Individual Year Group Plans Art 2020-2021 - Co-op Academy ...
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Individual Year Group Plans Art 2020-2021
Intent At Co-op Academy Brownhill, we believe that high-quality Art lessons will inspire children to think innovatively and develop creative procedural understanding. Our Art curriculum provides children with opportunities to develop their skills using a range of media and materials. Children learn the skills of drawing, painting, printing, collage, textiles, 3D work and digital art and are given the opportunity to explore and evaluate different creative ideas. We recognise that Art stimulates creativity and imagination and provides a visual, tactile and sensory experience and a special way of understanding and responding to the world. It enables children of all abilities to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes.
Implementation
Our curriculum design is based on evidence from cognitive science and this help to inform the main principles used when implementing our
curriculum. These are:
• Teachers will give the children opportunity to activate prior leaning, which is relevant to the lesson
• Children will be exposed to new knowledge and skills in small steps
• Teachers will deliver new content by articulating, demonstrating and explaining in a concise way.
• Lessons will provide opportunity to consolidate and master skills and knowledge
• Teachers will follow the sequence of delivery of new lessons; stimulus, small skilled practise, final outcome and evaluation.
• Lessons will provide children with strong links to all relevant aspects of the curriculum
• Lessons will provide rich opportunity to develop subject specific and technical vocabulary using the progression map.
• Children will be given the opportunity to revisit prior learning at appropriate intervals across the key stage to master a skill or technique.
• Sketch books are used as a learning journey to document the progression of skill, technique and are assessed appropriately.
• Enriched opportunities through visits, trips and extra-curricular activities and experiences will be planned for all children to access which
presents all our children with opportunities they may not otherwise be able to experience and helps to give context to knowledge and
learning
• Lessons will be inclusive celebrating the cultural diversities in the schools and ensuring all pupils are able to access the content of their
age appropriate curriculum
• Children will be exposed to a wide range of artists and their work which links to children’s learning helping to give context to knowledge
learnt.
• Cooperative values will be embedded throughout all learning supporting pupils’ development socially and emotionally.Impact
• Our children will have a deep understanding of core skills and knowledge which then gives them confidence and ambition to succeed in
art.
• Our children will become excellent, independent and enthusiastic artists.
• Our children will develop and use a wealth of technical vocabulary.
• Our children will retrieve technical skills where appropriate and be able to be critical thinkers.
• Our children will have a sound knowledge of important artists, art pieces and genres and use these to inspire their own artwork.
• Our children will demonstrate confidence, independence, resilience and a real thirst for learning.
• Our children will demonstrate the Coop values and ways of being through problem solving and overcoming difficulties when completing
art projects.
• Our children will have access to a wide and varied curriculum, allowing each of them to excel as individuals and be the best they can be.Skills and Knowledge Progression Map
EYFS KS1 LKS2 UKS2
Generic skills They represent their own ideas, thoughts Record and explore ideas from first hand Select and record from first hand Select and record from first hand
and feelings through art. observations Ask and answer questions observation, experience and imagination, observation, experience and imagination,
about the starting points for their work and explore ideas for different purposes. and explore ideas for different purposes.
Develop their ideas – try things out, change Question and make thoughtful Question and make thoughtful
Experiments with blocks, colours and marks.
their minds Explore the work of artists, observations about starting points and observations about starting points and
craftspeople and designers from different select ideas to use in their work. Explore select ideas to use in their work. Explore
Realises tools can be used for a purpose. times and cultures for differences and the roles and purposes of artists, the roles and purposes of artists,
similarities. craftspeople and designers working in craftspeople and designers working in
Uses simple tools and techniques different times and cultures. different times and cultures.
competently and appropriately. Review what they and others have done and
say what they think and feel about it. Compare ideas, methods and approaches Compare ideas, methods and approaches in
Selects appropriate resources and adapts Identify what they might change in their in their own and others’ work and say their own and others’ work and say what
work where necessary. current work or develop in future work what they think and feel about them. they think and feel about them.
They safely use and explore a variety of Adapt their work according to their views Adapt their work according to their views
materials, tools and techniques, and describe how they might develop it and describe how they might develop it
experimenting with colour, design, texture, further. Annotate work in sketchbook. further. Annotate work in sketchbook.
form and function.
