Art and Design - Glasshouses Primary...

Art and DesignIntent: “Art to the child is more than a matter of painting pictures or making objects. It is a means by which he/she expresses his/her individuality and communicates his/her ideas about him/herself about his/her world.” Jane Cooper Bland

At Glasshouses Primary School, 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. We want our children to be exposed to the best thought and created and said and helping to engender an appreciation of human creativity and achievementThe 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, using the local area 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.

Art and DesignImplementation:Teachers are provided with an additional three planning days per year on top of their PPA, to plan their curriculum together as a team. As part of this planning process, teachers need to plan the following: • A knowledge organiser which outlines knowledge (including vocabulary) all children must

master; • A cycle of lessons for each subject, which carefully plans for progression and depth; • A low stakes quiz which is tested regularly to support learners’ ability to block learning

and increase space in the working memory; • Challenge questions for pupils to apply their learning in a philosophical/open manner; • Trips and visiting experts who will enhance the learning experience; A means to display and celebrate the pupils’ artwork in their class.

Impact: Our Art Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: • A reflection on standards achieved against the planned outcomes; • A celebration of learning for each term which demonstrates progression across the

school; • Pupil discussions about their learning; which includes discussion of their thoughts,

ideas, processing and evaluations of work.

Art → SMSC Links Spiritual

• Promote the process of ‘reviewing and evaluating’ for example the work of famous artists and architects.

• Explore different artists’ interpretations of key figures or events, discuss what the artist was trying to convey.

• Explore religion in art.• Investigate visual, tactile and sensory qualities

of their own other’s work.• Develop confidence to explore, and make

decisions about their own decisions.

Moral

• Explore how emotions and inner feelings are expressed through art such as painting, sculpture and architecture.

• Explain the work of artists from a variety of protected characteristics.

Social

• Work collaboratively.• Explore art as a powerful social tool e.g. in

telling a story, expressing an emotion.• Develop aesthetic and critical awareness e.g.

children evaluate their work and the work of others.

• Celebrate own work throughout school.• Share ideas and discuss a range of artists and

art work, developing their speaking and listening

Cultural

• Experience a wide range of creative media from around the world, such as Japanese art or Islamic art.

• Visit local art galleries, looking at the work of local artist Neil Simon.

• Respond to and begin to appreciate works of art

which form our cultural heritage.

ART → Fundamental British Values Democracy• Take into account the views of others in shared activities.• Vote for outcomes

The Rule of Law• Undertake safe practices, following class rules during projects and activities for the benefit

of all• Understand the consequences if rules are not followed

Individual Liberty• Work within boundaries to make safe choices in art and design• Make own choices within art and design projects

Tolerance of those with different faiths and beliefs• Experience and talk about art and design work from different cultures and• religious beliefs• Use art and design pieces to lean about different faiths and cultures around• the world

Mutual Respect• To behave appropriately allowing all participants the opportunity to work effectively• Review each other’s work respectfully• Work together on projects, help and advice others• Experience different festivals, traditions and celebrations through art and design

KS1 Art – Long Term OverviewAUTUMN SPRING SUMMER

2019 –2020

Northern Lights –Paintings

Local Area - Drawings

Artist - Kandinsky

Traditional tales – Large scale modelling, sewing,

Artist – Van Gogh’s rom

Animals Around the World – Painting, printing, 3d model making

Artist - Rousseau

2020 -2021

Portraits – painting, drawing, photography

Still life drawing

Artist – Picasso

Landscapes around the world – painting, 3d model making,

Artist - Cezanne

Plants – weaving, sewing, drawing, painting, clay modelling.

Artists – Monet, Van Gogh

KS2 Art – Long Term OverviewAUTUMN SPRING SUMMER

2018 –2019

South American ArtChildren will make dream catchers, draw an important person, create a collage and make traditional drums to create quality artwork that shows progression in skills. The children will also have the opportunity to explore the work of South American artists Frida Khalo, Joaquin TorresGarcia, Leonora Carrington,

Plants and FlowersChildren will learn about how to use pencil, colour,, sculpture and paper modelling to create quality art work that shows progression in their skills. The children will also have the opportunity to explore the work of Andy Goldsworthy, Alexander Calder, David Oliveira and Henri Rousseau.

