Art & Design

Meet Our Federation Subject Leader

 

Miss Thornberry

Art lead

 

 

National Curriculum Programmes of Study

The National Curriculum

https://www.gov.uk/government/publications/national-curriculum-in-england-art-and-design-programmes-of-study/national-curriculum-in-england-art-and-design-programmes-of-study

 

Please feel free to access the National Curriculum guidlines for Art and Design.

 

At St John's our love of books and reading is always at the heart of everything we do. Therefore, our art curriculum is designed around the book they are reading in class. 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

1

To use a range of materials creatively to design and make products

 

To use drawing, painting and sculpture to develop an share their ideas, experiences and imagination

 

Drawing – Pencils, charcoal, ink

Observe and draw landscapes as accurately as possible. Discuss the proportion of where the sky is.

Explore different textures and experiment with mark.

Draw to record experiences and feelings.

 

Example

 

The Lion inside- observational drawing using pencil to draw the lion head- focusing on the repeating lines of the lion’s mane.

 

Observe patterns in the natural and man-made world.

 

Encourage accurate drawings of people, - self-portraits using a range of media. Frida Kahlo

 

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

 

Colour – Introduce mixing colours to make new colours.

Names of all colours. Applying colour with a range of tools (sponge, hands, brushes etc…)

 

Example

 

The great fire of London- Creating flames- mixing red, yellow, orange to create a mix of colours to create the flames.

 

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.

 

Printing- Paul Klee.

Create patterns and pictures by printing from objects using more than one colour.

Develop impressed images with more added detail.

Use media such as string, card, rubber, vegetables.

 

Example

Meerkat mail -Create their own stamp for their mail- Use PVA glue/ string to print their own design for a stamp.

 

2

 

To use a range of materials creatively to design and make products

 

To use drawing, painting and sculpture to develop an share their ideas, experiences and imagination

 

Texture-

Overlapping and overlaying to create effects.

Use various collage materials to make a specific picture.

Simple applique work attaching material shapes with running stitches.

 

Example

 

Goldilocks and just the one near. Children would create the city landscape shown in the book. Cut out building shapes from different materials, chn to overlap and overlay the shapes to create the pattern of the city scape- Chn to use simple stitching to attach the patterns together.

 

 

 

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

 

Form –

Expression of personal ideas in work.

Use a range of tools for shaping.

Cut shapes using scissors.

Replicate patterns and textures in a 3D form.

 

Example

 

The storm whale Junk modelling- Chn could create in groups the house when Noi lives using a range of found materials.

 

 

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.

 

Pattern- Experiment creating repeated patterns. Find patterns. Look at natural and man-made patterns.

Experiment by arranging, folding, repeating, overlapping.

 

Example

 

The dragon machine. – look at the dragon machine the boy makes. Chn to explore the repeated patterns of the cogs in the machine. Chn to create their own machine with repeated patterns of different materials, focusing on overlapping and repeating.

 

3

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

 

Drawing – experiment with potential of various pencils (2B-HB) Encourage close observation of the natural world and unnatural world.

Make initial sketches as preparation for painting.

 

Example:

 

The Seal Surfer- Children to do a close observational drawing of a sea side landscape- paying close attention to the detail. Chn to experiment with a variety of pencils and they will decide with pencil is most appropriate for what they are drawing- for example a light pencil for the ocean, and a darker pencil for the rocks etc..

Chn to practice making sketches in preparation for them to be painted.

 

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (pencil, charcoal, paint, clay)

 

Colour – extended exploring colour. Make a colour wheel to show primary and secondary colours.

Begin to apply colour using dotting, scratching, splashing- advice and question suitable equipment for the task i.e paintbrush or paper needed.

Use colour to reflect mood. Notice skin colour.

 

Example:

 

The Egyptian Cinderella-

Focus on colour to create a picture from the story- colour to reflect the moods of the characters. Splashing to create the effect of the water of the Nile river. Dotting for the sand. Using appropriate colours for skin tone.

 

Learn about great artists, architects and designers in history

 

Printing – Use equipment with increasing confidence. Use language appropriate to the skill. Use sketchbooks for recording textures/patterns. Discuss own work and work of artists. Explore colour mixing through overlapping colour prints deliberately. Explores images and recreated textures through deliberate selection of materials (wallpaper, string, polystyrene etc)

 

Example:

 

Meet Captain Cook- Use the sea pictures for inspiration. Use colours and textures to overlap waves. Use different methods to create different patterns for the sea. Rip up waves/ create wave shapes and combine together by overlapping them to create the sea.

 

4

 

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

 

Texture – use initial sketches to aid work. Use a wide variety of stitches to ‘draw’ with and develop pattern and texture. Place emphasis on observation and design of textural art. Look at fabrics from other countries. Compare with own. Discuss different types of fabric. Consider methods of making fabrics. Embellish work using a variety of techniques, drawing and painting on top of textural work. Molly Williams, Linda Caverly, Jill Denton.

 

Example:

 

Journey- Focusing on patterns from other countries- children can create a model/picture of a journey focused on their story. Chn to embellish textures with paint and drawings.

