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Langold Dyscarr Community School

“A Chance to Shine' and 'Dare to Bee Different”

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Art

Why You Teach It - Your 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.

 

INTENT

What You Teach - Your Programme(S) Of Study

  • 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- Pupils embark on a creative journey of art through topics that are defined by their own interests and experiences. Our youngest artists should be encouraged to safely use, explore and play with a variety of materials, tools and techniques, experimenting with colour, design, texture, and form to produce their own unique pieces of work, both indoors and outdoors. Artists should share their creations, explaining the process they have used.
  • Artists should produce creative work, exploring their ideas by observing and recording from first-hand experience and from imagination.
  • Artists should develop competence in controlling materials and tools, acquiring progressive development of knowledge and skills to become proficient in drawing, painting, sculpture and other art techniques and processes. This includes the increasing awareness and understanding of the visual and tactile elements of art including; colour, tone, form, pattern and texture.
  • Artists should foster an enjoyment and appreciation of the visual arts and develop a knowledge and awareness of great artists and craft makers and the roles and purposes of their work in different times and cultures.
  • Artists should evaluate and analyse creative works using the language of art. By way of developing perseverance, resilience, pride and a positive attitude towards artistic abilities, artists should also apply their understanding of different art mediums, concepts and techniques to critique and develop work created by themselves and their peers.

IMPLEMENTATION

How You Teach It - Your Delivery Of The Above

  • To ensure high standards of teaching and learning in art, we implement a curriculum that is progressive and experience-rich throughout the whole school. Art is taught as part of termly curriculum themes, focusing on knowledge and skills stated in the National Curriculum and the Statutory Framework For The Early Years Foundation Stage.
  • Each year group use our KUSP ladders, which set out a progression of the skills and knowledge to be taught, alongside a personalised long- term plans. The facilitation of key concepts aims to conceptualise art curriculum knowledge, which builds throughout children’s experiential creative journey. By showing pupils how and why the key interconnecting concepts are relevant to what they are doing, we aim to move towards deeper learning, understanding and enjoyment of art.
  • Staff deliver a range of teacher-led and creative choice activities to give our children the building blocks to create an individual finial piece at the end of each art project, in which they apply the skills taught in a way that follows their our creative notions and feelings.
  • All staff, KS1 and KS2 pupils have a personal sketchbook that is used as a powerful tool to express themselves, explore ideas and skills, take risks and play with art materials.
  • Early opportunities identified to explore a board verity of different materials and tools freely in order to develop ideas about how to use them both inside and outside the classroom.
  • Cross-curricular opportunities identified to develop motor skills so that pupil can use a range of tools competently, safely and confidently.
  • Cross-curricular opportunities identified to develop a deep understanding and love of art from a wide range of cultures and traditions that will grow throughout their lives.
  • Opportunities identified for pupils to contribute to and be part of community events e.g. participating in the Nottingham BookBench project or the local Inspire Library Portrait Gallery. 
  • Teacher modeling of kind, specific and useful feedback to support and develop learning. Open dialogue about feelings surrounding feedback. Development of pupil – pupil feedback.
  • Pupils work is celebrated, being display around school and shared with the community via our school Twitter feed, website and Dojo pages.
  • Opportunities identified for staff CPD.

IMPACT

So What? - Your Evaluations Of The above 

  • Our Art Curriculum is well thought out and planned to demonstrate progression. We focus on progression of coherent knowledge and skills and discreet vocabulary progression which form part of the units of work taught. We measure the impact of our curriculum through the following methods:
  • Feedback from pupil discussions about their learning.
  • Images and videos of the children’s practical learning shared.
  • Interviewing the pupils about their learning (artist voice).
  • Ongoing assessments take place throughout the year against the KUSP Ladders. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.

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. Collage. Painting.

Artists: Frida Kahlo. Hilary Cartmel. Danielle Vaughan.

Final Response: Mixed media still life painting, drawing and collage of fruit.

Making Skills: Drawing. Collage. Painting.

Artists: Frida Kahlo. Hilary Cartmel. Danielle Vaughan.

Final Response: Mixed media still life painting, drawing and collage of fruit.

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.

Artists: L.S Lowry. Vincent Van Gogh. William Morris.

Final Response: Painting of an industrial scene with window overlay.

Influenced by ‘Austin’s Butterfly’, each class to take part in ‘An Artist Journey’ creating multiple drawing drafts of a butterfly and giving verbal feedback. This aims to improve the quality of feedback, help artist understand what feedback is and how it can improve their artwork.

Spring

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Making Skills: Painting Printing. Sculpture. Drawing.

Artists: Wassily Kandinsky. Edward Tingatinga. Barbara Hepworth. Vincent van Gogh.

Final Responses: Colour mixing. Drawings/ paintings of animals. Printing with objects. Clay viewfinder necklace. Sunflower painting.

Making Skills: Drawing. Printing. Textiles.

Artists: Thomas Gainsborough. Andy Warhol. Frida Kahlo.

Final Response: Self-portrait polystyrene tile print with textile headpiece.

Making Skills: Drawing. Printing. Textiles.

Artists: Thomas Gainsborough. Andy Warhol. Frida Kahlo.

Final Response: Self-portrait polystyrene tile print with textile headpiece.

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. Painting. Textile.

Artists: Eliza Southwood. Frank Bowling. J. M. W. Turner. Patrick Heron. Anni Albers.

Final Response: Landscape painting capturing the journey made on the ship ‘Empire Windrush’.

Each class to study a lesson from the book 'You Can Draw in 30 Days' by Mark Kistler. Foundation- Lesson 1 Sphere. Year 1 - Lesson 4 The Cube. Year 2 - Lesson 12 Constructing with Cubes. Year 3 - Lesson 19 Pyramids. Year 4 - Lesson 21 Trees. Year 5 - Lesson 22 A Room in One-Point Perspective. Year 6 - Lesson 23 A City in One-Point Perspective. This aims to show each artists progression in their drawing skills.

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: Painting. Drawing. Textiles. Sculpture.

Artists: Hokusai. Olympia Hostler. Georgia O'Keeffe. Michael Johnson.

Final Response: Mixed media large collaborative abstract wave with clay shells.

Making Skills: Painting. Drawing. Textiles. Sculpture.

Artists: Hokusai. Olympia Hostler. Georgia O'Keeffe. Michael Johnson.

Final Response: Mixed media large collaborative abstract wave with clay shells.

 

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. Helen Brown. Howardena Pindell. Eileen Downes.

Final Response: Mixed media painting and collage seascape.

Making Skills: Drawing. Sculpture. Printing. Textile. Collage. Painting.

Artists: Michelle Reader. Lena Smirnova. Kirstie Taylor. Zoe Elizabeth Norman. Ashlie Urquhart. Victoria Cozmolici. Moira Stark. Laura Selevos.

Final Response: Individual finial piece chosen based on ‘Great to be Green’ theme.

Inspired by Wassily Kandinsky, each class to upcycle CDs using waving techniques and textiles. The aim to enable artist gain experience in waving and learn to be kind to themselves about the art unique art they create.

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:

  • Content
  • Process
  • Formal elements
  • Mood

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:

  • Content
  • Process
  • Formal elements
  • Mood

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.

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