Art

 Art Curriculum

Art- Intent, Implementation, Impact

Intent

At Jennett’s Park we believe that high-quality Art lessons will inspire children to think innovatively and develop creative procedural understanding. Our Art curriculum provides children with opportunities to develop their skills using a range of media and materials. Children learn the skills of drawing, painting, printing, collage, textiles, 3D work and digital art and are given the opportunity to explore and evaluate different creative ideas. Children will be introduced to a range of works and develop knowledge of the styles and vocabulary used by famous artists. The skills they acquire are applied to their cross-curricular topics, allowing children to use their art skills to reflect on and explore topics in greater depth; for example, by sketching historical artefacts in detail, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development. Many areas of art link with mathematical ideas of shape and space; for example, when printing repeating patterns and designs and thinking about 3D shapes to support structures. It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this. In Art, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written refection. Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.

 

Aims

At Jennett’s Park we aim for all children to;

  • have the opportunity to record from first-hand experience and from imagination.
  • develop opportunities to select their own ideas for use in their work.
  • develop creativity and imagination through a range of complex activities.
  • develop the ability to control materials, tools and techniques;
  • increase their critical awareness of the roles and purposes of art and design in different times and cultures.
  • develop increasing confidence in the use of visual and tactile elements and materials.
  • foster an enjoyment and appreciation of the visual arts and a knowledge of artists, craftspeople and designers

Implementation

The art and design curriculum at Jennett’s Park enables children to express themselves in a creative, imaginative manner and through exploration. We intend to teach the children a skills-based curriculum, with individuality and creativeness flowing through everything they do. Our art curriculum is based upon the Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught in each Key Stage. Teachers plan lessons for their class using our progression of knowledge and skills plan. Teachers can use this document to plan their art and design lessons suitable to their class’s interests and what they want to learn about. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group.  When teaching art and design, teachers should follow the children’s interests to ensure their learning is engaging, broad and balanced. A variety of teaching approaches are used. At JP, we provide a variety of opportunities for art to take place inside and outside the classroom. These can be individual, class, year or whole school collaborations. These activities should be guided by the children’s interests in particular topics. An arts week across the school will usually be held in the summer term

Examples of topic related art by year group; (NB NOT COMPLETED YET )

Year 1

Fairy Tales.

·        Character masks

·        Finger puppets

·        3 pigs houses- textures

 

Wonderful Weather

·        Seasons wheels

·        Seasons tree collage

·        Leaf prints

·        Weather related clothing outfits

·        Weather painting

 

Year 2

Great Fire of London

•        Tissue paper collage

•        Oil pastels for fire effects

Healthy Living

•        Designing and creating packaging for food

Castles

•        Portraits (inside castles, could look at our current queen’s portraits?)

•        Castle and Sun – Artist-Paul Klee

Dinosaurs

•        Dinosaur prints/textures.

•        Salt dough dinosaur footprints.

Animals and plants

•        Animal prints

•        Leaf/bark rubbing

•        Leaf shapes and patterns in veins

•        Henri Rousseau

•        Photos of plants.

Under the sea

•        Material collage for beach huts/beach scene

•        Water effects using different mediums

•        Diorama (scene in a box)

 

Year 3

The robots are coming

•        Textiles – linked to robot building

Through the wardrobe

•        Drawing winter scenes

•        Collage-Art influenced by Jeannie Baker – Through the Window (Through the Wardrobe)

The stone Age

•        Sketching using

•        charcoal:

•        Improve drawing of eyes, faces proportion

•        Cave paintings /drawings

The Vikings

•        Printing -Viking prints and patterns/shapes

•        Clay broaches

•        Torque bangles

Under the Canopy

•        Sculpture

•        Rainforest animals/plants

Year 4

Ancient Greece

 

·        theatre masks

·        observational drawings of Greek sculptures – looking at line and pattern and light and shade to create a 3D effect.

·        Greek mosaics- Greek patterns

·        Progression of design in Ancient Greek pottery-black-figure technique to create a vase design

Eco-Art

·        jellyfish sculptures-reclaimed materials

·        Looking at the work of Picasso, creating a 3D head using reclaimed materials in the style of Picasso

Year 5

Space

•        space paintings-Peter Thorpe,

•        Paintings of houses using sticks in the style of Vincent Van Gogh

WW1

•        Art is the style of artists from ww1

•        Propaganda posters.

