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Crayford Temple Grove

Art & Design

Art & D.T.

Art & Design Vision

At Haberdashers' Crayford Primary we believe that Art is more than a matter of painting pictures or making objects. It is a means by which children can express their individuality and communicate ideas about themselves and the world around them. Our curriculum allows pupils to be driven by ambition and the belief that possibilities and opportunities are boundless. Therefore, Art is a vital part of this, providing a means of expression for all children. Through the teaching of art, we aim to develop curiosity, developing a greater interest in the world around them and creativity, developing their imagination and creative expression. We also develop our children’s social skills and confidence by teaching them to share opinions and ideas with one another about their work and the work of others.

Art provides children with the opportunities to develop and extend skills, and an opportunity to express their individual interests, thoughts, and ideas. It is a practical subject which stimulates creativity and imagination through the use of a wide range of materials. A high-quality art education should engage, inspire, and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft, and design. As our pupils’ progress, they will be able to think critically and develop a more rigorous understanding of art and design.

At Haberdashers' Crayford Primary we ensure that art offers opportunities to:  

  • equip children with the skills, concepts and knowledge necessary for them to express their responses to ideas, feelings and experiences in a visual and tactile form;
  • develop children’s understanding of colour, form, texture, pattern and their ability to use materials and processes to communicate ideas, feelings and meaning;
  • be able to identify and appreciate the work of other artists which reflect diversity;
  • develop skills in drawing, painting, sculpture and craft and design using a variety of materials, enabling them to become independent learners;
  • help children to develop socially through collaborative working;
  • develop children’s awareness that the process of creating art is equally as valuable as the finished product.

To ensure high standards of teaching and learning in art and design, we implement a curriculum that is progressive throughout the whole school. All key stages ensure that Art is taught as part of the curriculum vehicles and alongside other subjects to gain a greater understanding of different cultures, focusing on knowledge and skills stated in the Art curriculum. Art is very effective as a cross-curricular link, adding to children’s experiences and depth of understanding in other areas of their learning. However, the development of skills is the over-riding feature in planning. The outcomes may vary from year to year within a particular year group, but the skill progression will remain. We believe that by teaching children skills for life and exposing them to a wide a range of opportunities, we are preparing them for the next stage in their life.

Art & Design Overview

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

EYFS

Art focus: Painting/Sculpture

Focused artist: Van Gogh/Georgia O’Keefe

Practical outcomes

To create a foil painting and creating a 3d flower collaboration

Art focus: Drawing/Printing

 

Focused artist: Piet Mondrian/ Gustav Glint


Practical outcomes

 

To create a geometric line drawing and printed metallic artwork

D&T focus: Structures Houses and Bridges

Practical outcomes

To create a house for the ‘Three Little Pigs

Art focus: Collage/ Look at work from other artists

Focused artist: Claude Monet/ Freda Khoal

Practical outcomes

To create a collage of a lily pond and create a self-portrait inspired by Freda Khoal

D&T focus: Food Healthy eating

Practical outcomes

To create a healthy snack/meal.

Art focus: Textiles /Exploring ideas

Focused artist: Alma Thomas/Georges Sauet

Practical outcomes Weave a paper plate and create a dot picture

 

D&T focus: Mechanisms Transport

 

Practical outcomes

 

To create a moving vehicle.

Year 1

Art focus: Composition, colour and shape.

Focused artist: Paul Klee

Practical outcomes

Collage in the style of Paul Klee. 3D version taken from picture (self-portraits).

Art focus: Experimentation with form and colour mixing.

 

Focused artist: Andy Goldsworthy.

 

Practical outcomes

 

Create a natural sculpture. Painting depicting changing seasons using mixed primary colours

D&T focus: Mechanisms

Practical outcomes

To design and create a home for Bog Baby.

Art focus: Investigating line and mark making

Focused artist: Pablo Picasso

Practical outcomes

Complete a landscape painting using different methods of mark making. Draw proportionate representations using simple line and shape.

D&T focus: cultural cooking and nutrition.

Practical outcomes

To design a nutritious meal and create a cultural showcase of food.

