Art Overview Breadth of Study

Art National Curriculum coverage in the Creative CurriculumAutumn Spring Summer

EYFS

All About Me/Celebrations Traditional Tales / Plants Animals / People Who Help UsEYFSExploring & Using Media & Materials• Explores what happens when they mix colours.• Experiments to create different textures.• Understands that different media can be combined to create new effects.• Manipulates materials to achieve a planned effect.• Constructs with a purpose in mind, using a variety of resources.• Uses simple tools and techniques competently and appropriately.• Selects appropriate resources and adapts work where necessary.• Selects tools and techniques needed to shape, assemble and join materials they are using.

Being Imaginative• Create simple representations of events, people and objects.• Plays alongside other children who are engaged in the same theme.

EYFS Exploring & Using Media & Materials• Explores what happens when they mix colours.• Experiments to create different textures.• Understands that different media can be combined to create new effects.• Manipulates materials to achieve a planned effect.• Constructs with a purpose in mind, using a variety of resources.• Uses simple tools and techniques competently and appropriately.• Selects appropriate resources and adapts work where necessary.• Selects tools and techniques needed to shape, assemble and join materials they are using.

Being Imaginative• Chooses particular colours to use for a purpose.• Plays alongside other children who are engaged in the same theme.

EYFSExploring & Using Media & Materials• Explores what happens when they mix colours.• Experiments to create different textures.• Understands that different media can be combined to create new effects.• Constructs with a purpose in mind, using a variety of resources.

Being Imaginative• Create simple representations of events, people and objects.• Chooses particular colours to use for a purpose.

Co-ordinator expectationsMedia:Artist Models: Portrait artists

Introduce artist models identifying shapes of body parts.

Create large scale self-portraits by drawing round themselves onto backing paper. Use photographs blown up for faces and a mixture of collage and painting for hair, school uniform and shoes. Children choose from a range of different materials and stick on their portrait. Could work in groups.

Co-ordinator expectationsMedia: Pencils, paintArtist Models: Kandinsky, Jackson Pollock

Introduce artist model looking at colours and shapes used.

Children learn about the different colours used in fairy tales e.g. red for red riding hood, yellow for the straw on the first little pigs house etc.

Children practice making different marks using these colours to explore and mark make and colour mixing. Explore using a range of fine art media e.g. pastels, watercolours, colouring pencils.

As a class, students to create colour paintings on paper plates based on Kandinsky then individual pieces using collage and painting.

Co-ordinator expectationsMedia: Mixed mediaArtist Models: Cath Hodsman

Introduce artist model identifying the different mini beasts and discussing their shapes and colours.

Look at minibeasts found in the garden/beach/park and other ‘holiday places. Students to explore different types of mark-making through sketching and painting pictures of ladybirds, bees, caterpillars, fish, crabs, starfish etc. using range of media.

Art and Design Techniques Fantasy Buildings and Homes

National curriculumTo use a range of materials creatively to design and make productsTo use drawing, painting and sculpture to develop and share their ideas, experiences and imaginationTo develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and spaceTo learn 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.

Co-ordinator expectationsFocus on drawing and colouring skills across all subjects through teacher/peer/ internet demonstrations e.g. drawing pictures linked to writing, geography, history , enrichment visits etc.

Peter Pan

Co-ordinator expectationsChildren to use a range of techniques, e.g. drawing, painting, line, pattern, texture or collage to produce group or class display linked to writing or foundation subject.Media: Pencils, paint, oil pastels, textiles, paperArtist Models: Vincent Van Gogh , Georges Seurat, Paul Cezanne

Introduce artist models, encouraging discussions around the style, colour and shape. Observe and describe different kinds of marks artists have created using paint.

Observational drawing of living things. Students to draw, use pastels and paints tocreate paintings in the style of the different artists. Use paintings as a stimulus for writing and description. Cut them and make into a still life.

Co-ordinator expectations-Drawing, Collage, line, shape, form and space.Media: Pencils, paper, paint, clayArtist Model: Stephen Wiltshire,Anselm Kiefer

Introduce artist model, encouraging discussions around the style. Observe and describe different kinds of lines and textures artists have used.

Observational drawing of London City buildings and city scape. Identify and use different lines, experimenting to create different textural effects.OrAnselm Kiefer - Create buildings in clay.

Year

2

Famous People Aliens and outer space Oh I do like to be beside the seaside!

National curriculumTo use a range of materials creatively to design and make productsTo use drawing, painting and sculpture to develop and share their ideas, experiences and imaginationTo develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and spaceTo learn 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.