Drawing Understands that they can use lines to Experiment with a variety of media; pencils, Experiment with ways in which surface Work from a variety of sources including
enclose a space, and begin to use these rubbers, crayons, pastels, felt tips, charcoal, detail can be added to drawings. Use observation, photographs and digital
shapes to represent objects. ballpoints, chalk Control the types of marks sketchbooks to collect and record visual images. Work in a sustained and
made with the range of media information from different sources. Draw independent way to create a detailed
for a sustained period of time at an drawing. Develop close observation skills
Creates simple representations of events,
appropriate level. using a variety of view finders. Use a
people and objects. Lines and marks: Name, match and draw
sketchbook to collect and develop ideas.
lines/marks from observations. Invent new
Identify artists who have worked in a
lines. Draw on different surfaces with a Lines and Marks: Make marks and lines
similar way to their own work.
range of media. Use differently textured and with a wide range of drawing implements
sized media. e.g. charcoal, pencil, crayon, chalk pastels,
pens etc. Experiment with different grades Lines, Marks, Tone, Form & Texture: Use
of pencil and other implements to create dry media to make different marks, lines,
Shape: Observe and draw shapes from
lines and marks. patterns and shapes within a drawing.
observations. Draw shapes in between
Experiment with wet media to make
objects. Invent new shapes.
different marks, lines, patterns, textures
Form and Shape: Experiment with
and shapes. Explore colour mixing and
different grades of pencil and other
Tone: Investigate tone by drawing light/dark blending techniques with coloured pencils.
implements to draw different forms and
lines, light/dark patterns, light dark shapes Use different techniques for different
etc. Texture Investigate textures by purposes i.e. shading, hatching within their
describing, naming, rubbing, copying.shapes. Begin to show an awareness of own work. Start to develop their own style
objects having a third dimension. using tonal contrast and mixed media.
Tone: Experiment with different grades of Perspective and Composition: Begin to use
pencil and other implements to achieve simple perspective in their work using a
variations in tone. Apply tone in a drawing single focal point and horizon. Begin to
in a simple way. develop an awareness of composition, scale
and proportion in their paintings e.g.
foreground, middle ground and
Texture: Create textures with a wide range
background. Show an awareness of how
of drawing implements. Apply a simple use
paintings are created ie. Composition
of pattern and texture in a drawing.
Painting Explores colour and how colour can be Use a variety of tools and techniques Experiment with different effects and Develop a painting from a drawing. Carry
changed. including different brush sizes and types. textures including: blocking in colour, out preliminary studies, trying out different
Explores what happens when they mix Mix and match colours to artefacts and washes, thickened paint creating textural media and materials and mixing
colours. objects Work on different scales. effects. appropriate colours.
Chooses particular colours to use for a Experiment with tools and techniques e.g. Work on a range of scales e.g. thin brush Create imaginative work from a variety of
purpose. layering, mixing media, scrapping through. on small picture etc. sources e.g. observational drawing,
Name different types of paint and their Create different effects and textures with themes, poetry, music
properties paint according to what they need for the Colour: Mix and match colours to create
Colour: Identify primary colours by name. task. Colour: Mix colours and know which atmosphere and light effects. Be able to
Mix primary shades and tones. primary colours make secondary colours. identify primary secondary, complementary
Texture: Create textured paint by adding Use more specific colour language. Mix and contrasting colours. Work with
sand, plaster and use tints and shades complementary colours.
