Art and Design

We ensure that the knowledge that we cover in Art and Design lessons is driven by the National Curriculum. Each session forms part of a sequence of learning, to build up composite knowledge as the pupil moves through school. Each phase is tied into the child’s current Mantle of the Expert Commission and includes links to famous artists and the important vocabulary associated with each technique or subject.

Art and design are vast areas which offer a valuable opportunity for vital metacognitive skills, creativity and critical evaluation. These elements are established for the different facets of Art and Design using the model illustrated below:

Teaching sequence

Metacognition

Teacher elicits understanding of the topic

Activating Prior knowledge

Discussion of strategies and knowledge learnt in previous sessions

Reference to and critical evaluation of the work of established artists

Instruction and modelling of strategy: I do

Teacher instructs on organisation and planning

Review of recent learning

Experiment and investigation of techniques and media

Memorisation and guided practice: we do

Discussion regarding approach and modelling of worked example

Pupil applies new techniques, skills and media to produce artwork

Independent practice: I do

Pupil completes task

Evaluation and improvement

Reflection: recap of knowledge and skills that have been understood

Structured reflection

Learners reflect on model applied, how it was used and how they might use it in the future

On a longer timescale, this teaching sequence fits into composite knowledge for each strand of art. If we take ‘colour’ as an example, we break that down into its smaller component parts:

We start with primary colours; naming, recognising and mixing primary colours. Pupils would then move on to the secondary colours; mixing of primary colours. Then, children would move on to families of colour, ‘hot’ and ‘cool’ colours, analogous colours, complementary and contrasting colours which builds on both primary and secondary colour theory. Subsequently, children learn about tints, tones and shades of colour which draws on their understanding of colour families, the colour wheel and associated subjects encountered in Key Stage 1. In Key Stage 2, children experiment with the complex application of colour theory by looking at things like perspective and painting using colour; the creation of mood and atmosphere using colour and the use of expression using colour.

This process is repeated for each aspect of Art and Design, permitting children to build knowledge and improve skills as they work within the Mantle of the Expert.

Art and Design sequence of learning

Art in the Mantle of the Expert 2022-23

Reception

Expressive Arts and Design

Expressive Arts and Design is deliveredin a variety of Mantle of the Expert topics. At each stage they will take part in:

opportunities to experiment with inspiring and accessible media and tools

·          the freedom to make a mess and mix materials

·          space to create individually and collaboratively

·          places for display/labelling or opportunities for taking work home (take photographs of items that children choose to take home)

·          opportunities to make choices

·          the right help at the right time; ensure children are given sensitive and appropriate help when they ask or are struggling

·          support to develop mastery in a range of skills, techniques and safety rules

·          the vocabulary of feelings and opportunities to take part in activities that allow them to express their own feelings and emotions

·          opportunities to talk about and evaluate their own achievements.

KS1

Time travellers

 

Animal Rescue

 

Bee keepers

 

 

Drawing

lines of varying thickness;  use dots and lines to demonstrate pattern and texture; use different materials to draw, use key vocabulary to demonstrate knowledge and understanding

Printing

a wide range of art and design techniques in using colour and texture.

Exploring and developing

Children will have the opportunity to explore creating a variety of images on different backgrounds with a variety of media,

e.g. paper, magazines, etc. Children experiment with sorting and arranging materials and refining their work.

To become proficient in other art, craft and design techniques – collage.

To develop a wide range of art and design techniques in using texture, line, shape, form and space.

3D form

Children have the opportunity to use a variety of materials for sculpting and experiment with joining and constructing. They begin to use the correct vocabulary associated with sculpting and construction to demonstrate their understanding of the skill.

To become proficient in sculpting techniques.

To use sculpture to develop and share their ideas, experiences and imagination.

Textiles

Children have the opportunity to look at and practise a variety of techniques, e.g. weaving, dyeing and plaiting. They explore which textiles are best to use and produce the best result.

Children will also explore decorating and embellishing their textiles to add detail, colour and effect.

To become proficient in other art, craft and design techniques – textiles.

To develop a wide range of art and design techniques in using colour, pattern and texture.

Painting

Children begin to learn the primary colours and experiment with mixing paints to understand tone and secondary colours.

Children can name the primary and secondary colours;  mix primary colours to make secondary colours;

add white and black to alter tints and shades;  use key vocabulary to demonstrate knowledge and understanding

use painting to develop and share their ideas, experiences and imagination.

 

Artists

Botanical drawing, Anne Pratt

The illustrated London News, Dickens Phiz; Hablot Knight Browne

Megan Coyle

Jeff Koons

Honeycomb textile

Botanical drawing, Anne Pratt

Vocab

portrait, self-portrait, line drawing, detail, landscape, cityscape, building, pastels, drawings, line, bold, size, space

colour, shape, printing, printmaking, woodcut, relief printing, objects

collage, squares, gaps, mosaic, features, cut, place, arrange.

sculpture, statue, model, work, work of art, 3D, land art, sculptor, carving, sculpture, installation, shapes, materials, pyramid, abstract, geometric.

textiles, fabric, weaving, woven, placemat, loom, alternate, over, under, decoration, decorative, batik dye, dye, wax, resist, crayons, ink, apply, set.

primary colours, secondary colours, neutral colours, tints, shades, warm colours, cool colours, watercolour wash, sweep, dab, bold brushstroke, acrylic paint.