Co-ordinator expectationsDrawing, PaintingMedia: Pencils, pastels, watercolour paintsArtist Model: Leonardo Da Vinci, Jacqueline Waldman

Introduce artist model, encouraging discussions around the people in the portrait and what the picture tells us about them. Build on language learned e.g. line, colour, shape, texture.

Observational drawing of facial features. Develop portraiture skills by drawing self and friends.Final Piece:Choose a famous person to draw as final piece. End product to be painted/watercolours or coloured with pastels for example. Use skin tone paints and pastels.

Co-ordinator expectationsDrawing, SculptureMedia: Pencils, paper-mache, recycled materialsArtist Model: Miro

Introduce artist model identifying and discussing how they have used colour, shape, space, light and texture effectively.

Look at photos of Miro’s work, discussing shapes and textures. Explore mark making, creating different textures.Final Piece:Students to create sculptures of Miro’s aliens/ space monsters made out of mixed materials.Cross curricular –Foundation - Aliens

Co-ordinator expectationsDrawing, Print (Group Project)Media: Pencils, paintArtist Model: Andy Goldsworthy, Richard Killeen

Introduce artist models, identifying and encouraging discussions around shape and colours used.

Create different compositions at beach trip and photograph.

Observational drawing of living things and sea creatures found at sea side (could be from photos taken on trip). Cut out simple shapes of drawings to create stencils and paint using print methods. Explore use of primary and secondary colours. Class to put pieces together to create collaborative mural.

Year

3

Hidden treasure Adventures and Dinosaurs That’s Not FairNational curriculumPupils 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.Create sketch books to record their observations and use them to review and revisit ideas.

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Be taught about great artists, architects and designers in history.Co-ordinator expectationsAutumn Term 1Cross curricular – Science (Forces) and Art El Lissitzky(Russian /Artist/designer/photographer)

Co-ordinator expectations Drawing – moving pencil lines Small individual collage Large group collage Class sculpture

Resources:Red, Black, Grey, White A3 cardPack of neon paper10 staplers/staplesPencilsRulersTessellating shapes (maths 2D shapes)Glue SticksThin, malleable wire like florists wire

Artist Model: El Lissitzky-Drawing – moving pencil linesFinal Piece:Artwork inspired by El Lissitzky.

Co-ordinator expectationsMedia:Artist Model: Pablo Picasso, Vincent Van Gogh, Wassili KandinskiENRICHMENT OPPORTUNITY: There are examples of each of these artists in the Tate Modern Gallery.

Introduce and discuss a range of artists that changed the art world through their own explorations.

Make studies in Sketchbooks and decide upon a style to influence the final piece. Practise oil pastel skills. Label and annotate by writing about the artist’s style. Create artwork in the style of a chosen artist using oil pastels.

Co-ordinator expectationsMedia: Sculpture/PaintingArtist Model: Various

Study a range of recyclable artists observing materials re-used, techniques, and products made. Students to sketch ideas, recording developments in sketch books. Decide on materials and final product idea. Products can then be used to link in with Fair Trade, discussing the process used to sell/buy them

Year

4

Who do you think you are? Incredible India SuperheroesNational curriculumPupils 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.

Create sketch books to record their observations and use them to review and revisit ideas

Improve their mastery of art and design techniques, including drawing, and painting with a range of materials [for example, pencil, charcoal, paint, clay]

Be taught about great artists, architects and designers in history.

Co-ordinator expectationsDrawing/sketching Anglo Saxon symbols/Celtic knots.Media: Material, cotton, fabric, pastels and bursho dyes.Artist Model: Anglo-Saxon tapestry (The Bayeux Tapestry), and Celtic Anglo Saxon knots.

Introduce examples of Celtic knot designs from the Anglo-Saxon period.

Using sketch books develop simple pattern compositionsFinal Piece:Batik style Anglo Saxon design on cotton fabric.

Co-ordinator expectationsDrawing, PaintingMedia: Brusho (powder dye), gutta, oil pastels, water coloursArtist Model: Various Indian artists. Maqbool Fida Husain

Introduce artist models, including range of photographs of Indian life scenes(buildings, landmarks, people, landscape) encouraging discussions around light, space (foreground, middle ground, background) and elements of design (creating a balanced composition).

In sketch books, draw Indian life scene focusing on foreground, middle ground, background. E.g. Use landmarks, people, and plants to create depth.