Textiles Beginning to be interested in and describe Match and sort fabrics and threads for Use a variety of techniques, e.g. printing, Use fabrics to create 3D structures
the texture of things. colour, texture, length, size and shape. dyeing, weaving and stitching to create Use different grades of threads and needles
Change and modify threads and fabrics, different textural effects Experiment with a range of media to
knotting, fraying, fringing, pulling threads, Match the tool to the material Develop overlap and layer creating interesting
twisting, plaiting. skills in stitching, cutting and joining colours and textures and effects
Cut and shape fabric using scissors/snips
Apply shapes with glue or by stitching
Apply decoration using beads, buttons,
feathers etc
Create cords and plaits for decoration
Colour: Apply colour with printing, dipping,
fabric crayons
Create and use dyes i.e. onion skins, tea,
coffee
Texture: Create fabrics by weaving materials
i.e. grass through twigs, carrier bags on a
bike wheel
3D and sculpture Uses various construction materials. Manipulate malleable materials in a variety Plan, design and make models from Shape, form, model and construct from
Beginning to construct, stacking blocks of ways including rolling and kneading observation or imagination observation or imagination
vertically and horizontally, making Explore sculpture with a range of malleable Use recycled, natural and man‐made
enclosures and creating spaces. media materials to create sculpturesJoins construction pieces together to build Manipulate malleable materials for a Join clay adequately and construct a Plan a sculpture through drawing and other
and balance. purpose, e.g. pot, tile Understand the safety simple base for extending and modelling preparatory work
Manipulates materials to achieve a planned and basic care of materials and tools Form other shapes Develop skills in using clay inc. slabs, coils,
effect. Experiment with constructing and joining Create surface patterns and textures in a slips, etc Produce intricate patterns and
Constructs with a purpose in mind, using a recycled, natural and manmade materials malleable material textures in a malleable media
variety of resources. Use simple 2‐D shapes to create a 3‐D form Use papier mache to create a simple 3D
Selects tools and techniques needed to Texture: Change the surface of a malleable object
shape, assemble and join material they are material e.g. build a textured tile
using.
Collage Understands different media can be Create images from a variety of media e.g. Experiment with a range of collage Add collage to a painted, printed or drawn
combines to create new effects. photocopies material, fabric, crepe paper, techniques such as tearing, overlapping background
magazines etc and layering to create images and Use a range of media to create collages
Arrange and glue materials to different represent textures Use different techniques, colours and
backgrounds Sort and group materials for Use collage as a means of collecting ideas textures etc when designing and making
different purposes e.g. colour texture and information and building a visual pieces of work
Fold, crumple, tear and overlap papers Work vocabulary Use collage as a means of extending work
on different scales from initial ideas
Colour: Collect, sort, name match colours
appropriate for an image
Shape: Create and arrange shapes
appropriately
Texture: Create, select and use textured
paper for an imageYear group: Reception
Knowledge
Experiments with blocks, colours and marks.
Realises tools can be used for a purpose.
Uses simple tools and techniques competently and appropriately.
Selects appropriate resources and adapts works where necessary.
They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Understands that they can use lines to enclose a space, and begin to use these shapes to represent objects.
Creates simple representations of events, people and objects.
Explores colour and how colour can be changed.
Explores what happens when they mix colours.
Chooses colour for a particular purpose.
Beginning to be interested in and describe the texture of things.
Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)
Art 1: Self portraits Exploring colour. Can you mix colours Can you paint a picture of yourself? Does the portrait have the same colour
Home sweet home to find the right skin tone colour? Hair hair/eyes/skin colour as you? Have you
colour? Eye colour? put all the facial features in the correct
place? Is there anything you have missed
off? (Eyebrows/ears etc.)
Art 2: Scissor skills: Can you cut out the Can you make a paper plate animal? Does the animal have the right colours on
Animal Crackers Paper plate animals correct shapes to make your animal’s it? Have you included all the right
eyes/ears/tail etc. Can you draw features? Stripes/spots/whiskers etc.
around a shape and cut it out? Can
you hold your scissors correctly?
Artist Study: Aboriginal Art, Exploring dot painting: can you Can you make your own individual dot Does the painting look authentic? Could
What a wonderful focusing experiment with following a pattern painting in the style of aboriginal art? you use different colours or different
world- Aboriginal specifically on dot using different sized dots. Can you thickness of dots to make it look for eye
Art painting. overlay dots to mix colours? What catching? Have you followed your
happens? pattern?Vocabulary: Colour, mixing, light, dark, pattern, experiment, materials, different, same, big, small, cut, eyes, nose, mouth, hair, skin, ears, eyebrows, eyelashes,
lips, plate, circle, snip, animal names.