Egypt

•        Canopic jars- pottery

Climate and habitat

•        Sketching habitats

•        Prop design

Seasonal art

 

 

Year 6

Impact

Within art and design, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry-based learning opportunities. Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding of each unit of work covered throughout the school.

Our art curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work. We measure the impact of our curriculum through the following methods:

  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
  • Summative assessment of pupil discussions about their learning.
  • Images and videos of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Moderation meetings where pupil’s work is shared and scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Annual reporting of standards across the curriculum.

 

National Curriculum Requirements

EYFS

 

Key Stage 1   National Curriculum                                                                                                          Key Stage 2 National Curriculum

 

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.

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.

•        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 in skills

Drawing (pencils, rubbers, chalks, pastels, felt pen, charcoal, inks, ICT software)

Possible Artists: Van Gogh, Seurat, Durer, Da Vinci, Cezanne, Picasso, Hopper, Goya, Sargent, Holbein, Moore, Rossetti, Klee, Calder, Cassat.

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

 

Enjoy using a variety of media.

 

Use and begin to control a range of media.

 

Draw on different surfaces and coloured

paper.

 

Produce lines of

different thickness and

tone using a pencil.

 

Start to produce different patterns and textures from observations,

imagination and

illustrations.

 

 

 

 

 

Experiment with a

variety of media.

 

Begin to control the types of marks made with the range of media.

 

Draw on different surfaces.

 

Start to record simple

media explorations in a

sketch book.

 

Develop a range of

tone using a pencil and

use a variety of drawing techniques such as: hatching, scribbling, stippling, and blending to create light/ dark lines.

 

Investigate textures by

describing, naming,

rubbing, copying.

 

Produce an expanding

range of patterns

Begin to control the

types marks made with

the range of media.

 

Control the types of

marks made with the

range of media.

 

Draw on different surfaces with a range of media.

 

Use a sketchbook to

plan and develop simple ideas.

 

Continue to investigate

tone by drawing light/dark lines, patterns and shapes using a pencil.

 

Name, match and draw

lines/marks from

observations.

 

Continue to Investigate

textures and produce

an expanding range of

patterns.

Developing intricate

patterns/ marks with a

variety of media.

 

Demonstrate

experience in different

grades of pencil and other implements to draw different form and shapes.

 

Use a sketchbook to

record media explorations and experimentations as

well as planning and collecting source material for future works.

 

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

 

Create textures and

patterns with a wide

range of drawing

implements.

Developing techniques

to create intricate patterns using different grades of pencil and other implements/media to create lines, marks and

develop tone.

 

Understanding why they best suit.

 

 

Draw for a sustained

period of time at an appropriate level.

 

Use sketchbooks to

collect and record visual information from different sources as well as planning and colleting source material for future

works.

 

Have opportunities to

develop further drawings featuring the third dimension and

perspective.

Work in a sustained and

independent way to create

a detailed drawing.

 

Develop a key element of their work: line, tone, pattern, texture.

 

Use different techniques for different purposes i.e.

shading, hatching within

their own work.

Use sketchbooks to collect, record and plan for future works.

 

Start to develop their own style using tonal contrast and mixed media.

 

Develop further simple

perspective in using a single focal point and horizon.

 

Begin to develop an

awareness of composition, scale and proportion in their paintings.

 

Use drawing techniques to work from a variety of

sources including observation, photographs

and digital images.

 

Develop close observation skills using a variety of view finders.

Draw for a sustained period of time over a number of sessions working on one piece.

 

Develop their own style of drawing through: line, tone, pattern, texture.

 

 

Use different techniques for different purposes i.e.

shading, hatching within

their own work, understanding which works well in their work and why.

 

Develop their own style

using tonal contrast and

mixed media.

 

Use sketchbooks to collect, record and plan for future works. Adapt their work according to their views and describe how they might develop it further.

 

Have opportunities to

develop further simple

perspective in their work

using a single focal point

and horizon.

 

Develop an awareness of composition, scale and proportion in their paintings.

 

 

 

 

Painting (watercolour, ready mixed, acrylic,)

Possible Artists: Klimt, Marc, Klee, Hockney, Pollock, Riley, Monet, Aboriginal, Rothko, Rivera, Indian Miniatures, O’Keeffe, Hopper, Rembrandt, Lowry, Matisse, Magritte

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

Enjoy using a variety of tools including different size/ size brushes and

tools i.e. sponge brushes, fingers, twigs.

