Art
Purpose Of Study At Langold Dyscarr Community School we recognise that art stimulates creativity, innovation and imagination; providing a special way of understanding and responding to the world. It enables our young artists to communicate what they see, think and feel through the use of different mediums and processes. We wish for all artists to acquire the knowledge and skills to experiment, invent and create their own artwork that will positively influence their creative confidence throughout their lives. Informed by an appreciation for and critical analysis of artwork created by great artists that have shaped our history and culture, we aim to give our artists own unique styles a chance to SHINE through opportunities which inspire and challenge them to express their ideas. |
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INTENT The Art Curriculum at Langold Dyscarr Community School aims to fulfil the requirements of the National Curriculum and the Statutory Framework For The Early Years Foundation Stage, being broad, balanced, and fully inclusive to every child. EYFS
KS1 / KS2
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IMPLEMENTATION How You Teach It - Your Delivery Of The Above
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IMPACT So What? - Your Evaluations Of The above
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ART Langold Dyscarr Community School | ||||||
Autumn | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Making Skills: Drawing. Painting Collage. Textile. Printing. Sculpture. Artists: Jackson Pollock. Andy Goldsworthy. Yayoi Kusama. Final Responses: Rainbow paint splatting. Transitional art in woods. Firework printing. Spotted pumpkins. Gruffalo Sculptures. | Making Skills: Drawing. Painting. Sculpture. Printing. Artists: Anna Atkins. Andy Goldsworthy. Michael Johnson. Kay Sekimachi. Final Response: Textured leaf bowl made using clay. | Making Skills: Drawing. Painting. Sculpture. Printing. Artists: Anna Atkins. Andy Goldsworthy. Michael Johnson. Kay Sekimachi. Final Response: Textured leaf bowl made using clay. | Making Skills: Printing. Sculpture. Drawing. Painting. Artists: Yayoi Kusama. Georges Seurat. Barbara Hepworth. Final Response: Clay sculpture of a pumpkins, decorated with dots. | Making Skills: Drawing. Painting. Collage. Artists: Mayan Chac Mool. Tzolk'in Calendar. Henri Matisse. Gillian Ayres. Final Response: Collaborative Mayan mural built using 3D collaged blocks. | Making Skills: Drawing. Sculpture. Printing. Textiles. Painting. Artists: Anglo Saxon jewellery. Anni Albers. Final Response: Anglo Saxon inspired jewellery embellished with textiles. | Making Skills: Drawing. Printing. Painting. Collage. Artists: Medieval shields. William Morris. Henri Matisse. Serge Averbukh. Leopold Billek. Final Response: 3D shield with each sections created using a different media. |
Influenced by our community and using art for mindfulness, each class to take part in a creative choice activity at our school allotment. Children to create artwork inspired by what they see and feel using a range of art resources. (Completed in Autumn term, to be displayed outside the art room at the end of Autumn Term.) | ||||||
Spring | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Making Skills: Painting Printing. Sculpture. Drawing. Artists: Vincent Van Gogh. Wassily Kandinsky. Final Responses: Starry Night paintings. Colour mixing. Box model rockets. Printing with fruit and vegetable/found objects. Sunflower paintings. | Making Skills: Drawing. Painting. Textiles. Artists: Rangoli Patterns. Mehndi Henna. Indian Textiles. David Shepherd. Final Response: Mixed media elephant. | Making Skills: Drawing. Painting. Textiles. Artists: Rangoli Patterns. Mehndi Henna. Indian Textiles. David Shepherd. Final Response: Mixed media elephant. | Making Skills: Drawing. Painting. Printing. Artists: Lion Man. Cave Painting of Houses, Bison, Rhinoceroses. Cave of the Hands. Final Response: Collaborative large-scale cave painting and drawing on brown parcel paper. | Making Skills: Drawing. Painting. Printing. Artists: Kate Fortin. Nick Rowland. Jackson Pollock. Andy Warhol. Final Response: Mixed-media volcano with printed frame. | Making Skills: Drawing. Painting. Artists: Henri Rousseau. Hilary Cartmel. John Macallan Swan. Final Response: Painting of Amazon Rainforest with mixed media animal. | Making Skills: Drawing. Photography. Artists: Henry Moore. Bill Brandt. Banksy. Lowry. Final Response: Half photograph, half drawing inspired by studies of London Underground during WW2. |
Sketchbooks and final pieces to be displayed in the hall/classrooms as part of an art gallery for parents to view after school. | ||||||
Summer | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Making Skills: Collage. Sculpture. Painting. Printing. Drawing. Artists: Henri Matisse. Ashlie Urquhart. Jackson Pollack. Howardena Pindell. Yayoi Kusama. Final Responses: Snail collage. Bug sculptures. I Matter bee art. Representations of the sea. Clay fish. | Making Skills: Drawing. Collage. Painting. Artists: Kevin Hunter. Patrick Heron. Paul Klee. Henri Matisse. Final Response: Castle in the sun collage with painted sky. | Making Skills: Drawing. Collage. Painting. Artists: Kevin Hunter. Patrick Heron. Paul Klee. Henri Matisse. Final Response: Castle in the sun collage with painted sky. | Making Skills: Painting. Textiles. Collage. Artists: Claude Monet. Jenny King. Eileen Downes. Final Response: Watercolour landscape painting with hand stitching and appliqué techniques. | Making Skills: Drawing. Textiles. Sculpture. Artists: Greek Philosophers Statues. Bhimbetka Cave Paintings. Thomas Gainsborough. Roy Lichtenstein. Maurizio Anzeri. Final Response: Mixed-media photograph of self. Soap Sculptures | Making Skills: Collage. Drawing. Painting. Artists: J. M. W. Turner. Hokusai. Olympia Hostler. Howardena Pindell. Eileen Downes. Final Response: Mixed media painting and collage seascape. | Making Skills: Drawing. Painting. Sculpture. Textiles. Artists: Traditional dream catchers. Barbara Hepworth. Maurizio Anzeri. Julia Bland. Final Response: Clay dream catches with textile embellishments. |