Resources Paints, pencils, paper, paintbrushes, different resources that can be used to make dot paintings, scissors, mixing palettes. Pictures of animals.Year group: Year 1
Knowledge
How to create and make a stamp using polystyrene and using lines to create an image.
I can use a variety of tools to create an image such as rollers and paint brushes of different sizes.
I can name different types of paint and select an appropriate paint to create an image by printing.
I can name the primary colours.
I understand that different colours are associated with different moods which are appropriate for certain images.
I can sort material by colour.
I can mix primary shades and tones and I understand that these create new colours.
I can add texture to my pictures through adding materials.
I can draw lines and shapes through observations of flowers to create an image.
I can make my lines dark or light to draw an image.
I know that Vincent Van Gogh created many pictures. Some of Vincent Van Gogh’s most famous paintings are of flowers. He liked to use bright colours using oil paint.
Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)
Art 1: Stamps featuring I can draw a portrait on paper and Create your own printed postage I can say what I like and do not like about
the queen and then on polystyrene to create my stamp of your own self-portrait. my stamp. I could say what I could do to
portraits of Queen printed block which I can then use to improve my stamp. Have I used my stamp
Elizabeth II and create my printed stamp. correctly?
Queen Victoria I can paint using different tools and
techniques such as using rollers and
paintbrushes.
I can select different colours for my
printed stamp.
Art 2: Looking at the I can identify that colour can affect the To create our own feelings monster Do the colours I have chosen reflect how
changing colours of mood of paintings. Collect, sort, name using different colours of paint and the monster is feeling? How do the
the Worrysaurus match colours appropriate for an then materials such as felt and tissue monsters make you feel? Have I used the
from class book. image of my monster. paper to represent his mood. right amount of paint on my paintbrush?
(Link to PSHE of I can identify primary colours. I can Have the materials I have chosen match
feelings and mix primary colours and tones. I can how the monster is feeling? Do the
emotions). add different materials such as issue materials I have chosen match the
paper and felt to create a collage. I colours of paint I have chosen? How
could I improve my picture?know that when I add materials to my
picture it creates a different texture.
Artist Study: Katie and the I can experiment with different Can you create a picture of sunflowers Have I used the correct colours for my
Who was Vincent Sunflowers- materials to create a picture of the like Vincent Van Gogh? sunflower? Have I used too much/too
Van Gogh? pictures of the sunflowers such as; paint, oil pastels, little water on my brush, what is the
sunflowers from pastels and tissue paper. I can control impact of this? What similarities does my
the class book. the types of marks made with the picture have to Vincent Van Gogh’s
range of media. I can observe and painting of the sunflowers? What can I
draw the shape of a sunflower from do to improve my picture of the
observation. I can explore the work of sunflowers?
Vincent Van Gogh and his paintings of
flowers and say which paintings I like
and dislike and why.
Vocabulary: Colour, print, brush size, primary colours, poster paint, watercolours, roll, similar, different.
Resources Polystyrene for printing, paint, felt, tissue paper, oil pastels, paintbrushes.Year group: Year 2
Knowledge
Drawing from direct experience and drawing from something remembered.
Develop an awareness of textures and colours.
Develop the ability to use overlapping.
Introducing different paintbrushes and their uses, exploring the effects of adding water.
Creating a simple 3D piece, using basic materials.
Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)
Art 1: Stimulus: images of Using materials to create a collage - To produce a skyline of London and Did these materials fit the purpose?
skylines of London which materials work best for this? Peru in the daytime and night-time Does the sky go from dark to light? Do
and Peru Using colour to suit day time/night- using a collage of materials as a these colours reflect the time of day?
time; arranging these from light to background and a collage of materials
dark. for the overlay.
Using overlays and stencils.
Art 2: Science topic: Using pencils, chalk and pastel to Produce a primary drawing of flowers Have I blended correctly? Is this the
plants, using the blend from light to dark. and leaves with an element of blending correct tone? Where is the light coming
garden as a Looking at colour palettes, what are colour from light to dark. from? What effect does blending and
stimulus for primary and secondary colours. using tone have? Have used too
primary drawings Using watercolour to blend colour, much/too little water on my brush,
of flowers and to mix colours and how to make a what’s the impact of this?
leaves. colour darker and lighter.