 

Recognise and name the primary colours being

used. Mix and match colours to different artefacts and objects.

Explore working with paint on different surfaces and in different

ways i.e .coloured, sized

and shaped paper.

 

 

 

 

Explore with a variety

of media; different brush sizes and tools.

 

Explore lightening and

darkening paint without the use of black or white.

 

Begin to control the

types of marks made

with the range of media.

 

Paint on different surfaces with a range of media.

 

Start to record simple

media explorations in a

sketch book.

 

Start to mix a range of

secondary colours, moving towards predicting resulting colours.

Begin to control the

types of marks made

with a range of painting techniques e.g. layering, mixing media, and adding

texture.

 

Continue to experiment in lighten and darken without the use of black or white.

 

Begin to mix colour

shades and tones.

 

Use a sketchbook to

plan and develop simple ideas and continue to store information on colour mixing, the colour

wheel and colour

spectrums.

 

Continue to control the

types of marks made

with the range of media.

 

Use a brush to produce marks appropriate to work. E.g. small brush for small marks.

Demonstrate increasing control the types of marks made and experiment with different effects and textures including blocking in colour, ashes,

thickened paint creating textural effects.

 

Use light and dark within painting and begin to explore complimentary

colours.

 

Mix colour, shades and tones with increasing confidence.

 

Use a sketchbook to

record media explorations and experimentations as well as try out ideas, plan colours and collect source material for future works.

 

Confidently create different effects and

textures with paint

according to what they

need for the task.

Confidently control types of marks made and experiment with different effects and textures including blocking in colour, washes, thickened paint

creating textural

effects.

 

Start to develop a painting from a drawing.

 

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.

 

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 look at working

in the style of a selected artist (not copying).

Confidently control the types of marks made and

experiment with different

effects and textures.

 

Mix and match colours to

create atmosphere and light

effects.

 

Mix colour, shades and tones with confidence building on previous knowledge.

 

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.

 

Recognise the art of key

artists and begin to place

them in key movements or

historical events.

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.

 

Purposely control the types of marks made and

experiment with different

effects and textures including blocking in colour, washes, thickened paint creating textural effects.

 

Mix colour, shades and tones with confidence building on previous knowledge.

 

Understanding which works well in their work and why.

 

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.

 

Annotate work in sketchbook.

 

 

 

 

Sculpture (3D work, clay, dough, boxes, wire, paper sculpture, mod roc )

Possible Artists: ( Moore, African, Native American, Hepworth, Arp, Nevelson, Gabo, Calder, Segal, Leach, Kinetic, recycled/ found object sculptures, Egyptian Artefacts, Christo, Frink,

Balla, Andre.

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

Enjoy a range of malleable media such as clay, papier Mache,

Salt dough.

 

Impress and apply simple decoration.

 

Cut shapes using scissors and other modelling tools.

 

Build a construction/

sculpture using a variety of objects e.g. recycled,

natural and manmade

materials.

 

 

 

 

 

 

 

 

 

Experiment in a variety

of malleable media such as clay, papier Mache, Salt dough, modroc.

 

Shape and model materials for a purpose, e.g. pot, tile from observation and imagination.

 

Continue to manipulate malleable materials in a variety of ways including rolling, pinching and kneading.

 

Impress and apply simple decoration techniques: impressed, painted, applied.

 

Use tools and equipment safely and in the correct way.

Use equipment and media with increasing

confidence.

 

Shape, form, construct and model from observation and imagination.

Use a sketchbook

to plan and develop simple ideas and making

simple informed choices in media.

 

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

 

Explore carving as

a form of 3D art

Use equipment and media with confidence.

 

Learn to secure work to

continue at a later date.

 

Join two parts successfully.

Construct a simple base

for extending and modelling other shapes.

 

Use a sketchbook to plan, collect and develop

ideas.

 

To record media explorations and experimentations as well

as try out ideas.

 

Produce more intricate

surface patterns/ textures and use them when appropriate.

 

Produce larger ware

using pinch/ slab/ coil

techniques.

 

Continue to explore

carving as a form of 3D

art.

 

Use language appropriate to

Work in a safe, organised

way, caring for equipment.

