Art

Vision

It is essential that children explore and develop their skills of creativity by using a wide range of media. At Village we believe that Art stimulates creativity, imagination and inventiveness. Art gives our pupils the skills, concepts and knowledge necessary for them to express responses to ideas and experiences. It fires their imagination.

“Art is not just a subject to learn, but an activity that you can practise with your hands, your eyes, your whole personality.” Quentin Blake

At Village Primary School children see Art as experimentation, exploration and pushing ideas in an imaginative way. In every lesson, children have the opportunity to use and develop their art skills and also through cross curricular links with other topics. The academic rigor goes hand in hand with our belief that developing and discovering a love of the Arts will enrich our children and offer them an encompassing school experience. Meaningful links are made to Global Goals and the UNICEF Rights of the Child where relevant.

We endeavour to nurture and build on creativity. Children learn the value of discipline, commitment and work ethic, as well as creative thinking skills. The result is children who, not only have a secure educational foundation, but also have the ability to think outside the box and channel their creativity, enabling them to succeed in our rapidly changing world.

Children at Village understand and apply the principles of creativity and independence. We believe that the arts should be central to a well-rounded education. We provide a range of integrated experiences, carefully planned to fit in with topics, which give a dynamic focus for the pupils’ learning. We integrate art into the teaching of other subjects and find that this not only enhances pupils’ enjoyment but leads to better outcomes for all. Annual multi-cultural arts week provide additional opportunities for children to develop further skills such as print making.

It is our aim that children understand that high quality Involvement in the arts helps to foster a positive attitude among students by developing a wide range of qualities such as cooperation, enthusiasm, passion, inspiration, tenacity and ambition.

 

Art – Curriculum Map

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1

Drawing

Picasso and Frida Kahlo (Self Portraits)

Article 31

 

Painting

Kandinsky and John Freeman – local painter (Primary and Secondary Colours)

Article 31

 

Sculpture

James Brunt (Natural Art)

Article 31

End Points

·         Use pencil and pencil crayon

·         Develop observational drawing techniques

·         To know and identify the primary and secondary colour names

·         To use primary colours to mix secondary colours in poster paint

·         Use painting to develop ideas and imagination

·         To develop techniques in pattern and shape

·         To use sculpture to develop and share experiences using natural materials e.g. leaves and stones

·         To develop a range of techniques in using pattern, texture, line, shape, form and space

·         To know about the work of James Brunt and make links to their own work

Year 2

Drawing

Mackenzie Thorpe

Article 31

Painting

Lauren Childs

Article 31

Sculpture

Andy Goldsworthy

Article 31

End Points

·         Use pencil and pencil crayon in different grades of graphite

·         Develop observational drawing techniques through sketching

·         To select appropriate colours in the style of Mackenzie Thorpe

·         Continue to experiment in lighten and darken without the use of black or white. Begin to mix colour shades and tones using water colour paint.

·         Begin to control the types of marks made with a range of painting techniques e.g. layering, mixing media, and adding texture.

·         Use a sketchbook to plan and develop simple ideas and continue to store information on colour mixing, the colour wheel and colour spectrums.

·         Shape, form, construct and model from observation and imagination using natural materials (e.g. sticks, stones, pebbles, petals, leaves)

·         Demonstrate experience in surface patterns/ textures and use them when appropriate

·         Discuss own work and others work, expressing thoughts and feelings.

Skills

KS1

Key stage 1

Pupils should be taught:

§ 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.

Year 3

Drawing

Bridget Riley

Article 31

Painting

Monet

Article 31

Sculpture

Henry Moore

Article 31

End Points

·         Develop intricate patterns/ marks using pencil and water colour pencil.

·         Begin to show an awareness of objects having a third dimension and perspective.

·         Discuss own and others work, expressing thoughts and feelings, and using knowledge and understanding of artists and techniques.

·         Use light and dark within painting and begin to explore complimentary colours. Mix colour, shades and tones with increasing confidence using water colour paints.

·         Confidently create different effects and textures with paint according to what they need for the task.

·         Demonstrate increasing control the types of marks made and experiment with different effects and textures including blocking in colour, washes, thickened paint creating textural effects.