RomansChildren will learn about mosaics and then design and make their own.They will also look at Roman artefacts and try to reproduce them. These artefacts will include vases, coins, (clay) shields and swords.

Visit – The Yorkshire museum to observe Roman artefacts first hand.

2019-2020

Local Art Children will learn about Yorkshire sculptures Henry Moore and Barbara Hepworth. They will work in groups to create large scale, 3d models of Hepworth’s Yorkshire Sculpture park designs. They will also learn about Nidderdale artist Neil Simone and his work.Children will also look at painting land sketching in the local environment. They will look at examples of landscapes by Van Gogh, Lowry and Cezanne, discussing and commenting on the various styles and techniques.

BodiesChildren will learn about how to use pen, charcoal, felt tip, make paper clothes and sculpt Giacometti-inspired models to create quality artwork that showsprogression in skills. The children will also have the opportunity to explore the work of ‘Bodies’artists Julian Opie, Alberto Giacometti, Matisse and Anthony Gormley.

British Art Children will learn how to use a range of media for making portraits: how tomake ‘sensory’ boxes, create abstract ‘cut ups’, tell stories in pictures and write memorypostcards to create quality artwork that shows progression in skills. The children will also have theopportunity to explore the work of British artists Thomas Gainsborough, Lucian Freud, HowardHodgkin, Anish Kapoor, Banksy and Damien Hurst. We will also look at British designers such as William Morris and Rennie Macintosh.

Art – Long Term Overview

AUTUMN SPRING SUMMER

2020-2021

European ArtThe children will learn how to draw broken buildings, paint on the ceiling, create abstract ‘cut ups’, make shape houses, draw with a rubber, make paper hats and make moustaches to create quality artwork that shows progression in skills. The children will also have the opportunity to explore the work of European artists such as Picasso, Michelangelo, Salvador Dali and Rembrandt, architects Le Corbusier and Gaudi and designer Coco Chanel.

WaterThe children learn will how to use pen and colour, how to print, weave and make lanternsto create quality artwork that shows progression in skills. The children will also have theopportunity to explore the work of ‘The Seaside’ artist Alfred Wallis and the work of Japanese artist Hokusai.

North American ArtThe children will learn how to draw the other half of a famous image, make collage landscapes, create body abstracts, make building block houses, draw patterned skullsand be an artists model to create quality artwork that shows progression in skills. The children will have the opportunity to explore the work of American artists Georgia O'Keeffe, Jackson Pollock, Mark Rothko, Andy Warhol and architect Frank Lloyd Wright.

2021 –2022

Maths in ArtChildren learn about colour, patterns and shape in art. They will look at the work of Wassily Kandinsky and Joan Miro.Children will have great fun exploring printmaking with lots ofdifferent objects and materials to illustrate a nonsense alphabet. Children will love using theirimaginations as they delve into Mirό’s Surrealist paintings and sculptures, learning new techniquesand making their own unique, colourful, and exciting artworks.

PortraitsChildren will learn about portraits, and use of different materials andtechniques when making their own. The children will also have the opportunity to explore the work of Pablo Picasso, Paul Klee, Henri Matisse and Andy Warhol, and create artwork inspired by them.The children will also use photography and digital art to create portraits.

Fabricate - Children will learn about 2 textiles techniques, weaving and wax-resist dyeing, making their own products using the techniques. Children will weave paper and othermaterials to create under the sea placemats,. Children will learn about the decorative art of Gustav Klimt before adding decoration to their placemats. They will then use their paper weaving skills to create beautiful handmade heart bags to give as a gift. Children will then learn about the use of traditional batik in Indonesia and around the world before designing and making their own batik coasters using wax resist sticks and dye.

Art KnowledgeSubstantive Knowledge

Knowledge of the 7 elements of art is of vital importance. Although not directly taught at primary level, the children will also develop an awareness of the 7 principles of art. These are:

The children will work through a range of disciplines: drawing, painting, printing, texture, collage, 3D work and digital art in order to explore the 7 elements. Substantive knowledge is also the knowledge of known artists, their style and period of art.

Disciplinary Knowledge

Disciplinary knowledge in art is the interpretation of the elements, how they can be used and combined in order to create a specific and desired effect. It is also the critical evaluation of artists work; evaluating style and technique and having the ability to appraise a piece of work.