 

Secure work to continue at a later date.

 

Make a slip to join to pieces of clay.

 

Decorate, coil, and

produce Marquettes confidently when necessarily.

 

Model over an armature:

newspaper frame for

modroc.

 

Use recycled, natural and

man‐made materials to

create sculptures.

 

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.

 

Adapt work as and when

necessary and explain why.

 

Gain more confidence in

carving as a form of 3D art.

 

Use language appropriate

to skill and technique.

 

Demonstrate awareness in environmental sculpture

and found object art.

 

Show awareness of the effect of time upon sculptures.

Work in a safe, organised

way, caring for equipment.

 

Secure work to continue at a later date.

 

Show experience in combining pinch, slabbing

and coiling to produce end

pieces.

 

Develop understanding of

different ways of finishing

work: glaze, paint, polish.

 

Gain experience in model

ling over an armature:

newspaper frame for

modroc.

 

Use recycled, natural and

manmade materials to

create sculptures, confidently and successfully joining.

 

Use sketchbooks to plan a

sculpture through drawing

and other preparatory work.

 

Use the sketch book to plan how to join parts of the sculpture.

 

Adapt work as and when

necessary and explain why.

 

Confidently carve a simple

form.

 

Use language appropriate

to skill and technique.

 

Compare the style of different styles and approaches: Moore, Aztec.

Work in a safe, organised

way, caring for equipment.

 

Secure work to continue at a later date.

 

Model and develop work

through a combination of pinch, slab, and coil.

 

Work around armatures or over constructed

foundations.

 

Demonstrate experience in the understanding of

different ways of finishing work: glaze, paint, polish.

 

Demonstrate experience in relief and freestanding work, using a range of media.

 

Recognise sculptural forms in the e

environment: Furniture,

buildings.

 

Use sketchbooks to collect and record visual information from different sources.

 

Use the sketch book to plan how to join parts of the sculpture.

 

Annotate work in

sketchbook.

 

Confidently carve a simple form.

 

Solve problems as they

occur.

 

Use language appropriate to skill and technique.

 

Printing (found materials, rubbings, stencils, sponges, fruit/veg, wood blocks, press print, lino print, mono-print, string)

Possible Artists: Warhol, Hokusai, Hiroshige, Escher, Morris, Labelling, Rothstein, Kunisada, Advertising, Bawden,

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

Enjoy taking rubbings: leaf, brick, coin.

 

Make simple pictures

by printing from objects.

 

Develop simple patterns by using objects.

 

Enjoy using stencils to create a picture

 

 

 

 

 

 

 

 

 

 

 

 

 

Explore printing simple

pictures with a range

of hard and soft materials e.g. cork, pen barrels, sponge.

 

Demonstrate experience at impressed printing:

drawing into ink, printing from objects.

 

Use equipment and media correctly and be

able to produce a clean

printed image.

 

Explore printing in relief: String and card.

 

Begin to identify forms

of printing: Books, posters pictures, fabrics.

Continue to explore

printing simple

pictures with a range of hard and soft materials e.g. cork, pen barrels, sponge.

 

Demonstrate experience at impressed printing:

drawing into ink, printing from objects.

 

Use equipment and

media correctly and be able to produce a clean printed image.

 

Make simple marks

on rollers and printing palettes.

 

Take simple prints i.e. mono ‐printing.

 

Use a sketchbook to

plan and develop simple ideas and collect textures,

patterns to inform other work.

 

Experiment with

overprinting motifs and colour.

Print simple pictures using different printing

techniques.

 

Continue to explore both

mono-printing and relief

printing.

 

Use a sketchbook to

record media explorations and

experimentations as well

as try out ideas, plan colours and collect source material for

future works.

 

Demonstrate experience

in 3 colour printing.

 

Explore 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.

 

Demonstrate experience

in combining prints taken

from different objects to

produce an end piece.

Increase awareness of

mono and relief printing.

 

Demonstrate experience in fabric printing.

 

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.

 

Expand experience in 3

colour printing.

 

Continue to experience

in combining prints taken from different objects to produce an end piece.

 

Create repeating

patterns.

Use tools in a safe way.

 

Continue to gain experience

in overlaying colours.

 

Start to overlay prints with

other media.

 

Use print as a starting point

to embroidery.

 

Show experience in a range

of mono print techniques.