 

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (pencil, charcoal, paint, clay)

 

Learn about great artists, architects and designers in history

 

Form – Use equipment with increasing confidence, plan and develop ideas in a sketch book and make informed choices about media. Shape, form, model and construct from observation. Have an understanding of different adhesives. Simple discussion about aesthetics and have some understanding of size. Work safely and organise work area. Discuss own work and work of other sculptors. (Hepworth, Arp, Nevelson, Gabo). Consider light and shadow, space and size.

 

Example:

 

Gorilla – Look at work inspired by Hepworth and art. Chn to sketch an abstract drawing of a gorilla. Chn to use sketches to create an abstract 3D model of a gorilla.

 

Learn about great artists, architects and designers in history

 

Pattern – Consider different types of mark making to make patterns. Look at various artists creation of pattern and discuss i.e Gaudi, Matisse, Escher, aboriginal art. Link to maths, Geometry, shape, lines, symmetry. (Mondrian/Klee). Make patterns on a range of surfaces. Create own patterns using ICT.

 

Example:

 

Elon musk- Use inspiration learnt from studying Elon musk, Chn to sketch patterns on a range of surfaces and replicate the pattern using ICT.

Chn to focus on artist listed- consider the may the artist has created patterns, chn to create a pattern through various media to design their own unique building/ sculpture.

5

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

 

Drawing- Observe and use a variety of techniques to show the effect of light on objects e.g. rubbers to lighten, pencil to tone, use tones of the same colour.

Look at the effect of light on an object from different directions.

Increasingly accurate drawings of people.

Introduce concept of perspective.

Use a variety of techniques to interpret the texture of a surface e.g. mark making, different texture paint.

 

Example:

Dreams of freedom or We are all born Free- could link to working on looking at people from different cultures. Chn could draw accurate portraits of people from all around the world and make a whole class collage. Focus on light and shade and pencil techniques to achieve this. Smudging, repetition, different types of pencil, rubbers to lighten.

 

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (pencil, charcoal, paint, clay)

 

Colour – Experiment with qualities of tone, shades, hue and mood. Explore the use of texture in colour (sawdust, glue, shavings, sand, different surfaces.)

Considering colour for purposes.

Use colour to express moods and feelings.

Explore the texture of paint (thick, thin, wet, and heavy.)

Consider artists use of colour (Pollock, Monet, Chagall)

 

Example:

The Wolves in the Wall – Explore the text to promote discussion on how the illustrations and colour can portray the mood. Dark shadows, deep reds, greys and bright yellows – discuss how the illustration effects our moods. Could compare with other stories you are reading to compare and discuss the use of colour. Chn could recreate their favourite picture from the book, experimenting with different colours to change moods etc…

 

 

Learn about great artists, architects and designers in history

 

Printing- Combine prints from different objects to make an end product.

Screen printing.

Design prints for fabrics, book covers, and wallpaper.

Make connections in own work and patterns in their local environment.

Discuss and evaluation own work and that of others (Morris)

Explore printing techniques used by other artist.

 

Example:

Shackleton’s journey- Chn can explore and discuss the interesting pattern on the front colour. Discuss what the pattern is made up of.

Chn can design and print a new pattern for a different book cover for this story. Could be used for their final piece of writing.

 

6

 

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

 

Texture – Develops experience in embellishing, pooling together experiences in texture to complete a piece- applique, drawing, sticking, cutting, paint, weaving, layering.

Use found and constructed materials.

Applies knowledge of different techniques to express feelings.

Select and use materials to achieve a specific outcome.

Look at work of other artists using textiles i.e, Molly Williams, Jill Denton, Linda Caverly. Work collaboratively on a larger scale.

 

Example:

The selfish giant and the happy prince- Chn could work as large teams to design large pieces of clothes for the giant which includes embellishments. Consider the work of different artists to inspire their outcome. Chn could use a variety of found materials and use sticking, weaving, cutting, painting, layering and drawing to achieve their final outcome.

 

To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (pencil, charcoal, paint, clay)

 

Form – Shape, form, model with confidence.

Make imaginative use of knowledge they have acquired of tools, techniques and materials to express own ideas and feelings.

Produce more intricate patterns and textures.

Work directly from observation or imagination with confidence.

Take into account the properties of media being used.

Discuss and evaluate own work and that of other sculptors in detail (Goldsworthy, Calder, Segal, Leach, recycled sculptures from Africa and India, Giacometti, etc.)

 

Example:

Can we save the tiger?

Use clay to design a tiger’s footprint/ a 3D model of a tigers paw. Use intricate designs to add detail.

 

Learn about great artists, architects and designers in history

 

Pattern – Organise own patterns.

Use shape to create patterns.

Create own abstract patterns.

Patterns reflect personal experiences and expression.

Creating pattern for purposes e.g. wallpaper, clothes, boxes, folders, book covers etc…

Look at various artists creation of patter and discuss effect, ie. Morris, Sol Lewitt, Matisse, Bridget Riley, Miro.

Discuss own and artist work, drawing comparisons and reflecting on their own creations.

 

Example:

Varmints – Allow the chn to be inspired by the illustration in the book. Chn could design their own pattern inspired by their favourite pattern they can see in the book i.e the leaves on the cover. Chn could design a new book cover, wallpaper, folders etc for their literacy work. Patterns should express mood and feelings appropriate from the text.

 

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