Art
Intent
Our core aims for Art and Design are to ensure that all children:
- To have an appreciation for Art and Design
- Evaluate, analyse and reflect about their own or other people’s work and have their own opinions and preferences based on this.
- To plan and create a product or piece of art
- Think critically about a product or piece of art
- To have technical knowledge in using a range of tools and mediums
- To learn to be proficient in a range of Art and Design skills
- To understand the historical and cultural development of their art forms.
Implementation
We believe the following are key ingredients in developing competent artist at Sayes Court: effective lesson teaching that inspires children’s forms of artistic expression, deep dives into famous artists including their work and their cultural and historical influences. This is implemented through lessons and educational visits. Sharing art works to encourage the children to critique and develop their own interests. The children will create their own versions of art works enabling them to practise different artistic techniques. The children will have their own sketch book to practise their skills, and these will be regularly checked by the teacher, and they will be given targets to achieve in order to progress in their skills. These skills are also assessed through stepping stones across the national curriculum based on not only their skill but effort and enthusiasm towards the learning objective and focus study.
What this looks like in practive:
- Pupils will be inspired and challenged whilst equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design as well as critiquing and being inspired by famous artist’s art work.
- They will aim to be proficient in art and design techniques which includes building and applying a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
- To motivate their creative choices and prove where possible through evaluating, analysing and self-reflecting on their work.
- Pupils will be able to critique, evaluate and test their ideas and products and the work of others as well as drawing, painting, sculpture and other art, craft and design techniques through practise. They will be influenced by great artists, craft makers and designers and their historical and cultural backgrounds and inspiration.
- All pupils will be encouraged to develop on and interact with others to develop on their communication skills using Talk for learning during Art and Design lessons.
Early Years
Art and Design is taught in Nursery and Reception as an integral part of the topic work covered during the year. We relate the Art and Design aspects of the children’s work to the ethos of the Early Years Foundation Stage Framework which underpins the curriculum for children aged birth to five.
We aim to support the children in their artistic and cultural awareness, their imagination and creativity. We provide and learning environment where children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
As well as cross curricular links to the prime and specific subjects, Personal, Social and Emotional Development, Communication and Language, Physical Development, Literacy, Maths and Understanding of the World.
Key Stage 1
During Key Stage 1,
Pupils will be taught through a range of projects:
- to use a range of materials creatively to design and make products
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Key Stage 2
During Key Stage 2,
Pupils will be taught through a range of projects
to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:
- to create sketch books to record their observations and use them to review and revisit ideas
- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
- about great artists, architects and designers in history.
Schemes, programme and resources used to support Art and Design:
- Kapow
Impact:
The desired impact of our art and design curriculum:
- Our children make good progress in art and design and attain in line with or above their peers
- Our children develop art and design skills and techniques early on in school
- Our children develop a love for art and design.
- Our children will experience a wide range of artists and their work
- Our children can use their art and design skills across the curriculum; as a result of this, learning in all areas is enhanced.
Progression of Skills and Knowledge
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EYFS |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Artists |
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Drawing |
- Begin to use a variety of mark making tools safely - Use drawings to tell a story - Investigate different lines - Explore different textures through marks - Encourage accurate drawings of people |
- Extend the variety of drawings tools - Explore different textures - Observe and draw landscapes - Observe patterns - observe anatomy (face and body)
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-Experiment with tools and surfaces - draw as way to record experiences and feelings - discuss use of shadows, use of light and dark - Sketch to make quick records
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-Experiment with the potential of various pencils (HB, lead etc.) - close observation - initial sketches as a preparation for painting - accurate drawings of people, particularly faces
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-Identify and draw the effect of light (shadows) - scale and proportion - accurate drawings of whole people including proportion and placement - Work on a variety of scales |
-effect of light on objects and people from different directions - interpret the texture of a surface - produce increasingly accurate drawings of people - concept of perspective |
-effect of light on objects and people from different directions - interpret the texture of a surface - produce increasingly accurate drawings of people - concept of perspective |
Leonardo Da Vinci, Vincent Van Gogh, Poonac |
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Colour |
-Experimenting with and using primary colours - Naming colours and exploring how they change when mixed - Learn the names of different tools that bring colour - Use a range of tools to make coloured marks on paper |
-name all the colours - mixing of colours - Find collections of colour - applying colour with a range of tools |
-Begin to describe colours by objects - Make as many tones of one colour as possible (using white) - Darken colours without using black - using colour on a large scale |
-colour mixing - Make colour wheels - Introduce different types of brushes - techniques - apply colour using dotting, scratching, splashing |
-colour mixing and matching; tint, tone, shade - observe colours -Use suitable equipment for the task - Use colour to reflect mood |
-hue, tint, tone, shades and mood - explore the use of texture in colour - colour for purposes |
-hue, tint, tone, shades and mood - explore the use of texture in colour - colour for purposes - colour to express feelings |
Pollock, Monet, Chagall, Ben Moseley, Van Gogh, |
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Texture |
-Handling, manipulating and enjoying using materials to achieve planned effect. - Sensory experience - Simple collages - simple weaving
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- weaving - collage - Sort materials according to specific qualities - how textiles create things |
-overlapping and overlaying to create effects - collage |
- weaving - Tie dying, batik |
- observation and design of textural art - experimenting with creating mood, feeling, movement- - compare different fabrics |
- use stories, music, poems as stimuli - Select and use materials - artists using textiles |
-Develops experience in embellishing - Applies knowledge of different techniques to express feelings - Work collaboratively on a larger scale |
Linda Caverley, Molly Williams, William Morris, Gustav Klimt |
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Form |
- Handling, feeling, enjoying and manipulating materials - Constructing - Building and destroying - Shape and mode -Using tools (scissors) safely and correctly.