 

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

Develop ideas from a range of sources.

 

See positive and negative

shapes.

 

Demonstrate experience in a range of printmaking

techniques.

 

Describe techniques and

processes.

 

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.

 

Annotate work in sketchbook.

 

Develop their own style using tonal contrast and mixed media.

 

 

 

 

Textile (weaving, sewing, fabric dye/paint, batik, threads, decorations, tie dye)

Possible Artists: Ashley, Fassett, African/Indian, Adire,

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

Enjoy playing with and using a variety of textiles

and fabric.

 

Decorate a piece of fabric.

 

Show experience in simple stitch work.

 

Show experience

in simple weaving: paper,

twigs.

 

Show experience in fabric collage: layering fabric.

 

Use appropriate

language to describe colours, media, equipment and textures.

 

 

 

 

 

 

Begin to identify different forms of textiles.

 

Have experience in colouring textiles:  printing, fabric crayons.

 

Use more than one type of stitch.

 

Explain how to thread a needle and have a go.

 

Have some experience of

weaving and understand the process and some

techniques.

 

Begin to identify different types and textures of fabric and

materials for collage.

 

Use appropriate

language to describe colours, media, equipment and textures.

Begin to identify different forms of textiles.

 

Match and sort fabrics and threads for colour,

texture, length, size and

shape.

 

Gain confidence in

stitching two pieces of

fabric.

 

Explain how to thread a needle and have a go.

 

Continue to gain

experience in weaving,

both 3D and flat i.e. grass through twigs, carrier bags on a bike wheel.

 

Use a sketchbook to plan

and develop simple ideas

and making simple informed choices in

media.

 

Change and modify threads and fabrics,

knotting, fraying ringing,

pulling threads, twisting,

plaiting.

 

Gain experience in applying colour with

printing, dipping, fabric

crayons.

 

Create and use dyes i.e. onion skins, tea, coffee

Show an awareness and

name a range of different fabrics.

 

Use a variety of

techniques, e.g. printing,

dyeing, weaving and

stitching to create different textural effects.

 

Apply decoration using

beads, buttons, feathers

etc.

 

Continue to gain

experience in applying

colour with printing.

 

Explore using resist paste

and batik.

 

Show further experience

in changing and modifying threads and fabrics, knotting, fraying,

fringing, pulling threads,

twisting, plaiting.

 

Use a sketchbook to

plan, collect and develop

ideas.

 

To record textile

explorations and experimentations as well

as try out ideas.

 

Demonstrate experience

in looking at fabrics from

other countries.

Plan a design in a

sketchbook and execute

it.

 

Use a technique as a basis

for stitch embroidery.

 

Apply decoration using

needle and thread: buttons, sequins.

 

Become confident in

applying colour with

printing, tie dye.

 

Create and use dyes.

 

Use resist paste and batik

.

Use sketchbooks to collect and record visual

information from different sources.

 

To record textile

explorations and

experimentations as well

as try out ideas.

 

Adapt work as and when

necessary and explain

why.

 

Change and modify

threads and fabrics, Use

language appropriate to

skill and technique.

 

Demonstrate experience

in looking at fabrics from

other countries.

Use a variety of techniques, e.g. printing, dyeing, weaving and stitching to create

different textural effects.

 

Demonstrate experience

in 3D weaving.

 

Produce two colour tie-dye.

 

Continue to gain

experience in batik- use

more than one colour.

 

Plan a design in a sketchbook and execute

it.

Use sketchbooks to plan a

sculpture through drawing

and other preparatory work.

 

Use the sketch book to plan how to join parts of the sculpture.

 

Demonstrate experience

in combining techniques

to produce an end piece: eg

Embroidery over tie dye.

 

Show awareness of the skills involved in aspects such as knitting, Crochet.

 

Change and modify threads and fabrics, Use language appropriate to skill and technique.

Experiment with a variety of techniques exploiting ideas from sketchbook.

 

Use a number of different stitches creatively to produce different patterns

and textures.

 

Work in 2D and 3D as

required.

 

Design, plan and decorate a fabric piece.

Recognise different forms of textiles and express opinions on them.

 

Use sketchbooks to collect and record visual

information from different sources.

 

Use the sketch book to plan how to join parts of the sculpture.

 

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

 

Annotate work in

sketchbook. Use language appropriate

to skill and technique.