Art and Design Key stage aims The key aims for pupils within key stage 1 in terms of art and design are to: Be able to use a range of materials, creatively, to design and make products. Use drawing, painting and sculpture to develop and share their ideas, experiences, and imagination. Develop a wide range of art and design techniques using colour, pattern, texture, line, shape, form, and space. Learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between practices and disciplines, and making links to their own work. The key aims for pupils within key stage 2 in terms of art and design are to: Create sketchbooks to record their observations and use those sketchbooks to review and revisit ideas. Improve their mastery of art and design techniques including pencil, charcoal, paint, and clay. Learn about great artists, architects and designers in history.
Useful Vocabulary: A abstract acrylic paint airbrush animation architecture art art gallery artist artistic artist's bridge artwork assemblage B bas-relief batik blending bridge brightness brush C calligraphy canvas cartoon carve ceramics casting cave drawing chalk charcoal chisel clay cloisonné collage colour coloured pencils colour wheel compass composition contrast craft crayon create creativity critique crosshatching D decorate decorative decoupage depict design draw drawing E easel egg tempera enamel engraving erase eraser etching exhibit exhibition F film form frame fresco G gallery gesso gilding glass glassblowing glaze gold leaf gouache graffiti graphic design graphite H hammer hatching high-relief I illustrate illustration image ink installation K kiln L landscape latex paint line liner brush linseed oil lithograph low-relief M mahlstick maquette marble marbling marker masterpiece mechanical pencil media medium mixed media mobile model mosaic mural museum O objets d'art oil paint old master op art P paint paintbrush painter painting paint roller palette palette knife paper pastel pen pencil perspective photo photograph pigment porcelain portfolio portrait portray poster pottery pounce primary colour print printing proportion Q quill quilt quilting R realism ruler S scale screen printing sculpt sculptor sculpture seascape secondary colour shade sketch sketchbook solvent stained glass stencil still life stippling stone stonecutting style T template textile arts tone tools t-square tube turpentine U undertone V varnish video visual W watercolour waterscape wax wood wood carving woodcut print wood engraving
Activities in each year group: Year group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1 Use drawing, painting and sculpture. Range of materials Learn about the work of a range of artists, craft makers and designers 2 Observational Drawings Drawing, painting and sculpture. Food Landscapes Mixed Media Pictures Colour Mixing Using Clay 3 Mosaics Creating Roman coins from clay 4 Anglo-Saxon Pattern (printing) 5 Designing puppets 6 - Bothal Experimenting with a range of materials to create artwork of the Use digital cameras to photograph ice and snow. Artists, craft makers and designers Drawing, painting and sculpture Design & make products Simple colour mixing to paint a disaster landscape Weaving, Native American art Making clay mountains Sketching Egyptian artefacts. Designing and making canopic jars Use materials creatively Observational Drawings Observational drawing of fruit and vegetables Design a logo for sandwich company Using a range of techniques (including drawing and painting) while studying Expressionist, Impressionist and Surrealist art. Perspective Mexican Folk Art Day of the Dead masks Use materials creatively. Use drawing, painting and sculpture. Develop art and design techniques. Sketchbooks 3-D Modelling Sand Art Seascapes Experimenting with materials to create artwork based on sea creatures. Photography
7 - Central Northern Lights Experimenting with a range of materials to create artwork of the Northern Lights Use digital cameras to photograph ice and snow. Mexican Folk Art Day of the Dead masks
Progression map: Year Autumn Spring Summer group 1 Drawings Using different Experimenting Extending media, makes a variety of patterned lines, wavy, straight, zigzag, thick, thin, with and enjoying colour, e.g. mixing powder paint and primary colours. repeating patterns, e.g. overlapping, using two contrasting colours. narrow, and wide. Creating patterns Exploring and Sorting according to specific using different tools and colours. recreating patterns and textures with an qualities, e.g. extended range of warm, cold, shiny Using modelling materials, e.g. or smooth. clay and dough. sponges, leaves or Engaging in more Cutting, rolling fruit. complex activities, and coiling e.g. cutting and materials. sewing a variety of Adding texture to materials. models using tools. Making shapes from rolled up paper, straws, paper and card. 2 Drawings Exploring tone using different grades of pencil, pastel and chalk. Experiencing different adhesives and deciding on the most effective choice for a given task. Developing skills of overlapping and overlaying. Using colour and marks to express mood. Experimenting with water colours, colour washes, ready mix paint etc. Representing things observed, remembered or imagined, using colour and tools. Exploring images through monoprinting on a variety of papers. Exploring images and recreating textures using wallpaper, string, polystyrene etc. Clay pot making. Dry clay carving. Using tools to add shape and texture to clay work.