Art focus: Collage/texture

Focused Artist: Henri Matisse

Practical outcomes

To create a Matisse inspired collage.

 

Year 2

D&T focus: Sculpture

Practical outcomes

To design and construct a wooden home

Art focus: Colour and properties of media

Focused artist: Vincent Van Gogh- Starry Night

Practical outcome

To complete a colour wheel showing accurate graduation in tints to create a great fire of London artwork using elements of Starry Night.

D&T focus: Sculpture

Practical outcomes

To design and construct a rocket.

Art focus: Investigating landscapes and birds eye views.

Focused artist: Paul Gauguin

Practical outcomes

To create a 2D painting from a 3D model. Practical Outcomes Children to design a textured image of their choosing and create a repeat printed image.

D&T focus: Textiles

Practical outcomes

Somalian textile prints/patterns

Art focus: Scaling images

Practical outcomes

Children collaborate on a temporary mural of togetherness.

Year 3

Art focus: Painting and printing

Practical outcomes

To create a piece of Stone Age cave art.

D&T focus: Electric Light it up

Practical outcomes

Children to use knowledge and designs to construct a working model light for a specific purpose

Art focus: Egypt, cultural art and artefacts

Practical outcomes

Children to construct and paint a canopic jar and understand its relevance.

Art focus:Egypt continued

Practical outcomes

Children to design a boat for Nile transportation and exhibit in their vehicle.

D&T focus: Mechanical Poster Recycling (mechanism)

Practical outcomes

To create a mechanical poster with moving parts

D&T focus: Mechanical (continued)

Practical outcomes

To create a metal sculpture of the iron man.

Year 4

D&T focus: Ancient Greece

Practical outcomes

To design and create a Greek Vase

Art focus: Mythological art ­- Myths in Art

Practical outcomes

To create a mythological creature using armature paper mâché

D&T focus: Construction

Practical outcomes

To create a telescope

Art focus: Science and exploration in art

Focus artist: Leonardo Da Vinci

Practical outcomes

To make a compass or sundial

D&T focus: Electrical Alarm clock: Sound

Practical outcomes

To create an alarm system based on a design

Art focus: Manipulation of materials and narrative art (Roman topic link)

Practical outcomes

To produce an original mosaic narrative and a unique relief sculpture giving reasons for choices

Year 5

Art focus: Cultures from around the world.

Practical outcomes

Construct and paint a theatrical mask/headdress to celebrate an evening in our world.

 

D&T focus: Textiles

Practical outcomes

To create a sustainable piece of clothing

D&T focus: Automata Animals: Animals and habitats (Mechanisms)

Practical outcomes

To build a framework accurately using a wider range of tools and equipment.

Art focus: Form (3D)

Practical outcomes

To use clay to create round and relief sculptures.

Art focus: The human figure and woman in art. Pre-1950’s

Practical outcomes

To compare how women were depicted during the 30’s and 40’s in advertisement art

Art focus: Still life observations (space)

Practical outcomes

Children will build up evidence of skill progression in sketchbooks. A final piece of a composition of the children’s design incorporating the taught skills.

Year 6

Art focus: Anglo-Saxon art, printing repeated patterns.

Practical outcomes

Create a repeated print from lino stamp

D&T focus: Textiles Anglo-Saxon purses or plant themed money carriers.

Practical outcomes

To create an Anglo-Saxon purse.

Art focus: The Blitz, creating depth and tone.

Practical outcomes

Using oil pastels, create a piece of artwork which represents The Blitz

D&T focus: Cooking and Nutrition WWII recipes

Practical outcomes

To investigate what soldiers eat now and compare and evaluate how nutrition has improved.

D&T focus: Electrical Funfair rides

Practical outcomes

To create a fairground ride following my design.

Art & Design Progression Map

 

Art Progression

 

 

EYFS

KS1

LKS2

UKS2

 

Children will use their imagination and creativity to experiment and explore with a wide range of materials. Children will use problem solving skills to find ways of implementing their ideas. It is understood with practitioners that creativity is very much a process and often there is no clear identifiable outcome or product. Communication is an important aspect of the thinking process, and the more open-ended discussions practitioners have with children the children will understand their own thinking better.