Each class to study a lesson from the book 'You Can Draw in 30 Days' by Mark Kistler during transition days. Foundation & Year 1- Lesson 1 Sphere. Year 2 – Lesson 2 Overlapping Sphere. Year 3 - Lesson 4 Cubes. Year 4 - Lesson 5 Hollow Cube. Year 5 - Lesson 10 Cylinder. Year 6 - Lesson 11 Advance Level Cylinders. This aims to show each artists progression in their drawing skills. (Completed in transition days, to be displayed in art room at the end of Summer Term.) | ||||||
Sketchbooks (Generating Ideas & Evaluating) | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
I can create art from my personal experiences and my imagination. I can explore, use and refine a variety of artistic effects and different materials freely. I can develop my own ideas and feelings and decide which materials to use to express them. I can begin to compare my art to appropriate works of art recognising what is the same and what is different. | I can use my sketchbook to record my individual response to the world. I can begin to verbally describe my thoughts, ideas and choices about the art I want to make. I can form opinions about the process of my work saying what went well and how I might improve it. I can compare my art to appropriate works of art recognising what is the same and what is different. | I can use my sketchbook to set out my ideas and develop them over time. I can verbally describe my thoughts, ideas and choices about the art I want to make. I can begin to talk about how I could improve my work and learn that it is normal to feel anxious about the outcomes. I can select aspects of appropriate works of art to incorporate in my work. I can begin to give and receive kind, specific and helpful critique. | I can use my sketchbooks to record observations, thoughts, ideas, research and explore techniques. I can talk about my work and the work of others, describing the formal elements used. I can talk about how I could improve my work and learn that it is normal to feel anxious about the outcomes. I can develop my ability to give and receive kind, specific and helpful critique. | I can use my sketchbook as a personal space to experiment with techniques, try out ideas and express my feelings. I can begin to make annotations to support my own learning and record research of artists. I can begin to evaluate my own work and understand how to improve it. I can give and receive some kind, specific and helpful critique. | I can use my sketchbook as a personal space to practice and try out ideas and techniques. I can begin to take creative risks, supporting my increasing autonomy over choice and decision making to produce original, unique art. I can make annotations to support my own learning and record research of artists. I can evaluate my own work and understand how to improve it. I can give and receive kind, specific and helpful critique. | I can use my sketchbooks as a personal space to record thoughts, ideas, feelings, research, investigations and explorations in media. I can work from imagination, from observation and used art to express my thoughts and feelings. I can confidently take creative risks, working independently and learning through mistake making to produce original, unique art. I can sensitively give and act upon kind, specific and helpful critique. |
Knowledge | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
I can look at artwork of great artists, try to explain how the artwork makes me feel and comment on what I can see or like. I can orally describe my work and begin to learn the meaning of the words colour, line, tone, shape, texture and pattern. | I can look at artwork of great artists, describe what I see and try to explain how the artwork makes me feel. I can learn the meaning of the words colour, line, tone, shapes, textures and patterns and begin using them in my art. | I can study works of artists, learning how and when they were made. I can describe the content, feelings & emotions conveyed by the work of artists to a more competent level. I can recognise when I have used some formal elements in my art. | I can study significant works of art, and give personal verbal opinions about it. I can make copies of small areas of the artist’s work to learn the techniques and processes used. I can look at art for pleasure and purpose, talk about why I like it, developing my use of the language of art (formal elements). | I can study significant works of art, and give more complex personal verbal opinions about it. I can make studies of artist’s work to learn the techniques and processes used. I can look at art for pleasure and purpose, considering how the art studied can relate to my own life. | I can study significant works of art using the following:
