Overview
|
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Year R |
Belonging + Identity |
Community + Trust |
Transformation + Responsibility |
||||
Art and design can be linked to all areas of the EYFS curriculum although it is most closely explored within expressive arts and design. Key skills still need to be taught within the curriculum however, but these will be guided by the children’s interests throughout the year. The domains below do not need to be taught in insolation, nor do they need to be taught within the term that they fall, but all skills should be taught by the end of the year. |
|||||||
Drawing and Painting |
Printmaking |
Collage |
Sculpture |
Textiles |
Digital Art |
||
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
||
Year 1 |
Friendship + Belonging |
Sustainability + Community |
Identity + Beauty |
||||
Drawing and Painting Apply self-selected tools and techniques to their work (pencils, rubbers, crayons, pastels, felt tips, chalk) comparing colours they have mixed.
|
Sculpture Relate knowledge of materials to make structures by joining simple objects together. |
Collage Applies a range of more complex activities e.g cutting, gluing, trimming materials to create images from a variety of media e.g fabric, crepe paper, magazines. |
Printmaking Analyse the uses of tools, choosing those most appropriate for the task and using these to create repeating patterns. |
||||
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
||||
The children will explore portraiture and create their own self-portrait. They will study and compare the work of Frida Kahlo and Pablo Picasso and respond to their work through their own self-portraits. They will explore the concept of belonging through their portraits, expressing ways they belong to their community in their art. |
The children will respond to the artist Eddie Martinez and create their own sculptures in the style of his ‘untitled’ works. They will use recycled materials to further explore the concept of sustainability and make links to sustainable art. |
The children will explore the work of Eric Carle and Henri Matisse. They will create their own collage of a creature and explore the concept of beauty in nature. |
The children will explore printmaking through a range of different techniques to create their own flag. They will return to the work of Henry Matisse and be introduced to Paul Klee. They will explore the theme of identity and link their art learning to their history learning (Horatio Nelson). |
||||
Year 2 |
Equality + Segregation |
Adversity + Consequences |
Class + Oppression |
||||
Printmaking Experiments with printed images (carbon printing, relief, press, fabric printing, rubbings) to create patterns. |
Digital Art Develops an awareness of scale, perspective, movement and colour in photography and can apply this knowledge when taking photos. |
Drawing & Painting Relate knowledge of line and tone to represent objects observed using pencils, chalk or charcoal. |
Textiles Develop techniques to join fabrics and apply decorations such as a running or over stitch. |
||||
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
||||
The children will explore printmaking through the Pop Art movement. They will link the Pop Art movement to Rosa Parks and how Pop Art could have been used to influence her protest. They will complete their own prints of a symbol representing Rosa Parks. |
The children will explore forced perspective photography and develop their skills of scale, perspective and movement. |
This unit will develop drawing skills and textiles skills through the study of hats. They will study hat designer Philip Treacy and do an observational drawing of hats. They will study the work of Orla Kiely and use her as inspiration for their hat designs, which they will sew a motif on. |
|||||
Year 3 |
Diversity + Influence |
Fear + Transformation |
Peace + Truth |
||||
Sculpture Is able to create a 2D image in a 3D piece |
Collage Interprets stories, music, poems and other stimuli using collage including skills of overlapping and layering. |
Drawing and Painting Applies knowledge of primary and secondary colours with the addition of black and white, to show understanding of complementary colours, colours as tone, warm and cold colours |
Drawing and Painting Uses line, tone and shade to represent things seen in images or imagined.
|
||||
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
|||||
The children will explore sculpture through the creation of statues of people who influence them, inspired by Roman statues and artist Henry Moore. They will explore abstract art and use materials such as clay and plaster to create their sculptures. |
The children will explore colour and texture through the work of illustrator Sheila Moxley in the book Stone Girl, Bone Girl. They will compare these illustrations to Jeannie Baker’s stories and use these, combined with music and poetry as stimuli to create their own window scene collage. |
Jackson Pollock vs. Pre Raphaelites |
|||||
Year 4 |
Community + Democracy |
Diversity + Transformation |
Creativity + Individuality |
||||
Sculpture Applies knowledge of form to create sculpture out of clay or other materials.
|
Drawing and Painting Draws familiar objects from a range of viewpoints relating features chosen to taught skills to adapt/improve work.
|
Printmaking Apply printing techniques to represent the natural environment through a using a range of techniques e.g marbling, tie-dye, batik, silkscreen and cold water paste. |
Textiles Applying sewing skills to use long needles to make straight stitches to create an item for use. |
||||
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
||||
The children will create their own art installation within school to create a community space. They will take inspiration from Fields by Antony Gormley. They will develop skills to build and join clay and apply them to their sculpture, following a design brief. |
The children will create observational drawings of objects and people, exploring the styles of Leonardo Da Vinci and Michael Craig Martin. They will learn techniques to draw the human form in proportion and build on drawing techniques taught previously. |
The children will use various printing techniques to create their own printed papers. They will then use these papers to create their own collage in the style of Jacqueline Mair. |
The children will design and make their own cushion using fabrics they have chosen and created. They will explore the work of Cath Kidston and Jan Constantine to support this. |
||||
Year 5 |
Change + Wealth |
Community + Creativity |
Power + Identity |
||||
Collage Develops the mood of a collage by applying a variety of techniques, including drawing, painting and printing. |
Drawing and Painting Investigates symbols, shapes, form and composition. |
Drawing and Painting Confidently and systematically investigates the potential of new and unfamiliar materials to produce line, tone and shade. |
Sculpture Explores how stimuli can be used as a starting point for 3D work. |
||||
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
|||||
The children will explore images of the working class through the artwork of Diego Rivera. As a class, they will recreate one of his murals on a large scale using collage techniques learned from other artists who specialise in that medium. |
The children will explore various styles on landscape, comparing Monet to Ken Dones. They will investigate drawing techniques with a focus on line, tone and shade. They will look closely at their own community and draw and paint their own landscape. |
The children will explore Shaun Tan’s The Singing Bones as stimulus for their own sculpture. They will create a ‘box of singing bones’, which will include sculptural pieces that represent their own identity. They will compare Tan’s work to the sculptures of the human form by Alberto Giacometti. |
|||||
Year 6
|
Conflict + Stewardship |
Adversity + Class |
Community + Power |
||||
Digital Art Applies knowledge to use colour, tone and effect to create a specific mood in photographs |
Printmaking Applies knowledge to recreate images/scenes through relief printing using card/polystyrene and analyse their effect |
Drawing and Painting Selects appropriate media and techniques to achieve a specific outcome |
Sculpture & Textiles Experiments with soft sculpture, cuts, joints, patterns and embellishments |
||||
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
Children should be taught to:
|
||||
|
|
|
Jasper Johns – Letters. Make a message for the local community. Weaving – Anni Albers |
|
Year R |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
Drawing and Painting |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
✓ |
Printmaking |
|
✓ |
✓ |
|
✓ |
|
✓ |
Collage |
|
✓ |
|
✓ |
|
✓ |
|
Sculpture |
|
✓ |
|
✓ |
✓ |
✓ |
✓ |
Textiles |
|
|
✓ |
|
✓ |
|
✓ |