·         Use equipment and media with confidence. Learn to secure work to continue at a later date.

·         Construct a simple base for extending and modelling other shapes from clay.

·         Produce larger ware using pinch/ slab/ coil techniques.

Year 4

Drawing

McEsher

Article 31

 Painting

Henri Rousseau

Article 31

Collage

Deborah Shapiro

Article 31

End Points

·         Draw for a sustained period of time at an appropriate level. Experiment with different grades of pencil, chalk and charcoal to achieve variations in tone and make marks on a range of media

·         Develop intricate patterns using different grades of pencil and other implements to create lines and marks.

·         Have opportunities to develop further drawings featuring the third dimension and perspective. Experiment with different grades of pencil and other implements to achieve variations in tone.

·         Start to develop a painting from a drawing using acrylic paints.

·         Begin to choose appropriate media to work with. Use light and dark within painting and show understanding of complimentary colours. Mix colour, shades and tones with increasing confidence

·         Start to look at working in the style of a selected artist (not copying). Children to choose own animal or habitat

·         Use recycled, natural and manmade materials to create collages.

·         Use language appropriate to skill and technique.

·         Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further.

Year 5

Drawing

William Morris and L.S Lowry

Article 31

Painting

Henri Matisse

Article 31

Sculpture

Jonnah Jinton

Article 31

End Points

·         Draw for a sustained period of time at an appropriate level. Use different techniques for different purposes i.e. shading, hatching within their own work using felt tips, oil crayons and pastels.

·         Have opportunities to develop further simple perspective in their work using a single focal point and horizon. Begin to develop an awareness of composition, scale and proportion in their paintings.

·         Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further. Identify artists who have worked in a similar way to their own work.

 

·         Mix and match colours to create atmosphere and light effects. Mix colour, shades and tones with confidence building on previous knowledge choosing poster or acrylic.

·         Use sketchbooks to collect and record visual information from different sources as well as planning, trying out ideas, plan colours and collect source material for future works Start to develop their own style using tonal contrast and mixed media

·         Explore a range of great artists, architects and designers in history

·         Work in a safe, organised way, caring for equipment.  Secure work to continue at a later date

·         Use recycled, natural and manmade materials to create sculptures, confidently and successfully joining.

·         Adapt work as and when necessary and explain why.

 

Year 6

 

Painting

John Constable

Article 31

 

Drawing

Beatrix Potter

Article 31

Graffiti

Andy Warhol/Banksy

Article 31

 

End Points

·         Work in a sustained and independent way to develop their own style of painting. This style may be through the development of: colour, tone and shade using water colours.

·         Mix colour, shades and tones with confidence building on previous knowledge. Understanding which works well in their work and why.

·         Discuss and review own and others work, expressing thoughts and feelings explaining their views.

 

 

·         Use sketchbooks to collect and record visual information from different sources as well as planning and colleting source material. Adapt their work according to their views and describe how they might develop it further.

·         Work in a sustained and independent way to develop their own style of drawing. This style may be through the development of: line, tone, pattern, texture choosing their own media.

·         Have opportunity to explore modern and traditional artists using ICT and other resources

 

·         Develop their own style using tonal contrast and mixed media of their choice.

·         Develop ideas from a range of sources (e.g. news media)

·         Purposely control the types of marks made and experiment with different effects and textures inc. blocking in colour, washes, thickened paint creating textural effects.

 

Skills KS2

Key stage 2

Pupils should be taught 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.

·

Progression of Skills In Art and Design

  Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Exploring and developing ideas

(ONGOING)

•     Record and explore ideas from first hand observation,

experience and imagination.

•     Ask and answer questions about the starting points for their work, and develop their ideas.

•     Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.

•     Record and explore ideas from first hand observation, experience and imagination.

•     Ask and answer questions about the starting points for their work and the processes they have used. Develop their ideas.

•     Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.

•     Select and record from first hand observation, experience and imagination, and explore ideas for different purposes.

•     Question and make thoughtful observations about starting points and select ideas to use in their work.

•     Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

•     Select and record from first hand observation, experience and imagination, and explore ideas for different purposes.

•     Question and make thoughtful observations about starting points and select ideas to use in their work.