LKS2

Tour guides

 

Conservationists

 

Roman Soldier

 

 

Exploring and developing

Children start collecting and developing ideas using sketchbooks. They continue to build up resilience, making mistakes and suggesting improvements to improve their work. Children practise and share their learning and skills with others, giving and receiving feedback to improve.

Pupils should be taught to develop their techniques with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

To create sketchbooks to record their observations and use them to review and revisit ideas.

3D form

Children still have the opportunity to use a variety of materials for sculpting. They experiment with joining and construction, asking and answering questions such as, ‘How can it go higher?’ Children begin to understand more about decorating sculptures and adding expression through texture. They use a variety of tools to support the learning of techniques and to add detail.

To become proficient in sculpting techniques.

To improve their mastery of art and design techniques, including sculpting with a range of materials.

Painting

Children continue exploring using a variety of different brushes to see what happens. They use the language of colour accurately when mixing, e.g. shade, primary and tint. Children begin to experiment with colour for effect and mood.

To become proficient in painting techniques.

To improve their mastery of art and design techniques, including painting with a range of materials.

Printing

Children use a variety of printing blocks, e.g. coiled string glued to a block, and explore what effect making their own blocks has on shape and texture.

To improve their mastery of art and design techniques with a range of materials – printing.

Drawing

Children develop their knowledge of drawing by continuing to use a variety of drawing tools from KS1. They are introduced to new ways of making effect through tone, texture, light and shadow. They have the opportunity to use vocabulary learned in KS1 accurately, e.g. shading, thick and thin.

To become proficient in drawing techniques.

To improve their mastery of art and design techniques, including drawing, with a range of materials.

Textiles

Children develop their weaving and colouring fabric skills further. They are also introduced to the skill of stitching in Lower KS2.

To improve their mastery of art and design techniques with a range of materials.

Artists

John Stinton

John Stinton- Royal Worcester designers

John Constable, William Turner

Andy Goldsworthy

Illustrators

Karen MacDougall

Vocab

line, pattern, texture, form, record, detail, question, observe, refine.

rectangular, concrete, terrace, architect, 2D shape, brim, peak, buckle, edging, trimmings, shape, form, shadow, light, marionette

colour, foreground, middle ground, background, abstract, emotion, warm, blend, mix, line, tone, fresco.

line, pattern, texture, colour, shape, block printing ink, polystyrene printing tiles, inking rollerstone, outline.

portrait, light, dark, tone, shadow, line, pattern, texture, form, shape, tone, outline.

pattern, line, texture, colour, shape, stuffing, turn, thread, needle, textiles, decoration.

UKS2

Egyptian builder

 

Health Spa developers

 

Environmental managers

 

 

Exploring and developing

Children start collecting more information and resources to present in sketchbooks. They continue to build their knowledge of techniques by experimenting and predicting what might happen. Children continue to practise and share their learning and skills with others, receiving and offering feedback to improve.

Pupils should be taught to develop their techniques with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

To create sketchbooks to record their observations and use them to review and revisit ideas.

 

Painting

Children continue exploring a variety of different brushes to see what happens. They use the language of colour accurately and use inspiration from natural and non-natural works to create a colour palette. Children are more expressive with colour, associating colours with moods.

Drawing

Children continue to use a variety of drawing tools but are introduced to new techniques, e.g. creating perspective. They become more confident in techniques already learned and use the vocabulary learned accurately, e.g. shading, thick and thin. Children will rely on their sketching books to improve their drawing skills.

To become proficient in drawing techniques.

To improve their mastery of art and design techniques, including drawing, with a range of materials.

3D form

Children still use a variety of materials for sculpting and experiment with joining and constructing. They begin to understand more about clay modelling and using different tools with clay. They will be more reliant on their own ideas and knowledge of sculpture during the planning and designing process.

To become proficient in sculpting techniques.

To improve their mastery of art and design techniques, including sculpting with a range of materials.

Printing

Children have more opportunities to make printing blocks and tiles. They now reflect on their choice of colour for prints and develop their accuracy with patterns.

To improve their mastery of art and design techniques with a range of materials – printing.

Painting

Children continue exploring a variety of different brushes to see what happens. They use the language of colour accurately and use inspiration from natural and non-natural works to create a colour palette. Children are more expressive with colour, associating colours with moods.

To become proficient in painting techniques.

To improve their mastery of art and design techniques, including painting with a range of materials.

Textiles

Children experiment with mixing textures and with sorting and arranging materials with purpose to create effect. They develop their understanding of techniques learned in Lower KS2 and develop their own ideas through planning.

Artists

Printing hieroglyphics (cartouches), Painting scenes from tombs, River Nile paintings – look at different paintings of the River Nile and recreate using variety of media.

August Rodin- designing and creating a centrepiece for foyer

Printing a Health Spa logo

Screen printing T shirts

Monet, Seurat- Landscape art

Creating camouflage netting for animal hide

Vocab

sketchbook, develop, refine, texture, shape, form, pattern, structure.form, pattern, structure.

line, texture, pattern, form, shape, tone, smudge, blend, mark, hard, soft, light, heavy, mural, fresco, portrait, graffiti.

form, structure, texture, shape, mark, soft, join, tram, cast.

Hapa-Zome, hammering, pattern, shape, tile, colour, arrange, collograph

blend, mix, line, tone, shape, abstract, absorb, colour, impressionism, impressionists.colour, impressionism, impressionists.

shape, form, arrange, fix.

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