I can make studies of artist’s work to learn the techniques and processes used. I can use some of what I have learned from artist’s studies to produce original, unique art. | I can study significant works of art using the following:
I can make my own studies of artist’s work that inspire me to learn the techniques and processes used. I can develop greater knowledge about the role of art in society and the many vocations that can be gained through art. I can use and explain what I have learned from artist’s studies to produce original, unique art. |
Printing (Making Skill) | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
I can explore making prints using sponges, vegetables, fruit, hands and found materials. | I can make a print with different materials such as found objects or natural materials. I can make an impression into clay. | I can create a polystyrene print to create a simple repeating pattern. I can create a more detailed polystyrene print related to a chosen theme. I can layer two colours within my print. | I can make prints using found objects to explore colour, pattern and shape. I can print onto different materials. I can explore making handprints and the use of stencils related to a chosen theme. | I can create a unique printing block using materials such as string. I can print with visual precision. I can create a print for a desired purpose. | I can create a polystyrene print inspired by a chosen theme. I can print complex patterns with mathematical and visual precision. I can layer three or more colours within my print. I can create a print for a desired purpose. | I can create a screen print onto fabric related to a chosen theme. I can print complex patterns with mathematical and visual precision. I can create a print for a desired purpose. |
Collage (Making Skill) | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
I can use my fine motor skills to cut and tear paper. I can select colours, shapes, textures and images from a range of sources. | I can confidently use scissors to cut out simple 2D geometric shapes with some accuracy. I can select colours, shapes, textures, and images from a range of sources to suit ideas and purposes. | I can confidently use scissors to cut out simple 2D geometric shapes. I express my ideas about the type of materials I want to use. | I can use scissors to cut accurately. I can explore different colours to express feelings and types of materials to create texture within my art. | I can use scissors to cut very accurately. I can layer materials to make my art 3 dimensional. | I can create and find my own materials to create a collage. I can use collage to create effect or meaning within my art. | I can justify the materials I have chosen to use with my collage. I can combine martials to create effect or meaning within my art. |
Textiles (Making Skills) | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
I can explore cutting, glue and weave fabrics. I can decorate art with simple appliqué techniques such as beads, sequins, coloured threads, lace, found or natural materials. | I can join fabric and threads using glue. I can decorate art with simple appliqué techniques such as beads, sequins, coloured threads, lace, found or natural materials. | I can tread a needle with support. I can practice creating a simple stitch onto fabric. I can decorated textiles with more complexity and appliqué techniques such as beads, sequins, coloured threads, lace, found or natural materials. | I can tread a needle with increasing accuracy. I can add simple stiches onto different materials, to create texture and express finer details. I can use a simple stich to join two materials together. I can add details to my art using appliqué techniques. | I can tread a needle with increasing accuracy. I can add different stiches onto different materials, to create texture and express finer details. I can add details to my art using appliqué techniques. | I can add embellishments to my art using carefully chosen materials extending techniques in relation to my ideas. |
I can explore the use of textiles and sewing techniques to work collaboratively on a larger scale in relation to a chosen theme. |
Sculpture (Making Skills) | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
I can learn to create form by cutting and joining 3D shapes such as packaging or boxes into desired effects. I can make simple shapes and forms from pliable materials such as clay or play dough. | I can cut, form, tear, join and shape clay to make things I have designed, invented, or seen. I can add texture to my sculpture using tools or imprints. | I can use clay to make things I have designed, invented, or seen. I can add texture to my sculpture using tools or imprints. I can modify & correct things I have made with greater skill. | I can construct forms in 3D using malleable materials. I can plan and develop understanding of different adhesives and methods of construction and aesthetics. | I can design and make more complex 3D forms related to a chosen theme. I can use a range of techniques and tools to create finer details on my sculpture. | I can confidently design and make a piece of jewellery related to a chosen theme. I can use paints and textiles to embellish my sculpture. | I can confidently design and make more complex 3D forms, related to a chosen theme. I can choose and use a range of modelling materials, exploring how to finish work to a good standard. |