•     Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

•     Select and record from first hand observation, experience and imagination, and explore ideas for different purposes.

•     Question and make thoughtful observations about starting points and select ideas and processes to use in their work.

•     Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

•     Select and record from first hand observation, experience and imagination, and explore ideas for different purposes.

•     Question and make thoughtful observations about starting points and select ideas and processes to use in their work.

•     Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

Evaluating and developing work (ONGOING)

•     Review what they and others have done and say what they think and feel about it.  E.g. Annotate sketchbook

•     Identify what they might change in their current work or develop in their future work.

•     Review what they and others have done and say what they think and feel about it.  E.g. Annotate sketchbook

•     Identify what they might change in their current work or develop in their future work.

•     Annotate work in sketchbook.

•     Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.

•     Adapt their work according to their views and describe how they might develop it further.

•     Annotate work in sketchbook.

•     Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.

•     Adapt their work according to their views and describe how they might develop it further.

•     Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.

•     Adapt their work according to their views and describe how they might develop it further.

•     Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.

•     Adapt their work according to their views and describe how they might develop it further.

Drawing

•     Use a variety of tools, inc. pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk and other dry media.

•     Use a sketchbook to gather and collect artwork.

•     Begin to explore the use of line, shape and colour

•     Layer different media, e.g. crayons, pastels, felt tips, charcoal and ballpoint.

•     Understand the basic use of a sketchbook and work out ideas for drawings.

•     Draw for a sustained period of time from the figure and real objects, including single and grouped objects.

•     Experiment with the visual elements; line, shape, pattern and colour.

•     Experiment with different grades of pencil and other implements.

•     Plan, refine and alter their drawings as necessary.

•     Use their sketchbook to collect and record visual information from different sources.

•     Draw for a sustained period of time at their own level.

•     Use different media to achieve

variations in line, texture, tone, colour, shape and pattern.

•     Make informed choices in drawing inc. paper and media.

•     Alter and refine drawings and describe changes using art vocabulary.

•     Collect images and information independently in a sketchbook.

•     Use research to inspire drawings from memory and imagination.

•     Explore relationships between line and tone, pattern and shape, line and texture.

•     Use a variety of source material for their work.

•     Work in a sustained and independent way from observation, experience and imagination.

•     Use a sketchbook to develop ideas.

 

•     Explore the potential properties of the visual elements, line, tone, pattern, texture, colour and shape.

•     Demonstrate a wide variety of ways to make different marks with dry and wet media.

•     Identify artists who have worked in a similar way to their own work.

•     Develop ideas using different or mixed media, using a sketchbook.

•     Manipulate and experiment

with the elements of art: line, tone, pattern , texture, form, space, colour and shape.

 

 

  Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Painting

•     Use a variety of tools and techniques including the use of different brush sizes and types.

•     Mix and match colours to artefacts and objects.

•     Work on different scales.

•     Mix secondary colours and shades

•     using different types of paint.

•     Create different textures

e.g. use of sawdust.

 

•     Mix a range of secondary colours, shades and tones.

•     Experiment with tools and techniques, inc. layering, mixing media, scraping through etc.

•     Name different types of paint and their properties.

•     Work on a range of scales e.g. large brush on large paper etc.

•     Mix and match colours using artefacts and objects.

•     Mix a variety of colours and know which primary colours make secondary colours.

•     Use a developed colour vocabulary.

•     Experiment with different effects and textures inc. blocking in colour, washes, thickened paint etc.

•     Work confidently on a range of scales e.g. thin brush on small picture etc.

 

•     Make and match colours with increasing accuracy.

•     Use more specific colour language e.g. tint, tone, shade, hue.

•     Choose paints and implements appropriately.

•     Plan and create different effects and textures with paint according to what they need for the task.

•     Show increasing independence and creativity with the painting process.

 

•     Demonstrate a secure knowledge about primary and secondary, warm and cold, complementary and contrasting colours.

•     Work on preliminary studies to test media and materials.

•     Create imaginative work from a variety of sources.

•     Create shades and tints using black and white.

•     Choose appropriate paint, paper and implements to adapt and extend their work.

•     Carry out preliminary studies, test media and materials and mix appropriate colours.

•     Work from a variety of sources, inc. those researched independently.