3 Drawings Using line and tone to represent things seen, remembered or observed. Exploring shading and using different media. Developing awareness of contrasts in texture and colour. Introducing different types of brushes for specific purposes. Exploring the effect on paint of adding water, glue, sand and sawdust. Using the technique of adding materials to create texture, feeling, expression or movement. Exploring colour mixing through printing, using two colours and a variety of materials. Using printing to represent the natural environment. 4 Drawings (e.g. pencil, chalk, pastel, charcoal) Drawing familiar things from different viewpoints. Using line, tone and shade to represent things seen, remembered or imagined, e.g. 3D effect. Embellishing, using a variety of techniques, including drawing, painting and printing. 5 Drawings Experimenting with line, tone and shade. Introducing primary and secondary colours with the addition of black and white and other hues. Creating different effects by using a variety of tools and techniques such as dots, scratches and splashes. Using different methods, colour and a variety of tools and Recreating images through relief printing using card. Exploring paper techniques such as pop-up books and origami. Adding paper curlings or other objects to a surface to embellish. Designing prints for fabrics, book covers and
Using a range of materials to produce line, tone and shade. Using simple ways of introducing perspective. 6 Drawings Selecting appropriate media and techniques to achieve a specific outcome. Showing greater emphasis to detail, e.g. facial expression, folds on clothing, proportion etc Designing an artefact, using knowledge of techniques, for a specific outcome. techniques to express mood. Investigating symbols, shapes, form and composition. Developing experience in embellishing, using more advanced stitching and appliqué techniques. Using techniques, colours, tools and effects to represent things seen, remembered or imagined. Exploring the effect of light, colour, texture and tone on natural and manmade objects. Modelling, on a range of scales which communicate their observations from the real or natural world wallpaper. Using carvings on a surface to create shapes, texture and pattern. Using carving to reflect images observed in the natural world. Screen printing. Using a variety of tools and techniques for sculpting in clay, papier-mâché or other mouldable material. Portraiture work which has a lifelike quality gained by choosing and applying to most appropriate techniques.
Artists to study: Lowry- used to develop basic colours and mixing colours. Picasso- used for object painting. Da Vinci- used for portraits. Monet- impressionism painting and can be used for water scenes. Van Gogh- used for landscapes. Warhol- bright use of colours and can be used for self-portraits. Michelangelo- used for sculpture. Rembrandt- used for self-portraits and print making SMSC links: Spiritual Moral Social Subject: Art Art supports spiritual development by introducing children to the work of great Artists and experiencing wonder and awe at the achievements of these great works of art. They also experience great admiration and respect for their peers work when they see the level of achievement and progress. Art supports moral development by encouraging mutual respect and the consideration for others work. Pupils are encouraged to show compassion when assessing the work of others through, understanding how their comments can build up or destroy another s self- belief. Art and Design supports social development because children frequently required to work in pairs, groups or teams collaboratively. Children often work collaboratively requiring cooperation and communication linking to the values of trust and compassion. Cultural Art supports cultural development work by enabling children to study art involving various cultures and civilizations from around the world. They lead to a greater understanding of different ways of life and a respect for cultures that are very different from our own; how they can enrich our own lives. The fusion of art work between our own and other cultures leads to pupils incorporating designs, patterns and motifs in their own work developed by a deeper understanding of the culture.