Children start to understand how ideas are developed through processes and are introduced to the use of sketch books for recording ideas and progress. Children build up resilience to getting things wrong and trying again. Children practice and share their learning and skills with others, receive and offer feedback to improve.

KS1 Art and Design National Curriculum

To produce creative work, exploring their ideas and recording experiences.

Children can:

•         respond positively to ideas and starting points;

•         explore ideas and collect information;

•         describe differences and similarities and make links to their own work;

•         try different materials and methods to improve;

 

Use key vocabulary to demonstrate knowledge and understanding in this strand: work, work of art, idea, starting point, observe, focus, design, improve.

Children continue collecting and developing ideas using sketchbooks. They continue to build up resilience, making mistakes and suggesting improvements to improve their work. Children practice and share their learning and skills with others, giving and receiving feedback to improve.

KS2 Art and Design National Curriculum

Pupils should be taught to develop their techniques with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Children can:

•         use sketchbooks to record ideas;

•         explore ideas from first-hand observations;

•         question and make observations about starting points, and respond positively to suggestions;

•         adapt and refine ideas;

 

Use key vocabulary to demonstrate knowledge and understanding in this strand: line, pattern, texture, form, record, detail, question, observe, refine.

Children start collecting more information and resources to present in sketchbooks. They continue to build their knowledge of techniques by experimenting and predicting what might happen. Children continue to practice and share their learning and skills with others, receiving and offering feedback to improve.

KS2 Art and Design National Curriculum

Pupils should be taught to develop their techniques with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. To create sketchbooks to record their observations and use them to review and revisit ideas.

Children can:

•         review and revisit ideas in their sketchbooks;

•         offer feedback using technical vocabulary;

•         think critically about their art and design work;

•         use digital technology as sources for developing ideas;

Use key vocabulary to demonstrate knowledge and understanding in this strand: sketchbook, develop, refine, texture, shape, form, pattern, structure.

 

Children will learn to hold and control a variety of media and use them to make and repeat various marks and lines, use lines to create

Children begin to explore different techniques involved in drawing such as shading, thick and thin lines, patterns and shapes as well as using different surfaces to draw on.

Children develop their knowledge of drawing by continuing to use a variety of drawing tools from KS1. They are introduced to new ways of making effect

Children continue to use a variety of drawing tools but are introduced to new techniques, e.g. creating perspective. They become more confident in techniques

 

 

shapes, patterns and textures, drawing with light lines (e.g. chalk) on a dark surface. In their mark making children will be able to describe people, objects and places using simple art specific language especially shape. They will draw on a range of surfaces and scales. Children should understand that different media make different types of marks. Children will make independent links to focused artists within their mark making/drawings and attempt to draw the same things from focused artworks.

 

Children are also exposed to using different materials to draw with such as pencils, felt tips, charcoal, crayons, chalk and pastels.

KS1 Art and Design National Curriculum To become proficient in drawing techniques. To use drawing to develop and share their ideas, experiences and imagination.

Children can:

•         draw lines of varying thickness;

•         use dots and lines to demonstrate pattern and texture;

•         use different materials to draw, for example pastels, chalk, felt tips;

use key vocabulary to demonstrate knowledge and understanding in this strand: portrait, self-portrait, line drawing, detail, landscape, cityscape, building, pastels, drawings, line, bold, size, space.

through tone, texture, light and shadow. They have the opportunity to use vocabulary learned in KS1 accurately, e.g. shading, thick and thin.

KS2 Art and Design National Curriculum To become proficient in drawing techniques.

To improve their mastery of art and design techniques, including drawing, with a range of materials.

Children can:

•         experiment with showing line, tone and texture with different hardness of pencils;

•         use shading to show light and shadow

effects;

•         use different materials to draw, e.g. pastels, chalk, felt tips;

•         show an awareness of space when drawing; Use key vocabulary to demonstrate knowledge and understanding in this strand: portrait, light, dark, tone, shadow, line, pattern, texture, form, shape, tone, outline.