Artist Study: Hansel and Gretel - Exploring natural materials: can you Can you make a natural sculpture like Is this structure solid? Is it made from
Who is Andy using the imagery tie two sticks together using only Andy Goldsworthy? only natural materials? Could there be a
Goldsworthy? throughout the natural materials? Can you balance natural material to bind? How would
book as a stimulus one object on top of each other? Can this impact the structure? What does
to create a you make an arch or a tunnel from this structure look like over time?
sculpture. natural materials?
Vocabulary: texture, colour, overlay, sculpture, natural, materials, watercolour, blend, tone, lighter, darker, collage
Resources paint, materials to collage with, chalk, pastel, pencil.Year group: Year 3
Knowledge
Select and record from first hand observation, experience and imagination.
Explore ideas for different purposes.
To be able to select ideas to use in their work and adapt if necessary, describing how it can be developed further.
To experiment with adding surface detail to drawings when making pen illustrations.
To experiment with texture and colour mixing, using watercolours, acrylic and oil paints.
To explore ideas with form and shape, using a range of implements e.g. pencil, pens, paintbrushes.
Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)
Art 1: Illustrations from Experiment with ways in which To create a pen illustration of one Personal and peer evaluation
‘Street beneath surface detail can be added to underground layer where they could Is it effective?
your feet’ and drawings. Use sketchbooks to collect include fossils, animal, artefacts, Do the materials used suit their
other pen and record visual information from minerals, underground railway, sewers purpose?
illustration artists. different sources. Draw for a etc. Can it be improved in any way?
sustained period of time at an How/Why?
appropriate level.
Lines and Marks: Make marks and
lines with a wide range of drawing
implements e.g. charcoal, pencil,
crayon, chalk pastels, pens etc.
Experiment with different grades of
pencil and other implements to
create lines and marks.
Form and Shape: Experiment with
different grades of pencil and other
implements to draw different forms
and shapes. Begin to show an
awareness of objects having a third
dimension.
Art 2: Using paint (colour Experiment with different effects To create two contrasting paintings (one Personal and peer evaluation
mixing) to produce and textures inc. blocking in colour, realistic – canal and one abstract – The Is it effective?
water images Chocolate River) using water colours andwhich create the washes, thickened paint creating demonstrating evidence of colour Do the materials used suit their
illusion of textural effects. mixing. purpose?
movement. Work on a range of scales e.g. thin Have I blended the colours accurately?
brush on small picture etc. What effect does blending and using
Create different effects and textures tone have?
with paint according to what they Have I used too much/little water?
need for the task. Colour: Mix What impact does this have?
colours and know which primary Do the paintings create the illusions of
colours make secondary colours. Use movement/water?
more specific colour language. Mix Could they be improved in any way?
and use tints and shades How/Why?
Artist Study: Using plants and Experiment with different effects To use natural objects e.g. sticks, stones, Personal and peer evaluation
natural objects and textures inc. blocking in colour, leaves etc. to create a mountain Is my artwork similar to that of
Who is Georgia (including bones washes, thickened paint creating landscape using acrylic/oil paints. Focus Georgia O’Keaffe?
O’Keaffe? and skulls) to textural effects. on creating effects with different Did I create different textures with the
create artwork. Work on a range of scales e.g. thin textures. materials used?
brush on small picture etc. Did the natural objects I use enhance
Create different effects and textures my artwork? How/Why?
with paint according to what they Could my work be improved in any
need for the task. way? How/Why?
Vocabulary: Texture, tone, watercolour, acrylic, natural, blend, mix, materials, abstract, realism, scale, landscape, refine, surface,
contrast, compliment, alter, spectrum, transparent, opaque, colour blocking, similar, different, sketch, shade, primary colours, secondary
colours, thin, thick, background,
Resources paint, watercolours, materials, pencil, pens, acrylic, leaves, wood, sticks, rocks, pastels, chalk, crayon,Year group: 4
Knowledge
Plan, design and make models from observation or imagination
Join clay adequately and construct a simple base for extending and modelling other shapes
Create surface patterns and textures in a malleable material
Create different effects and textures with paint; Mix colours and know which primary colours make secondary colours. Use more specific colour language. Mix and
use tints and shades
Adapt their work according to their views and describe how they might develop it further. Annotate work in sketchbook.
Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.
Select and record from first hand observation, experience and imagination, and explore ideas for different purposes.
Make marks and lines with chalk pastels
Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)
Art 1: Images of Anglo Using observation of others’ work Design own geometric pattern based Do these tools fit the purpose? Is this
Saxon Patterns and as a basis for own design. Choosing on, but not limited to, an Anglo Saxon the correct amount of clay? Will more
geometric the right sized piece of clay and pattern. less be needed? What amount of space
patterns. rolling into a sphere. Flatten using To recreate an Anglo Saxon pot, bowl is needed to include pattern? Is the
rolling to create a base. (plate or or plate with a geometric pattern by pattern geometric? (lines, objects and
base for pot) Smoothing, using clay and a range of tools or shapes repeated in a pattern like
spreading, shaping, coiling and pencil to engrave the pattern. wallpaper)
joining clay with water Have I used too much /too little water?
Choosing the correct drawing What is the correct pressure to use?
instrument to suit the pre-designed Have I mapped out the process I will use
pattern and decorating. Ensuring and have a recovery strategy if things go
use of a series of straight or curved wrong?
lines or shapes that repeat.
Art 2: What’s wrong with Using watercolour to blend colour, Design own stencil. Make own Banksy What does Banksy’s art mean? Evaluate
society? How to to mix colours and how to make a inspired Graffiti art with a message of the political statements behind some
improve it? Images colour darker and lighter. Mixing change. pieces.
of Banksy’s political primary colours to make secondary Have I blended correctly? Is this the
statements – what colours. correct tone? Where is the light coming
do they mean? Designing an image for a stencil. from? What effect does blending and
Pencil sketching image on paper using tone have? Have I used tooplate or card stencil. Trail, error much/too little paint or water on my
improve a sketch, then an intricate brush, what’s the impact of this? How
cut. Paint flick or Stipple stencil to improve for next stencil /cut /
with a thick brush (small dots in stipple/ paint job?
different thicknesses to create
texture and shade) Applying stencil What does my art mean? Does it make
to a wall or different background. a statement of change?
Reversing to create an opposite
image.
Artist Study: Images of Choosing paint or pastel. Using Can you make a piece like Kandinsky’s What effect does blending and using
Kandinsky’s work pencils, chalk and pastel to blend squares with concentric circles? tone have? Have I used too much/too
Who is Wassily from light to dark. little paint or water on my brush, what’s
Kandinsky? Looking at colour palettes, what the impact of this? Have I structured
are primary and secondary colours and planned my work?
Using watercolour to blend colour,
to mix colours and how to make a
colour darker and lighter.
Vocabulary: texture, shade, colour, sculpture, materials, watercolour, blend, tone, lighter, darker, sketch, stipple, stencil, geometric, smoothing,
spreading, shaping, rolling, coiling and joining, malleable, refine, alter,
Resources Paint, pencil, sculpting tools, clay, short think brushes, brushes, card, water,Year group: 5
Knowledge
I know how to use a variety of different grades of pencils, marks, lines, patterns, textures and shapes to create effect
I know how to use ink and recreate images and text
I know to plan a sculpture through drawing and other preparatory work, and develop skills in using clay
I know how to create a piece of sculpture
I know how to produce intricate patterns and textures in a malleable media
I know how to replicate a piece of art in the style of a well-known artist (Andy Warhol)
Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)
Art 1: Harry Potter – To practise using a variety of To produce a fine line pencil drawing of Did your feathers look like real
Hedwig (snowy different grades of pencils and an owl, focusing on the detail in the feathers? Did your owl look in
Possible link to D/T if owl) different strokes. Experiment to feathers and eyes. proportion? On reflection, would
children create an owl make different marks, lines, you have drawn a different type of
with a moving part. patterns, textures and shapes. In addition to owl with moving part – if owl/an owl in a different position –
Practice working from a variety of enough time, children to use paint to why?
sources, including observation, create collages/painting of things which
photographs and digital images to make them happy – link to Harry Potter
ensure they capture detail, (role models)
especially in respect of the feathers
and eyes.
