The lives of significant individuals (Samuel Pepys).

Significant events beyond living memory.

Similarities and differences between ways of life in different periods.

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Key stage 1 | Subject: History | Topic: Great Fire of London | Session Type: Route-based It is 1666, and London is ablaze. The fire is spreading east approaching the Tower's doorstep... and the fortress is filled with gunpowder.