 

 

already learned and use the vocabulary learned accurately, e.g. shading, thick and thin. Children will rely on their sketching books to improve their drawing skills.

   KS2 Art and Design National Curriculum       

To become proficient in drawing techniques.

To improve their mastery of art and design techniques, including drawing, with a range of materials.

Children can:

•         use a variety of techniques to add effects,

e.g. shadows, reflection, hatching and crosshatching;

•         depict movement and perspective in drawings;

•         use a variety of tools and select the most appropriate;

Use key vocabulary to demonstrate knowledge and understanding in this strand: line, texture, pattern, form, shape, tone, smudge, blend, mark, hard, soft, light, heavy, mural, fresco, portrait, graffiti.

 

 

 

 

 

 

Colour − Experimenting with and using primary colours. Naming − mixing (not formal) learn the names of different tools that bring colour. Use a range of tools to make coloured marks on paper.

Children will be given regular access (at least weekly) to painting materials. Children will experiment with colour mixing to various mark making. They will learn to name different tools to apply paint and explore of different painting techniques to produce different effects (pattern, movement, emotion). Children will experiment painting on a range of different sized and textured surfaces. Their will understand their art can communicate both a purpose and/or an idea.

 

Children can explore using a variety of different brushes to see what happens. Children begin to learn the primary colours and experiment with mixing paints to understand tone and secondary colours.

KS1 Art and Design National Curriculum To become proficient in painting techniques. To use painting to develop and share their ideas, experiences and imagination.

Children can:

•                name the primary and secondary colours;

•                experiment with different brushes (including brushstrokes) and other painting tools;

•                mix primary colours to make secondary colours;

•                add white and black to alter tints and shades; Use key vocabulary to demonstrate knowledge and understanding in this strand: primary colours, secondary colours, neutral colours, tints, shades, warm colours, cool colours, watercolour wash, sweep, dab, bold brushstroke, acrylic paint.

Children continue exploring using a variety of different brushes to see what happens. They use the language of colour accurately when mixing, e.g. shade, primary and tint. Children begin to experiment with colour for effect and mood.

KS2 Art and Design National Curriculum To become proficient in painting techniques.

To improve their mastery of art and design techniques, including painting with a range of materials.

Children can:

•         use varied brush techniques to create shapes, textures, patterns and lines;

•         mix colours effectively using the correct language, e.g. tint, shade, primary and secondary;

•         create different textures and effects with paint;

Use key vocabulary to demonstrate knowledge and understanding in this strand: colour, foreground, middle ground, background, abstract, emotion, warm, blend, mix, line, tone, fresco.

 

Children continue exploring a variety of different brushes to see what happens. They use the language of colour accurately and use inspiration from natural and non-natural works to create a colour palette. Children are more expressive with colour, associating colours with moods.

KS2 Art and Design National Curriculum To become proficient in painting techniques.

To improve their mastery of art and design techniques, including painting with a range of materials.

Children can:

•         create a colour palette, demonstrating mixing techniques;

•         use a range of paint (acrylic, oil paints, water colours) to create visually interesting pieces;

use key vocabulary to demonstrate knowledge and understanding in this strand: blend, mix, line, tone, shape, abstract, absorb, colour, impressionism, impressionists.

 

 

Enjoy using a variety of malleable media such as play dough, clay, papier mache, salt

Children have the opportunity to use a variety of materials for sculpting and experiment with joining and

Children still have the opportunity to use a variety of materials for sculpting. They experiment with joining

Children still use a variety of materials for sculpting and experiment with joining and constructing. They begin to

 

 

dough. Impress and apply simple decoration. Cut shapes using scissors and other modelling tools. Children should have opportunities to build a construction/ sculpture using a variety of objects e.g.

recycled,  natural and manmade materials.

 

Look and talk about what they have produced, describing simple techniques and media used.                                     

                   

constructing. They begin to use the correct vocabulary associated with sculpting and construction to demonstrate their understanding of the skill. KS1 Art and Design National Curriculum

To become proficient in sculpting techniques. To use sculpture to develop and share their ideas, experiences and imagination.