Elements of Art Principles of Art

• Line• Shape• Colour• Form• Value• Texture• Space

• Balance• Unity• Variety• Balance• Emphasis• Pattern• contrast

ART Year One Year Two

Exploring and developing

ideas (ONGOING)

• Record and explore ideas from first hand observation, experience and imagination.

• Ask and answer questions about the starting points for their work, and develop their ideas.

• Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.

• Record and explore ideas from first hand observation, experience and imagination.

• Ask and answer questions about the starting points for their work and the processes they have used. Develop their ideas.

• Explore the differences and similarities within the work of artists, craftspeople and designers in different times and cultures.

Evaluating and developing

work (ONGOING)

• Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook

• Identify what they might change in their current work or develop in their future work.

• Review what they and others have done and say what they think and feel about it. E.g. Annotate sketchbook

• Identify what they might change in their current work or develop in their future work.

• Annotate work in sketchbook.

Drawing

• Use a variety of tools, inc. pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk and other dry media.

• Use a sketchbook to gather and collect artwork. • Begin to explore the use of line, shape and colour

• Layer different media, e.g. crayons, pastels, felt tips, charcoal and ballpoint.

• Understand the basic use of a sketchbook and work out ideas for drawings.

• Draw for a sustained period of time from the figure and real objects, including single and grouped objects.

• Experiment with the visual elements; line, shape, pattern and colour.

Painting

• Use a variety of tools and techniques including the use of different brush sizes and types.

• Mix and match colours to artefacts and objects. • Work on different scales. • Mix secondary colours and shades using different types

of paint. • Create different textures e.g. use of sawdust.

• Mix a range of secondary colours, shades and tones. • Experiment with tools and techniques, inc. layering, mixing

media, scraping through etc. • Name different types of paint and their properties. • Work on a range of scales e.g. large brush on large paper

etc. • Mix and match colours using artefacts and objects.

ART Year One Year Two

Printing • Make marks in print with a variety of objects, including natural and made objects.

• Carry out different printing techniques e.g. monoprint, block, relief and resist printing.

• Make rubbings. • Build a repeating pattern and recognise

pattern in the environment.

• Use a variety of techniques, inc. carbon printing, relief, press and fabric printing and rubbings.

• Design patterns of increasing complexity and repetition.

• Print using a variety of materials, objects and techniques.

Textiles/collage

• Use a variety of techniques, e.g. weaving, finger knitting, fabric crayons, sewing and binca.

• How to thread a needle, cut, glue and trim material.

• Create images from imagination, experience or observation.

• Use a wide variety of media, inc. photocopied material, fabric, plastic, tissue, magazines, crepe paper, etc.

• Use a variety of techniques, inc. weaving, French knitting, tie-dyeing, fabric crayons and wax or oil resist, appliqué and embroidery.

• Create textured collages from a variety of media.

• Make a simple mosaic. • Stitch, knot and use other manipulative skills.

3d Form • Manipulate clay in a variety of ways, e.g. rolling, kneading and shaping.

• Explore sculpture with a range of malleable media, especially clay.

• Experiment with, construct and join recycled, natural and man-made materials.

• Explore shape and form.

• Manipulate clay for a variety of purposes, inc. thumb pots, simple coil pots and models.

• Build a textured relief tile. • Understand the safety and basic care of

materials and tools. Experiment with, construct and join recycled, natural and man-made materials more confidently.

ART Year Three Year Four


ideas (ONGOING)

• Select and record from first hand observation, experience and imagination, and explore ideas for different purposes.

• Question and make thoughtful observations about starting points and select ideas to use in their work.

• Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.


• Question and make thoughtful observations about starting points and select ideas to use in their work.



work (ONGOING)

• Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.

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

• Annotate work in sketchbook.



Drawing

• Experiment with different grades of pencil and other implements.

• Plan, refine and alter their drawings as necessary. • Use their sketchbook to collect and record visual

information from different sources. • Draw for a sustained period of time at their own level. • Use different media to achieve variations in line,

texture, tone, colour, shape and pattern.

• Make informed choices in drawing inc. paper and media. • Alter and refine drawings and describe changes using art

vocabulary. • Collect images and information independently in a

sketchbook. • Use research to inspire drawings from memory and

imagination. • Explore relationships between line and tone, pattern and

shape, line and texture.