•     Show an awareness of how paintings are created (composition).

Printing

•     Make marks in print with a variety of objects, including natural and made objects.

•     Carry out different printing techniques e.g. monoprint, block, relief and resist printing.

•     Make rubbings.

•     Build a repeating pattern and recognise pattern in the environment.

•     Use a variety of techniques, inc. carbon printing, relief, press and fabric printing and rubbings.

•     Design patterns of increasing complexity and repetition.

•     Print using a variety of materials, objects and techniques.

•     Print using a variety of materials, objects and techniques including layering.

•     Talk about the processes used to produce a simple print.

•     to explore pattern and shape, creating designs for printing.

•     Research, create and refine a print using a variety of techniques.

•     Select broadly the kinds of material to print with in order to get the effect they want

•     Resist printing including marbling, silkscreen and coldwater paste.

•     Explain a few techniques, inc’ the use of poly-blocks, relief, mono and resist printing.

•     Choose the printing method appropriate to task.

•     Build up layers and colours/textures.

•     Organise their work in terms of pattern, repetition, symmetry or random printing styles.

•     Choose inks and overlay colours.

•     Describe varied techniques.

•     Be familiar with layering prints.

•     Be confident with printing on paper and fabric.

•     Alter and modify work.

•     Work relatively independently.

Textiles/collage

•       Use a variety of techniques,

e.g. weaving, finger knitting, fabric crayons, sewing and binca.

•       How to thread a needle, cut, glue and trim material.

•       Create images from imagination, experience or observation.

•       Use a wide variety of media, inc. photocopied material, fabric, plastic, tissue, magazines, crepe paper, etc.

•       Use a variety of techniques, inc. weaving, French knitting, tiedyeing, fabric crayons and wax or oil resist, appliqué and embroidery.

•       Create textured collages from a variety of media.

•       Make a simple mosaic.

•       Stitch, knot and use other manipulative skills.

•       Use a variety of techniques, inc. printing, dying, quilting, weaving, embroidery, paper and plastic trappings and appliqué.

•       Name the tools and materials they have used.

•       Develop skills in stitching. Cutting and joining.

•       Experiment with a range of media

e.g. overlapping, layering etc.

•       Match the tool to the material.

•       Combine skills more readily.

•       Choose collage or textiles as a means of extending work already achieved.

•       Refine and alter ideas and explain choices using an art vocabulary.

•       Collect visual information from a variety of sources, describing with vocabulary based on the visual and tactile elements.

•       Experiments with paste resist.

 

•       Join fabrics in different ways, including stitching.

•       Use different grades and uses of threads and needles.

•       Extend their work within a specified technique.

•       Use a range of media to create collage.

•       Experiment with using batik safely.

•       Awareness of the potential of the uses of material.

•       Use different techniques, colours and textures etc when designing and making pieces of work.

•       To be expressive and analytical to adapt, extend and justify their work.

3 D form

•       Manipulate clay in a variety of ways, e.g. rolling, kneading and shaping.

•       Explore sculpture with a range of malleable media, especially clay.

•       Experiment with, construct and join recycled, natural and man-made materials.

•       Explore shape and form.

•       Manipulate clay for a variety of purposes, inc. thumb pots, simple coil pots and models.             Build a textured relief tile.

•       Understand the safety and basic care of materials and tools. Experiment with, construct and join recycled, natural and man-made materials more confidently.

 

•       Join clay adequately and work reasonably independently.

•       Construct a simple clay base for extending and modelling other shapes.

•       Cut and join wood safely and effectively.

•       Make a simple papier mache object.

•       Plan, design and make models.

•       Make informed choices about the 3D technique chosen.

•       Show an understanding of shape, space and form.

•       Plan, design, make and adapt models.

•       Talk about their work understanding that it has been sculpted, modelled or constructed.

•       Use a variety of materials.

•       Describe the different qualities involved in modelling, sculpture and construction.

•       Use recycled, natural and manmade materials to create sculpture.

•       Plan a sculpture through drawing and other preparatory work.

•        Develop skills in using clay inc. slabs, coils, slips, etc.

•        Make a mould and use plaster safely.

•        Create sculpture and constructions with increasing independence.