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There is potential to develop projects based on this work that look at the climate and the geographical environment as part of the science programme of study and how these environments affect life processes.
- Children could imagine what the same scene would look like in the summer and draw or paint its differences.
- Children could look at the clothing that people are wearing, i.e. boots, alongside other warm and waterproof clothing. Children could discuss what is appropriate clothing for this type of weather, and how this would be different during the summer.
- Linking to the science curriculum, children could look at the sources of light in the painting: How much sunlight would there be in the winter? How would this contrast to the summer?
- Linking to the science curriculum, a project could be based on looking at changing materials: what happens in the freezing process? What happens when the freezing process is in reverse? There is smoke in the distance: what type of process is happening here?
- Look at the life sources that exist within the painting; what plant and animal life exists during the winter months? There are stumpy trees cut and new shoots sprouting; how would this be different in during the summer months?
- Children could discuss how the climate would feel physically, and in so doing, use the weather to explore human emotions metaphorically in a PSHE setting. What mood is similar to a dark winters day? There is light behind the clouds; what mood or feeling does that evoke?
- The huddle of buildings in the painting could form the basis of a design technology project whereby children look at the dimensions of the house and, using tools and materials, design and then make their own buildings. These could be displayed together forming a unique interpretation of the painting.
- Children could focus on the sledges and devise instructions on how to make a sledge as part of design technology.
- Look at withies and the process of weaving and basket making as part of design technology.
- There is a lot of dynamic movement in the painting: leaning skaters, a hoist from the top of the building, sacks being carried, horses being laden with goods. Children could look at the different properties of movement that are evident.
- Sacks are being carried from the building to the wagon –what is in the sacks? Encourage children to explore the narrative properties of the painting, linking to English.
- In the foreground of the painting, people are working. Disappearing into the background are people skating. Linking to the art programme of study, children could explore the differences between foreground and background.
- Concentrate on what types of food were eaten during the winter months linking to the science curriculum. Look at harvest festivals alongside other seasonal festivals.
- The historical context of the artist is also interesting to explore.
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