Painting (Making Skills) | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Skill & Control I can learn how to hold and control a paintbrush. I can mix colours. I can begin to learn how to look after brushes and equipment. Techniques I can use a range of painting tools to experiment with mark making such as brushes, sponges, tissue, fabric, string etc. Formal Elements Colour: I can learn colour mixing using primary colours. I can play with colours, experimenting to ‘discover’ new colours. I can try to mix colours to match images from paintings or books etc. Tone/Form: I can explore making darker or lighter colours by adding black or white or by adding more water/pigment. Pattern/Texture: I can paint patterns & add things to paint to make textures such as sand, mud or salt. Line/Shape: I can begin to paint shapes, lines and edges that are more accurate. | Skills and Control I can begin to identify different types of paint and the properties of each such as poster paint, powdered paint and watercolour paint. I can develop skills in mixing paint to blend colours. I can paint on 3D surfaces such as sculptures I have made. Techniques I can use different types of painting surfaces. Formal Elements Colour: I can name the primary and secondary colours. I can use colours imaginatively learning that colour can be used to express my thoughts and feelings. Tone/Form: I can develop my ability to make colours darker and lighter and understanding of how this affects form. Pattern/Texture: I can paint patterns & add things to paint to make textures such as sand, mud or salt. Line/Shape: I can paint thick and thin lines using different brushes. | Skill & Control I can develop brush control and learn to use different types of paint and painting surfaces. I can learn to mix painting colours I need and apply paint carefully. Techniques I can experiment with painting on a range of 2D surfaces. I can learn to use different techniques to create effects such as splattering, stippling, dripping, pouring etc. to paint expressively. Formal Elements Colour: I can develop colour mixing to make finer variations in secondary colours and brown. Tone/Form: I can begin to learn why light colours appear to be closer to us and dark objects look further away, and then explore this in my art. Pattern/Texture: I can create original patterns and textures. Shape/Line: I understand the importance of outlines and paint more sophisticated shapes. | Skills and Control I can develop my painting skills increasing control and precision when painting detail, lines and edges of shapes. I can use a range of different paintbrushes and painting equipment, understanding the various purposes they have. I can study how other artists’ paint, applying elements of this to my work. Techniques I can learn how to paint with expression by combining traditional painting methods with unorthodox and unusual tools and techniques (such as rags, sticks, fabrics, sponges etc.) Formal Elements Colour: I can mix secondary and tertiary colours. Tone/Form: I can learn how depth is created by varying the tones or colours. Line/Shape: I can paint with line for expression and to define detail. Pattern/Texture: I can create more complex patterns and textures. | Skill & Control I can use paint with sensitivity and control, more accurately applying appropriate amounts of paint to the surface. I can use different types of paint such as poster paint, powder, watercolour, or acrylic. I know when to use these paints and can name some of their properties. Techniques I can experiment with colour, texture, line, shape & composition to create express purpose, mood and feelings when painting. Formal Elements Colour: I can learn how colour has light and dark values and how colour can be used to make more vibrant paintings such as those produced by impressionists. Tone/Form: I can paint with awareness of how tone can make paintings more realistic or more expressive. Line/Shape: I can use line with greater confidence to highlight form and shape. Pattern/Texture: I can use pattern and texture for desired effects and decoration. | Skills and Control I know and care for painting equipment. I can develop skills to paint neatly and carefully, without leaving gaps or messy edges, yet I paint in a more creative style when the painting demands. I can learn how to control the amount of paint I need to use and/or use water to preserve finer details. Techniques I know the different types of paint and when to use them. I can experiment with expressive painting techniques such as brush use, applying and combining media, adding things to paint etc. Formal Elements Colour: I know colour relationships such as complimentary colours, harmonious colours (colours next to each other on the colour wheel). Tone/ Form: I can learn how to represent form with increasing sophistication, learning that darker and lighter colours can be added to create tints and shades. Line/Shape: I can use line or shape to create original compositions. Pattern Texture: I can use pattern & texture for purposeful effect. | Skills and Control I can work with paint in different ways being precise and accurate yet loose and instinctive when required. I can show confidence in my ability to create 3D form, depth and distance using colour and tone. I know different types of paint media and when to use them. Techniques I can paint from observation, using formal elements to express mood and feeling. I know a range of different artists’ work and painting styles. I am more confident at articulating which styles I prefer and why I like them. Formal Elements Colour: I can mix colours with care to show feeling and ideas. I can understand colour relationships. Tone/Form: I can control paint to make things appear lighter and further away or with darker, more intense hues to bring them closer. Line/Shape: I can use line with confidence to represent my own ideas and compositions. Pattern/Texture: I understand how to apply pattern and texture to embellish paintings. |
