Art
Why is Art and Design important?
Art and design is a foundation subject in the National Curriculum that enables children to think and act creatively. The subject equips children with the knowledge and skills to create individual and collaborative works of art, craft and design. At Alexandra, children are encouraged to think critically about their work and its links to the work of significant artists. Children are also encouraged to reflect on the ways that art and design has shaped history and contributed to cultures around the world.
Art and design allows children to develop the invaluable skills of problem solving, perseverance, focus, collaboration, dedication and accountability. Children are taught to recognise that art and design is important, that it is all around us and that they are the next generation of artists!
ROOTED IN KNOWLEDGE
All children will complete three art and design units of learning a year. Each unit will focus on the process of learning and acquisition of skills, as opposed to the finished product. The teaching and implementation of our art curriculum is underpinned by the 7 elements of art: line, shape, colour, value, form, texture and space. Children are taught to develop their techniques through focused practical tasks and use them within drawing, painting, collage, sculpture, print, textiles and digital media. Inspiring, significant and contemporary artists are thoughtfully selected to reflect our school community. Knowledge organisers are shared with children and referred to throughout lessons to help secure understanding, enhance confidence and promote independence.
Our KS1 and lower KS2 knowledge organisers can be seen below:
HOW IS LEARNING SEQUENCED?
Learning is sequenced using the skills progression document developed by the art subject lead.
Alexandra Primary School Art Progression Document The teaching and implementation of our art curriculum is underpinned by the 7 elements of art: line, shape, colour, value, form, texture and space. Children are taught to develop their skills through focused practical tasks and use them within drawing, painting, collage, sculpture, print, textiles and digital media. |
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Key skills |
Year 1 |
Year 2 |
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To develop ideas Respond to ideas and starting points. Explore ideas and collect visual information. Explore different methods and materials as ideas develop. |
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Drawing Draw lines of different sizes and thickness. Colour own work neatly following the lines. Show pattern and texture by adding dots and lines. Show different tones by using colour pencils.
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Key skills & Suggested activities
Suggested artists: Henry Rousseau Karlee Rawkin
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Key skills & Suggested activities
Suggested artists: Adonna Khare, Mark Frith |
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Painting Use thick and thin brushes. Mix primary colours to make secondary. Add white to colours to make tints and black to colours to make tones. Create colour wheels. |
Key skills & Suggested activities
Suggested artists: Mondrian, Picasso |
Key skills & Suggested activities
Suggested artists: William Bradford, David McEown
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Collage Use a combination of materials that are cut, torn and glued. Sort and arrange materials Mix materials to create textures. |
Key skills & Suggested activities
Suggested artists: Andy Warhol |
Key skills & Suggested activities
Suggested artists: Marc Hearld, Megan Coyle
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Sculpture Use a combination of shapes Include lines and textures Use rolled up paper, straws, paper, card and clay as materials. Use techniques, such as rolling, cutting, moulding and carving. |
Key skills & Suggested activities
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Key skills & Suggested activities
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Use repeating or overlapping shapes. Mimic print from the environment- e.g. Wall papers. Use objects to create prints, e.g. fruit, vegetables, sponges. Press, roll, rub and stamp to make prints. |
Key skills & Suggested activities
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Textiles Use weaving to create a pattern. Join materials using glue and / or a stitch. Use plaiting Uses dip dye techniques. |
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Digital Media Use a wide range of tools to create different textures, lines, tones, colours and shades. |
Key skills & Suggested activities
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To take inspiration from the greats (classic and modern) Describe the work of notable artists, artisans and designers. Use some of the ideas of artists studied to create pieces. |
TBC – Class teachers to select inspirational artists in collaboration with Art coordinator
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TBC – Class teachers to select inspirational artists in collaboration with Art coordinator
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Key skills |
Year 3 |
Year 4 |
Know how to: To develop ideas Develop ideas form starting points throughout the curriculum. Collect information, sketches and resources. Adapt and refine ideas as they progress. Explore ideas in a variety of ways. Comment on artworks using visual language. |
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Drawing Use different hardnesses of pencils to show line, tone and texture. Annotate sketches to explain and elaborate ideas. Sketch lightly ( no need to use a rubber to correct mistakes) Use shading to show light and shadow. Use hatching and cross hatching to share tone and texture. |
Key skills & Suggested activities
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Key skills & Suggested activities
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Painting Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. Mix colours effectively. Use watercolour paint to produce washes for backgrounds and then add detail. Experiment with creating mood with colour. |
Key skills & Suggested activities
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Key skills & Suggested activities
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Collage Select and arrange materials for a striking effect. Ensure work is precise. Use coiling, overlapping, tessellation, mosaic and montage.