Children can:

•         use a variety of natural, recycled and manufactured materials for sculpting, e.g. clay, straw and card;

•         use a variety of techniques, e.g. rolling, cutting, pinching;

•         use a variety of shapes, including lines and texture;

Use key vocabulary to demonstrate knowledge and understanding in this strand: sculpture, statue, model, work, work of art, 3D, land art, sculptor, carving, sculpture, installation, shapes, materials, pyramid, abstract, geometric.

and construction, asking and answering questions such as, ‘How can it go higher?’ Children begin to understand more about decorating sculptures and adding expression through texture. They use a variety of tools to support the learning of techniques and to add detail.

KS2 Art and Design National Curriculum

To become proficient in sculpting techniques.

To improve their mastery of art and design techniques, including sculpting with a range of materials.

Children can:

•         cut, make and combine shapes to create recognisable forms;

•         use clay and other malleable materials and practice joining techniques;

•         add materials to the sculpture to create detail;

Use key vocabulary to demonstrate knowledge and understanding in this strand: rectangular, concrete, terrace, architect, 2D shape, brim, peak, buckle, edging, trimmings, shape, form, shadow, light, marionette puppet.

understand more about clay modelling and using different tools with clay. They will be more reliant on their own ideas and knowledge of sculpture during the planning and designing process.

KS2 Art and Design National Curriculum

To become proficient in sculpting techniques.

To improve their mastery of art and design techniques, including sculpting with a range of materials.

Children can:

•         plan and design a sculpture;

•         use tools and materials to carve, add shape, add texture and pattern;

•         develop cutting and joining skills, e.g. using wire, coils, slabs and slips;

•         use materials other than clay to create a 3D sculpture;

Use key vocabulary to demonstrate knowledge and understanding in this strand: form, structure, texture, shape, mark, soft, join, tram, cast.

 

 

 

 

 

 

 

 

 

Children will learn to hold scissors and cut a range of materials. They will cut straight lines and tear paper into strips and simple shapes, apply adhesive sparingly and place glued surfaces together accurately, classify materials into textures and colours.

 Children will handle and manipulate a wide range of natural and made materials talking about materials, especially their colours and textures. They will join these 

 Children will use knowledge of colour matching, working on group and individual collages by cutting and using materials and by sticking similar objects together to create new textures. Materials can be cut and reassembled into new shapes. They will be given opportunities to explore different materials in a range of colours and surface textures, Single items, e.g. seeds or leaves,

Children will have the opportunity to explore creating a variety of images on different backgrounds with a variety of media,

e.g. paper, magazines, etc. Children experiment with sorting and arranging materials and refining their work.

KS1 Art and Design National Curriculum

To become proficient in other art, craft and design techniques – collage.

To develop a wide range of art and design techniques in using texture, line, shape, form and space.

Children can:

•         use a combination of materials that have been cut, torn and glued;

•         sort and arrange materials;

•         add texture by mixing materials; Use key vocabulary to demonstrate knowledge and understanding in this strand: collage, squares, gaps, mosaic, features, cut, place, arrange.

Children continue to explore creating collage with a variety of media, e.g. paper and magazines. They experiment with sorting and arranging materials with purpose to create effect. They learn new techniques, e.g. overlapping, tessellation, mosaic and montage.

KS2 Art and Design National Curriculum

To improve their mastery of art and design techniques with a range of materials – collage.

Children can:

•         select colours and materials to create effect, giving reasons for their choices;

•         refine work as they go to ensure precision;

•         learn and practise a variety of techniques,

e.g. overlapping, tessellation, mosaic and montage;

Use key vocabulary to demonstrate knowledge and understanding in this strand: texture, shape, form, pattern, mosaic.

Children experiment with mixing textures and with sorting and arranging materials with purpose to create effect. They develop their understanding of techniques learned in Lower KS2 and develop their own ideas through planning.

KS2 Art and Design National Curriculum

To improve their mastery of art and design techniques with a range of materials – collage.

Children can:

•         add collage to a painted or printed background;

•         create and arrange accurate patterns;

•         use a range of mixed media;

•         plan and design a collage; use key vocabulary to demonstrate knowledge and understanding in this strand: shape, form, arrange, fix.

