Pupils develop an understanding of the following key artistic themes through each of the topics taught;
|Year 1/2||Year 3/4||Year 5/6|
|DRAWING Knowledge||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.
|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.
|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||Use a variety of tools and techniques including the use of different brush sizes and types.|
Experiment with tools and techniques, inc. layering, mixing media, scraping through etc.
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.
Name different types of paint and their properties.
|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.
|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)
|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.
|Use a variety of techniques, inc. printing, dying, quilting, weaving, embroidery, paper 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.
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.
|Join fabrics in different ways, including stitching.
Use different grades and uses of threads and needles.
Extend their work within a specified technique.
Use a range of media to create collage.
Experiment with using batik safely.
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.
|SCULPTURE||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.
Experiment with, construct and join recycled, natural and man-made materials more confidently.
|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.
|Describe the different qualities involved in modelling, sculpture and construction.
Use recycled, natural and manmade materials to create sculpture.
Plan a sculpture through drawing and other preparatory work.
Develop skills in using clay inc. slabs, coils, slips, etc.
Create sculpture and constructions with increasing independence