Art Programmes

Art Programmes: For Home, Schools & Work

For lifelong learners who wish to discover drawing, learn about art, rekindle or improve their practice (stick figures to stress free sketching, empty sketchbook to packed portfolio)

For homeschoolers / teachers in need of a comprehensive art curriculum aligned with national curriculum specifications, lesson plans, activity ideas, confidence facilitating art or the stress taken out of art planning (tried, tested, guaranteed – as a teacher for 20 years, I get it 🙂 )

For educational institutions seeking CPD (drawing, painting, sculpture, ceramics) and world-class art provision (that wows your learners/community as much as your PR and marketing teams – we do WOW well – check out our reviews)

For businesses seeking creative solutions for revamping their brand or next team build (art history for business has never been so much fun)

These are programmes that come with a difference: they will be personally delivered to you and embedded through a bespoke service that takes you from where you are, to where you want to be. Consultancy included to ensure success.

Hand-crafted, distilling 20+ years of experience in art education.

Programmes for individuals, communities, corporations, schools and universities.

Step 1: Email for an initial consultation (programmes are tailored to ensure success)

Step 2: Reserve the programme you need

All programmes delivered in English. Japanese support available

info@divyamariekato.com | Programme PDF

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Drawing Foundation Programme

5 Step Drawing Foundation Programme (Art Set Included):

When In Doubt, Draw: Walkthrough Video

TOKYO CLASSES: Tuesdays / Fridays / Saturdays*

TAKING THE COURSE AT HOME: Email for your art set, to get started

info@divyamariekato.com

*Subject to availability

Think You Can’t Draw? Think Again! Artist Divya Marie Kato’s most popular, signature, five part drawing course, distilled from 20 years of teaching people how to draw, is designed to give you all you need (art set too) to develop a strong foundation in drawing – even if it has been a while or you think you can’t!

Doubts to drawings, stick figures to stress free sketching, in 5 soulful classes. My guarantee: you can and you will!

Information

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Art After School Programme

Tuesdays / Fridays / Saturdays: After School Art PDF

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Team Building Programme

Workshops

Come Together to Create Collaborative Art Pieces That Reflect Your Team & Values

info@divyamariekato.com

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Story Of Art Programme (Art Curriculum)

3 Part Curriculum/Framework: Art History & Art Practice

Ancient/Prehistoric/Medieval, Age of -Isms, Modern & Contemporary

With artists (diligently diverse) and artworks (prehistoric to modern) and activities tailored to ability, plus lesson plans and recommended art projects leading to the final art exhibition (with that WOW factor).

Fine Art Areas: Drawing, Painting, Sculpture, Ceramics*

*Experience founding ceramics, enquire for consultancy in setting up ceramics dept.

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Return To Reggio

Programme putting principles of the Reggio Emilia approach into practice

A plan of action to support collaborative, whole-community (teachers, learners, parents/carers, wider) student-led projects that transform and raise the profile of the school’s visual language and communication (visible learning).

Embedding principles of Reggio Emilia approach in practice and through the process, develop the atelier as a the cultural vehicle of the school and ensure confident facilitation of environment and art materials.

Nurture cross-curricular connections and cohesion across departments, enhance documentation, enrich projects through inquiry, prompts and avenues of exploration to ensure progress. Artwork must be continually evolving – a living, breathing piece – reflecting the values and explorations of the whole team.

Putting Reggio principles into practice and embedding them through:
● curriculum and classes (weaving in projects that compliment school themes)
● atelier set-up (environment as a teacher) ● art materials/resources inventory and review (dialogue with materials)
● enrichment and engagement (wider community)
● trans-disciplinary opportunities to build literacy and oracy (cross-curricular connections)
● elevating profile of art throughout campus via visible learning and displays (documentation of process)
● developing personal portfolio practice (learning diaries/teachers as learners)
● provision of prompts/provocations to inspire wonder (“Where could this go?”)
● facilitate emergent, learner-centred projects (the 100 languages of children)

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What Is Art For? Programme For Businesses

What Is Art For?

A Deep Dive Into Art History: What Can It Teach Us About Life & Work?

Sharing, Discussing, Presenting, Art Practice

This programme, built around the book, Art As Therapy by Alain de Botton and John Armstrong, explores the 4 themes of love, nature, money and politics and guides participants to discover the answer themselves.

“The modern world thinks of art as very important – something close to the meaning of life… Despite all this, our encounters with art do always go as well as they might… What if art has a purpose that can be defined and discussed in plain terms? Art can be a tool, and we need to focus more clearly on what kind of tool it is – and what good it can do for us.”