 

 

can be put together to create themes for their artworks. Exploration of joining different materials (including 3d materials) with various adhesives to convey a conceptual idea. Children should be given opportunities to explain their processing to practitioners.

 

 

 

 

 

Children will choose and classify fabrics into different groups of colour and texture. Make links between patterns in various cultures and the environment both manmade and natural. Children will be able to select their own materials and to communicate, express and develop their own ideas.

 

They will be given opportunities to strengthen fine motor skills by holding scissors and cutting a range of fabrics and threads, thread beads onto a lace or string. Children should investigate weaving under magnifying glasses and gain an understanding that large pieces of cloth used for clothing and household linen is made through this process. Children should be given opportunities to design clothes for characters and dress up dolls to explore the uses of textiles in everyday life.

 

Children have the opportunity to look at and practise a variety of techniques, e.g. weaving, dyeing and plaiting. They explore which textiles are best to use and produce the best result.

Children will also explore decorating and embellishing their textiles to add detail, colour and effect.

KS1 Art and Design National Curriculum

To become proficient in other art, craft and design techniques – textiles.

To develop a wide range of art and design techniques in using colour, pattern and texture.

Children can:

•         show pattern by weaving;

•         use a dyeing technique to alter a textile’s colour and pattern;

•         decorate textiles with glue or stitching, to add colour and detail;

use key vocabulary to demonstrate knowledge and understanding in this strand: textiles, fabric, weaving, woven, placemat, loom, alternate, over, under, decoration, decorative, batik dye, dye, wax, resist, crayons, ink, apply, set.

 

 

 

 

Children develop their weaving and colouring fabric skills further. They are also introduced to the skill of stitching in Lower KS2.

KS2 Art and Design National Curriculum

To improve their mastery of art and design techniques with a range of materials – textiles.

Children can:

•         select appropriate materials, giving reasons;

•         use a variety of techniques, e.g. printing, dyeing, weaving and stitching to create different textural effects;

•         develop skills in stitching, cutting and joining;

use key vocabulary to demonstrate knowledge and understanding in this strand: pattern, line, texture, colour, shape, stuffing, turn, thread, needle, textiles, decoration.

Children further develop their weaving, overlapping and layering techniques. They experiment with a range of fabrics including non-traditional fabrics.

KS2 Art and Design National Curriculum

To improve their mastery of art and design techniques with a range of materials – textiles.

Children can:

•      experiment with a range of media by overlapping and layering in order to create texture, effect and colour; •    add decoration to create effect; use key vocabulary to demonstrate knowledge and understanding in this strand: colour, fabric, weave, pattern.

 

Early printing often involves using parts of the body to make a direct print. These experiences can be extended easily to include natural or made objects to explore and experiment with relief, resist and mono printing techniques and processes. As a child's experience grows, through exploration and experimentation, so prints will progress from the simple and random to more complex layered images.

Children will use the skills of loading an object with paint and applying it to gain the acquired effect. Make rubbings of textured surfaces. Experiment with a range of creative printing methods such as fruit, plasticine and bubbles.

Children experiment with shape and pattern, looking at repeated patterns and different materials to make texture,

e.g. sponges.

KS1 Art and Design National Curriculum

To become proficient in other art, craft and design techniques – printing.

To develop a wide range of art and design techniques in using colour and texture.

•         Children can:

•         copy an original print;

•         use a variety of materials, e.g. sponges, fruit, blocks;

Children use a variety of printing blocks, e.g. coiled string glued to a block, and explore what effect making their own blocks has on shape and texture.

KS2 Art and Design National Curriculum

To improve their mastery of art and design techniques with a range of materials – printing.

•         Children can:

•         use more than one colour to layer in a print;

•         replicate patterns from observations;

•         make printing blocks;

•         make repeated patterns with precision; use key vocabulary to demonstrate knowledge and understanding in this strand: line, pattern, texture, colour, shape, block printing ink, polystyrene printing

Children have more opportunities to make printing blocks and tiles. They now reflect on their choice of colour for prints and develop their accuracy with patterns.

KS2 Art and Design National Curriculum

To improve their mastery of art and design techniques with a range of materials – printing.