Drawing (Making Skills) | ||||||
EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Skill & Control I can draw using a range of materials such as pencils, pens and crayons. I can draw lines and simple shapes such as circles, squares and triangles. I can begin to learn how to tonally shade areas and shapes. Medium I learn to draw in different ways to create different effects. Purpose I draw things I like and learn to draw for pleasure and relaxation. I can draw from imagination and observation. | Skills and Control I can draw controlled lines and simple 2D geometric shapes. I can explore the concept of light & dark, learning how to create both values and controlling them to make tones. I can practice shading tones using different grades of pencil. I can learn how to control the pressure of my drawing materials. Medium I can explore a range of drawing media including graphite sticks, charcoal, crayons and coloured pencils. I can try out new ways of making lines/marks to describe a range of surfaces, textures, and forms. Purpose I can draw from observation and imagination. | Skill & Control I can use simple lines and geometric shapes to create forms with greater control. I can control pressure when using drawing implements to create lighter or darker tones and marks, such as when sketching. I can shade areas neatly without spaces & gaps. I can identify and draw detail, texture and pattern. Medium I can learn to use different grades of pencils, crayons, felt-tips, charcoal and chalk, inks and other materials such as wool, straws, cotton buds or feathers to create expressive drawings. Purpose I can develop a sense of what I like drawing and enjoy the opportunity to draw these, learning to improve my style from a range of sources including observation and secondary sources. | Skills and Control I can identify and draw 2D and 3D geometric shapes in nature and the world around me. I can more effectively control drawing media to create dark and light tones. I can further practice shading tones with few gaps that are neat to the edges. I can more effectively blend shading and can rub out rough edges or refine them. I can develop my confidence making marks and lines to describe a wide range of surfaces, textures and forms. Medium I can work in a range of drawing media. I can begin to know the differences and similarities between these materials and select which one is most suitable for the task I need. Purpose I can record my experiences. I can describe, copy, and imagine how things might have looked in the past or in another place or culture. I can draw things I can see from nature, the environment, still life or from photos. | Skill & Control I can develop my ability to accurately identify and make 2D and 3D geometric shapes when drawing from observation or second-hand sources, becoming aware of proportion and scale. I can make progress in controlling line and shading with graphite, chalks, and charcoal to describe shape, form and light and shade. I can practice drawing quick, light lines (sketching) & more deliberate, measured lines. Medium I can make drawings and experiment through mark making using different materials. Purpose I can visualise my thoughts, feelings and express experiences. I can describe, copy and imagine other places, cultures and people past and present. I can draw things I can see from nature, my environment, still life or photos. | Skills and Control I can draw with an increasingly confident awareness of the 2D and 3D geometric forms that comprise forms and objects. I can draw lines, shapes, and forms neatly and evenly with more confidence, blending tones from light to dark smoothly. I can control the amount of force and pressure when drawing to understand the difference between sketching and rendering marks that are more deliberate. Medium I can independently select appropriate media for expression and purpose, taking risks and experimenting with drawing media that are harder to control to create more expression with drawing. Purpose I can draw for a range of purposes such as thinking, designing, creating, realising, imagining. I can learn that we all draw differently. I can find and know artists’ drawings I like, appreciate and admire to influence my own drawing style. | Skills and Control I can draw with increasing confidence developing my own personal style. I know how and when to sketch and when to make more confident lines. I can learn how to describe form from several different light sources. I know and apply very basic one-point perspective. I can show awareness of various mark making techniques for purpose & intention. Medium I can work in a range of media with increasing confidence. I can work to my own strengths and personal tastes, having a greater choice over what materials I should use. Purpose I can learn styles of drawing and how it is used e.g. graphic, realistic, technical, illustration, abstract etc. |