– Art As Therapy, Alain de Botton & John Armstrong

This course, presenting a new way of looking at art, is designed to encourage participants to grow into enthusiastic, expressive, confident communicators – opening themselves and their ideas up to the wider world.

Together we will explore the functions of art and unpick the big question: What Is Art For? through four main themes that cover love, nature, money and politics. Our focus will be speaking and participants will strengthen their communication and collaborative skills through a combination of art assignments, exploration of artworks and discussion. Art assignments will allow for both personal reflection on topics covered and an opportunity for engagement and exchange in sharing work with others.

The exploration of artwork will span the story of art from cave paintings to contemporary practice and develop vocabulary and critique. Discussion will encompass the main themes of art and its purpose.

The course will culminate in a final presentation/exhibition celebration where participants select and share a favourite piece of work created during the course and celebrate a ‘breakthrough moment’ with the group.

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See It To Say It! Art History for Oracy

(Curriculum for EAL Learners & Boost For Native Level Speakers)

From the youngest to the oldest, this programme is designed to support students in learning how to ‘read pictures’ (visual literacy). It elevates their oracy skills through implementing a framework for discussion and builds their cultural capital in the process. Enriching vocabulary (domain specific) and dialogue, the programme results in learners sounding like professionals working in art galleries! Here’s what a few of them had to say:

A few weeks ago, I couldn’t get the meaning of presenting in front of a class. The first week (presentation #1) I thought, why we have to do this? What is the meaning of this? Last week, I learned it is important since I can express myself very easily. I was listening to some advice. This helped me by making me a stronger as an artist. (EAL Learner)

When I first did the presentation, I wondered if this will help me. But after the second presentation, it gave me confidence and I thought it will help me in the future. For example, when I am trying to show some advertising… I want to become an architect so I want to be able to show my architect drawings. (Native level speaker)

Before in presentations, I was reading what’s in my portfolio, but now we can write ourselves. The questions helped me to search for points. (EAL Learner)

It helped a lot – now I will be able to say arty words! (SEND Learner)

Before I was really nervous and worried that I might not be able to explain very well. Now I am more confident and better at explaining specific things like scale, space etc. Overall, presenting to the whole class made me feel ready for my next school the next time I present something. Now, I can use these words which will make it sound more professional. (Native Level Speaker)

I was scared that I would say the wrong things, but after… I could be confident to present to the audience. (EAL Learner)

Now I can talk about light and shading and many other things – it (English) is not my first language so I never learned like this – I can’t speak English or learn about art like this if I’m not in this class. (EAL Learner)

In my opinion, these words helped me so much because when I just came this school I can’t speak English, but these word help me to learn more English and art – it’s really helpful. Also English is not my first language but it helped me and my English skill went up (EAL Learner)

I felt more confident than ever because of preparation. It was fun! It will help me present. We look at art in a gallery in Amsterdam. (SEND Learner)

In the beginning I had no idea what I was talking about and I didn’t have any experience talking about art. Now I feel really confident talking in front of people talking about things I’d never thought of speaking about. (Native level speaker)

It helped me for my future of being a musician. (EAL Learner)

Before I was only looking at my portfolio, but after I learn about 8 things, I feel more comfortable about oracy of art. I am very happy to do a presentation, even though my first language is not English. (EAL Learner)

Every year, me and my family goes to the National Gallery in London. My mum loves art and we have to stay for hours. So, it gets a little boring. But now, maybe I can entertain my dad by explaining the features of the exhibits, using the words we learned. (Native level speaker)

Thanks to Ms. Kato I can use arty words. I think that this can help me remember what features (are in) an artist’s painting. Now I can look at pictures without me being bored. The presentations helped me being confident. (EAL Learner)

Before I did the presentation, I was worried if I can do it good, but after I got more confident because these superpowers helped me speak more clearly. (EAL Learner)

It is very useful for my future because when I leave (school), I will go to another school then I can use these oracy skills in my work and make my art successful. (EAL Learner)

This will be very useful for me the next time I visit an art gallery! Line, scale, colour, space, light and dark (chiaroscuro), figures and materials and techniques! I learned a lot. But the amazing thing is that we got to learn these and presented to the whole class… not only did we learn arty words, but we also learned about oracy! I learned sooooooooooo much.. A bigggg thank you to Ms. Kato! (Native Level Speaker)