Develop silk painting techniques with oil pastels and watercolour paints on paper.Create silk paintings of Indian life scene using chosen composition from sketch books.

Co-ordinator expectationsSculptureMedia:Artist Model: Alberto Giacometti, Marvel, Stan Lee

Introduce artist models, encouraging discussions around the people in the portrait and what the picture tells us about them. Build on language learned e.g. line, colour, shape, texture.

Investigate pictures of superheroes in strong poses. Draw classmates in superhero poses. Create ‘stick people ’designs based on real life poses. Use wire to create skeletons for Giacometti sculptures. Add modroc around the frame to build up superheroes. Paint superheroes black in Giacometti style. Finally, use a lamp to create a shadow of the finished sculpture on coloured paper. Draw round and cut out shadow. Stand sculpture on shadow for display.

Year

5

All About Africa Being British RainforestsNational curriculumPupils 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.National curriculumCreate sketch books to record their observations and use them to review and revisit ideas

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Be taught about great artists, architects and designers in history.

National curriculumCreate sketch books to record their observations and use them to review and revisit ideas

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Be taught about great artists, architects and designers in history.

National curriculumCreate sketch books to record their observations and use them to review and revisit ideas

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Be taught about great artists, architects and designers in history.

Cross curricular – History (WW2) and Artist Model: Henri Moore - Shelter Drawings Co-ordinator expectations Drawing – moving pencil lines using

wax resist/ oil pastels.

Resources Pencils Cartridge Paper A4 Oil Pastels Brusho dye (2 packs assorted

colours)

Artist Model Henri Moore -Final Piece:Artwork inspired by Henry Moore.

Co-ordinator expectationsPainting, photographyMedia: i-pads, pencils, paintsArtist Model: David Hockney

Introduce artist model, looking at Hockneys Yorkshire landscapes. Encouraging discussion about his style of painting compared to other artists studied in the past. Introduce terms abstract and figurative.

Students to take photos and upload them onto i-pad creating own picture, using the programme http://www.photovisi.com . Explore mixing and matching, cropping, pulling pictures forward/backwards. Pictures to be printed to put in sketch books.

Applying Hockney’s abstract techniques,

students to paint landscape, working collaboratively with group to then piece together one joint composition.

Co-ordinator expectationsPaint, printMedia: paintsArtist Model: William Morris, Henri Rousseau

Introduce examples of William Morris and Henri Rousseau’s art. Focusing on knowledge of elements of art, built on in previous years, discuss how both artists paint similar subject matter but have different styles.

Look at William Morris wallpaper designs and draw examples into sketchbooks. Using plants from exotic locations and rainforests create an original intricate design in the William Morris style that could be repeated when printed. Students draw onto easy print sheets

and print using rollers

and acrylic paints on paper (to be put into sketchbooks) and finally onto material for display.

Mayan Art with AM - TBC

Year

6

Maybe it’s because I’m a Londoner Blue planet Theatre (Including Ancient Greece)National curriculumPupils 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.

Create sketch books to record their observations and use them to review and revisit ideas

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

Be taught about great artists, architects and designers in historyCo-ordinator expectations

Media: PaintArtist Model: J.M.W. Turner

Introduce artist model, Turner using terms abstract, figurative, genre and perspective to discuss his works.Observational drawings of London city focusing on techniques to show perspective and make things look 3D. Develop and build on knowledge of colour mixing skills and colour theory (the colour wheel and opposites/harmonies – see flipchart).

Children create their own paintings of the London skyline in Turner’s style using water colour pens to show detail and paints to give the impression of the colour.

Co-ordinator expectations

Media: Mixed media- tissue paper, glue, cardboard, newspaper.Artist Model: Hunderwasser

Study the artwork of Hunderwasser (and Grayson Perry) that show flow patterns.Group projectTake a specific image, e.g. a map of St Stephen’s or landscapes featuring valleys and waterfalls. Discuss/experiment with how these could be transformed by using the Hunderwasser flow pattern technique.Final Piece:Hunderwasser or Grayson inspired artwork on cartridge paper.

Co-ordinator expectations

Media: pencils, charcoal, Indian inkArtist Model: Various Greek Artworks

Introduce students to Greek art discussing the influence their architecture, sculpture, painting, pottery and jewelry making had on art throughout the world e.g their influence on the Renaissance artists.

Observe and draw examples of Greek designs on pottery in sketchbooks moving onto experimenting with charcoal and ink.

Children design their own Greek influenced composition thinking about the traditional subject matter used. Final piece to be mixed media.