•         Children can:

•         design and create printing blocks/tiles;

•         develop techniques in mono, block and relief printing;

•         create and arrange accurate patterns; use key vocabulary to demonstrate knowledge and understanding in this strand: Hapa-Zome, hammering,

 

Learn to recognise patterns and producer both man-made and prints in nature. Work on a range of surfaces and scales. They will begin to understand and communicate about their printed artworks and the reasons for their choices.

 

          •      demonstrate a range of techniques, e.g.

rolling, pressing, stamping and rubbing;

use key vocabulary to demonstrate knowledge and understanding in this strand: colour, shape, printing, printmaking, woodcut, relief printing, objects.

 

 

tiles, inking rollers.

pattern, shape, tile, colour, arrange, collograph;

 

 

Children in Nursery and Reception will focus on a different artwork and the artist who created it over a 2-week period. They will learn to analyse the artwork, by being introduced to the elements of art including; colour, shape, line and texture. This subject specific vocabulary will be modelled by the teacher during carpet discussions and children will be encouraged to use this vocabulary in their responses. Children will learn biographical knowledge of the artist to gain an understanding of their creative choices.

Children will use the focused artworks to practicing skills and reproduce work of their own for classroom displays and whole EYFS collaborations.

 

Children have the opportunity to learn from the works of famous artists, studying their techniques and processes. They will be exposed to a range of different artists through history throughout KS1.

KS1 Art and Design National Curriculum

To understand 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.

Children can:

•         describe the work of famous, notable artists and designers;

•         express an opinion on the work of famous,

notable artists;

•         use inspiration from famous, notable artists to create their own work and compare;

use key vocabulary to demonstrate knowledge and understanding in this strand: Andy Goldsworthy, LS Lowry, Paul Klee, Monet, Joan Miró, Jackson Pollock,

Robert Delaunay, Wassily Kandinsky, Piet Mondrian, van Gogh, Marc Quinn, Michelle Reader, Barbara Hepworth, Jill Townsley, Brendan Jamison, Eva Rothschild.

Children continue to study the works of famous artists. They have more opportunity to offer opinion and to compare and contrast artists. Children will be exposed to a range of different artists through history, studying their techniques and processes.

KS2 Art and Design National Curriculum

To learn about great artists, architects and designers in history. Children can:

•         use inspiration from famous artists to replicate a piece of work;

•         reflect upon their work inspired by a famous notable artist and the development of their art skills;

•         express an opinion on the work of famous, notable artists and refer to techniques and effect;

use key vocabulary to demonstrate knowledge and understanding in this strand: Anselm Kiefer, Salvador Dalí, Paula Rego, Gainsborough, Sonia Boyce, Lucian

Freud, Howard Hodgkin, Anish Kapoor, Caravaggio, Le

Corbusier, Coco Chanel, Jackson Pollock, John

Constable, Thomas Cole, Claude Monet, Henri Matisse,

Paul Cézanne, Julian Opie, Henry Moore, Giacometti,

Vivienne Westwood, Louise Bourgeois, Jennifer Angus,

Braque, Claesz, Kalf, Carl Warner, Michael BrennandWood.

Children continue to learn from the works of famous artists. They now expand their knowledge by looking at the range of more famous artists. Children comment on the work of famous artists and name their pieces of work.

KS2 Art and Design National Curriculum

To learn about great artists, architects and designers in history. Children can:

•         give detailed observations about notable artists’, artisans’ and designers’ work;

•         offer facts about notable artists’, artisans’ and designers’ lives;

use key vocabulary to demonstrate knowledge and understanding in this strand: Henri Rousseau, India Flint, Alexander Calder, David Oliveira, David Hockney,

Man Ray, Fernand Léger, Alfred Wallis, Hokusai, Frida

Kahlo, Joaquín Torres-García, Leonora Carrington, Diego

Rivera, Beatriz Milhazes, Carlos Páez Vilaró, John Singer Sargent, Ansel Adams, Helen Frankenthaler, Frank Lloyd Wright, Jean- Michel Basquiat, Mary Cassatt.