Painting

• Mix a variety of colours and know which primary colours make secondary colours.

• Use a developed colour vocabulary. • Experiment with different effects and textures inc.

blocking in colour, washes, thickened paint etc. • Work confidently on a range of scales e.g. thin brush on

small picture etc.

• Make and match colours with increasing accuracy. • Use more specific colour language e.g. tint, tone, shade,

hue. • Choose paints and implements appropriately. • Plan and create different effects and textures with

paint according to what they need for the task. • Show increasing independence and creativity with the

painting process.

ART Year Three Year Four

Printing • Print using a variety of materials, objects and techniques including layering.

• Talk about the processes used to produce a simple print.

• Explore pattern and shape, creating designs for printing.

• Research, create and refine a print using a variety of techniques.

• Select broadly the kinds of material to print with in order to get the effect they want

• Resist printing including marbling and silkscreen.

Textiles/collage

• Use a variety of techniques, inc. printing, dying, quilting, weaving, embroidery, paper and plastic trappings and appliqué.

• Name the tools and materials they have used. • Develop skills in stitching. Cutting and joining. • Experiment with a range of media e.g.

overlapping, layering etc.

• Match the tool to the material. • Combine skills more readily. • Choose collage or textiles as a means of

extending work already achieved. • Refine and alter ideas and explain choices using

an art vocabulary. • Collect visual information from a variety of

sources, describing with vocabulary based on the visual and tactile elements.

• Experiments with paste resist.

3d Form • Join clay adequately and work reasonably independently.

• Construct a simple clay base for extending and modelling other shapes.

• Cut and join wood safely and effectively. • Make a simple papier mache object. • Plan, design and make models.

• Make informed choices about the 3D technique chosen.

• Show an understanding of shape, space and form. • Plan, design, make and adapt models. • Talk about their work understanding that it has

been sculpted, modelled or constructed. • Use a variety of materials.

ART Year Five Year Six


ideas (ONGOING)


• Question and make thoughtful observations about starting points and select ideas and processes to use in their work.



• Question and make thoughtful observations about starting points and select ideas and processes to use in their work.



work (ONGOING)





Drawing

• Use a variety of source material for their work. • Work in a sustained and independent way from

observation, experience and imagination. • Use a sketchbook to develop ideas. • Explore the potential properties of the visual elements,

line, tone, pattern, texture, colour and shape.

• Demonstrate a wide variety of ways to make different marks with dry and wet media.

• Identify artists who have worked in a similar way to their own work.

• Develop ideas using different or mixed media, using a sketchbook.

• Manipulate and experiment with the elements of art: line, tone, pattern , texture, form, space, colour and shape.

Painting

• Demonstrate a secure knowledge about primary and secondary, warm and cold, complementary and contrasting colours.

• Work on preliminary studies to test media and materials.

• Create imaginative work from a variety of sources.

• Create shades and tints using black and white. • Choose appropriate paint, paper and implements to adapt

and extend their work. • Carry out preliminary studies, test media and materials

and mix appropriate colours. • Work from a variety of sources, inc. those researched

independently. • Show an awareness of how paintings are created

(composition).

ART Year Five Year Six

Printing • Explain a few techniques, inc’ the use of poly-blocks, relief, mono and resist printing.

• Choose the printing method appropriate to task.

• Build up layers and colours/textures. • Organise their work in terms of pattern,

repetition, symmetry or random printing styles.

• Choose inks and overlay colours.

• Describe varied techniques. • Be familiar with layering prints. • Be confident with printing on paper and fabric. • Alter and modify work. • Work relatively independently.

Textiles/collage

• Describe varied techniques. • Be familiar with layering prints. • Be confident with printing on paper and fabric. • Alter and modify work. • Work relatively independently.

• Awareness of the potential of the uses of material.

• Use different techniques, colours and textures etc when designing and making pieces of work.

• To be expressive and analytical to adapt, extend and justify their work.

3d Form • Describe the different qualities involved in modelling, sculpture and construction.

• Use recycled, natural and man-made materials to create sculpture.

• Plan a sculpture through drawing and other preparatory work.

• Develop skills in using clay inc. slabs, coils, slips, etc.

• Make a mould and use plaster safely. • Create sculpture and constructions with

increasing independence.

Art and Design - Glasshouses Primary...

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