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Key skills & Suggested activities
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Key skills & Suggested activities
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Sculpture- Know how to: Create and combine shapes to create recognisable forms e.g. shapes made from nets or solid materials. Include texture that conveys, movement, expression or feelings. Use clay and other mouldable materials. Add materials to provide interesting details. |
Key skills & Suggested activities
Cartouches Canopic jars Stonehenge Suggested artists TBC – Class teachers to select inspirational artists in collaboration with Art coordinator |
Key skills & Suggested activities
Suggested artists TBC – Class teachers to select inspirational artists in collaboration with Art coordinator |
Print- know how to: Use layers of 2 or more colours. Replicate patterns observed in nature or built environments. Make printing blocks e.g. from coiled string glued to a block. Make precise repeating patterns. |
Key skills & Suggested activities
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Key skills & Suggested activities
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Textiles- know how to: Shape and stitch materials. Use basic cross stitch and back stitch. Colour fabric. Create weaving Quilt, pad and gather fabric. |
Key skills & Suggested activities
(can other materials be used in a simple weave?)
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Key skills & Suggested activities
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Digital Media- know how to: Create images, videos and sound recordings and explain why they were created. |
Key skills & Suggested activities
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Key skills & Suggested activities
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To take inspiration from the greats ( classic and modern) Replicate some of the techniques used by notable designers. Create original pieces that are influenced by the study of others. |
Key skills & Suggested activities Make links between children’s work and the work of notable designers using sentence stems and key vocabulary. Suggested artists TBC – Class teachers to select inspirational artists in collaboration with Art coordinator Henry Moore- spring Andy Goldsworthy |
Make links between children’s work and the work of notable designers using sentence stems and key vocabulary. Suggested artists Titian Greek art and architecture Anthony Gormley |
Art in the Early Years
During the EYFS the essential building blocks of art and design are established. There are regular opportunities for children to carry out art and craft activities across all areas of learning. By the end of the EYFS children should be able to:
•Explore what happens when they mix colours.
•Use simple tools and techniques competently and appropriately.
•Experiment to create different textures.
•Understand that different media can be combined to create new effects.
•Manipulate materials to achieve a planned effect.
•Use simple tools and techniques competently and appropriately.
Children will be provided with a range of art media to create and explore with. They will have the opportunity to work together to develop and realise their creative ideas. Children will develop their artistic skills, such as colour, line and texture, through imaginative and open-ended ways. Children will use their skills within different art and craft forms such as drawing, painting, collage, print and textiles. Children will be taught how to use art media safely, with care and precision, with the aim that children will develop artistic control, coordination and independence!
Our EYFS knowledge organiser can be seen below:
Overview of creative projects in EYFS
Phase |
Autumn Term |
Spring Term |
Summer Term |
EYFS |
Collage: Textured collages with mixed colours |
Textiles and drawing: ephemeral art and drawing |
Printing: printing using different materials |
Overview of creative projects in KS1 & KS2
Year group |
Autumn term |
Spring term |
Summer Term |
Year 1 |
Painting: mondrian painting |
Collage and printing: Nebular galaxy print, moon crater collage, Planet Earth mixed media template |
Drawing: Rousseau inspired tiger composition |
Year 2 |
Drawing: dragon’s eye and tudor house |
Collage and painting: arctic landscape |
Printing and drawing: Kenyan sunset |
Year 3 |
Drawing and painting: Colourwash pyramids with one point perspective, large scale colourwash image of Pharaoh Tut, Colourwash (mixed media) Egyptian style portraits. |
Sculpture: Individual monogram initials using quilling, group work pieces to represent school values using paper sculpture |
Collage and digital media |
Year 4 |
Painting and sculpture: columns |
Collage and printing: Illustrate a front cover for Beowolf |
Drawing and textiles: textile rainforest |
Year 5 |
Textiles: Batik project |
Sculpture: Islamic art sculpture |
Drawing and digital media: Hans Holbien portrait |
Year 6 |
Painting: self portraits inspired by Dean Russo - pastel, design and create William Morris inspired wallpaper. |
Collage: The Thames- Mark Hearld collage |
Drawing |
Meaningful links are made to other subject areas, for example history and English to enhance children’s learning.
ASSESSMENT AND MONITORING
In art and design, teachers assess children’s progress by making observations during lessons and discussions, using evidence in books and evaluating end projects. Assessment is used to inform future lessons, ensuring children are supported and challenged appropriately. Due to the practical nature of art and design, evidence of tasks undertaken by children can be in the form of 2D displays, 3D models and photographs of their work. During units of work, children evaluate their own work and make links to the work of significant artists. Final end of year assessments are made using criteria that have been developed in line with the National Curriculum, to identify the level at which the child is working. Children in Early Years are assessed within Expressive Arts and Design from the Early Years Framework. Age related expectation levels are reported to parents at the end of each year.
Art and design is monitored through a variety of strategies, including: planning and book scrutiny, lesson observations and pupil voice activities.