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-Construct - Use materials to make known objects for a purpose - Carve - Pinch and roll coils and slabs using a modelling media. - Make simple joins -Using tools (scissors) safely and correctly.
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-Awareness of natural and man-made forms - Expression of personal experiences and ideas - to shape and form from direct observation - decorative techniques - Replicate patterns and textures in a 3-D form - work and that of other sculptors -Using tools (scissors) safely and correctly.
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-Shape, form, model and construct (malleable and rigid materials) - Plan and develop - understanding of different adhesives and methods of construction - aesthetics -Using tools (scissors) safely and correctly.
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- Experience surface patterns / textures - Discuss own work and work of other sculptors - analyse and interpret natural and manmade forms of construction |
-plan and develop ideas - Shape, form, model and join - observation or imagination - properties of media - Discuss and evaluate own work and that of other sculptors |
-plan and develop ideas - Shape, form, model and join - observation or imagination - properties of media - Discuss and evaluate own work and that of other sculptors |
Henry Moore, Barbara Hepworth, Andy Goldsworthy, |
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Printing |
-Rubbings - Print with variety of objects - Print with block colours |
-Create patterns - Develop impressed images
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-Print with a growing range of objects - Identify the different forms printing takes |
-relief and impressed printing - recording textures/patterns - monoprinting - colour mixing through overlapping colour print |
-Use sketchbook for recording textures/patterns - Interpret environmental and manmade patterns - modify and adapt print |
-combining prints - design prints - make connections - discuss and evaluate own work and that of other |
-Builds up drawings and images of whole or parts of items using various techniques - Screen printing - Explore printing techniques used by various artist |
Picasso, Dan Mather, Andy Warhol |
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Pattern |
- repeating patterns - Simple symmetry - recognising pattern |
-Awareness and discussion of patterns - repeating patterns - symmetry |
-Experiment by arranging, folding, repeating, overlapping, regular and irregular patterning - natural and manmade patterns - Discuss regular and irregular |
-pattern in the environment - design - using ICT - make patterns on a range of surfaces - symmetry |
-Explore environmental and manmade patterns - tessellation |
- Create own abstract pattern to reflect personal experiences and expression - create pattern for purposes |
-Create own abstract pattern to reflect personal experiences and expression - create pattern for purposes |
Joan Miro, Bridget Riley, Escher, Paul Klee, |
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Additional skills to check understanding
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Communicate their knowledge through:
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Fine motor skills to develop throughout |
Holding a:
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End of Year Skills |
EYFS Skills: To explore and use media and materials. Children develop their own ideas through selecting and using materials and working on processes that interest them. Through their explorations they find out and make decisions about how media and materials can be combined and changed. Being imaginative. Children talk about the ideas and processes which have led them to make music, designs, images or products. They can talk about features of their own and others’ work, recognising the differences between them and the strengths of others. |
Year 1 Skills: To draw using their own imagination and to observe and draw a picture from observation (literal). To begin to understand that different techniques can be used to create different shades, patterns and marks. |
Year 2 Skills: To be aware of different artists and identify their techniques. To be aware of abstract and literal art To make links in their own work to artist’s practices and disciplines. |
Year 3 Skills: To use the work of various artists to improve their art and design techniques. To sculpt using various techniques. |
Year 4 Skills: To create sketch books to record their observations and use them to review and revisit ideas
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Year 5 skills: To begin to create and to critique their own sketch books to record their observations and use them to review and revisit ideas developing and practising different artistic methods. |
Year 6 skills: To critique their own sketch books to record their observations and use them to review and revisit ideas developing and practising different artistic methods.
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Art Topics by Year Group
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Key Stage |
Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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EYFS |
Year N |
Self portraits
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Light and colour |
Painting with cars and other objects that roll. |
Animal sounds and puppet shows. |
Drawing and painting objects |
Observational Painting |
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Year R |
Drawing – Marvellous Marks |
Painting and mixed media- paint my world |
Forest school |
Sculpture and 3D – creation station |
Craft and design- let's get crafty |
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KS1 |
Year 1 |
Drawing: Make your mark |
Painting and mixed media: Colour splash |
Forest school |
Sculpture and 3D: Paper clay |
Craft and design: Woven wonders |
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Year 2 |
Drawing: Tell a story |
Painting and mixed media: Life in colour |
Forest school |
Sculpture and 3D: Clay houses |
Craft and design: Map it out |
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KS2 |
Year 3 |
Forest school |
Drawing: Growing artists Prehistoric painting
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Painting and mixed media: |
Sculpture: Abstract shape and space |
Craft and design: Ancient Egyptian scrolls |
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Year 4 |
Drawing: Power prints - alternating |
Painting and mixed media: Light and dark |
Rainforest Retreat (Led by Delight Charity) |
Sculpture and 3D: Mega materials |
Craft and design: Fabric of nature |
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Year 5 |
Forest school |
Drawing: I need space |
Painting and mixed media: Portraits |
Sculpture and 3D: Interactive Installations |
Craft and design: Architecture |
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Year 6 |
Forest school |
Drawing: Make my voice heard |
Painting and mixed media: Artist Study |
Sculpture and 3D: Making memories |
Craft and Design: Photo opportunity |
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