Identify artists who have worked in a
similar way to their own work and
see how they have drawn and
created texture of the feathers.
Practice drawing a variety of
different owls in different positions –
is it easier to draw an owl in flight or
perched on a gate?Art 2: Ancient Egypt – Mr Research how to make a sculpture To design and create a piece of Ancient Is your pottery fit for purpose? Now
Egypt visit – out of clay. What tools do you need? Egyptian style pottery out of clay, with you have created it, would you
practice How do professionals use clay? Do hieroglyphic text on the outside. change the design? What would you
hieroglyphics – they have any tips? change about it and why? Which
looking at various tools did you like using, why? Is your
pottery/history Draw three designs – then peer pottery solid – would it be easily
behind individual evaluate – what problems do they
broken – how could you improve its
pieces of pottery. think they would get with the
stability?
designs – too complicated – neck of
the pottery too narrow – will easily
break.
Practice using clay – what tools do
they prefer to work with – will this
change their design idea?
Artist Study: Children to watch Research Andy Warhol prints – how Can you make a picture showing the Have you drawn Neil Armstrong in
video of Neil does he use textures/colours? iconic image of Neil Armstrong walking the correct proportion to the flag?
Who is Andy Armstrong walking on the moon in 1969, like Andy Warhol Now your picture is complete, would
Warhol? on the moon in Practice using chalk – what do you has done? you change the colours you have
1969. need to be careful when using it? used? Have you blended your
To look at a variety What colours work well together? colours correctly? Does Neil
of Andy Warhol’s Can you blend colours together? Armstrong and the flag look like it is
work (pop art) – to What colours do you need to create 3D? If not, how could you ensure
use this as a picture like Andy Warhol’s that it does look 3D?
curriculum Moonwalk? What effect do certain
homework. colours have on a black background?
Can you not use certain colours on a
black background? Give reasons why
not.
Vocabulary: Atmosphere Vibrant Warm/cold colours Manipulate carving malleable alter refine grades of
pencil blend contrast
Resources Pencils of various grades art books paint split pins clay chalk black paper white cardYear group: 6
Knowledge
I know how to use a variety of different grades of pencils, marks, lines, patterns, textures and shapes to create effect
I know how to use ink and paint and recreate images
I know what colours contrast and complement each other
I know to plan a sculpture through drawing and other preparatory work, and develop skills in using clay
I know how to create a piece of sculpture
I know how to produce intricate patterns and textures in a malleable media
I know how to replicate a piece of art in the style of a well-known artist (Picasso)
I know how to layer materials to create texture
Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)
Art 1: Amazon Rainforest To practise using a variety of To produce a printed or painted Do the colours use create a sense of
canopy/leaves different grades of pencils and outcome of a repeated image being enclosed?
different strokes. Experiment to overlapped to create a sense of an Have you used a range of techniques
make different marks, lines, Amazon canopy. to create the image?
patterns, textures and shapes. How could the image improved?
Practice working from a variety What impact would changing the
of sources, including colour of the image have?
observation, photographs and
digital images to ensure they
capture detail, especially in
respect of details on leaves
Identify artists who have
worked in a similar way to their
own work and see how they
have drawn and created texture
using a specific colour theme
(greens)
Art 2: Mayan pottery based Research how to make a 3D Mayan mask using clay Is your pottery fit for purpose? Now
on mask imagery sculpture out of clay. What you have created it, would you
tools do you need? How do change the design? What would you
change about it and why? Whichprofessionals use clay? Do they tools did you like using, why? Is your
have any tips? pottery solid – would it be easily
Draw three designs – then peer broken – how could you improve its
evaluate – what problems do stability?
they think they would get with
the designs – too complicated
etc.
Practice using clay – what tools
do they prefer to work with –
will this change their design
idea?
Artist Study: The weeping women Research Picasso – who is he? Create their own version of the What mood were you trying to
and the front cover of Look at the weeping women ‘Wonder’ front cover in the style portray? Why did you use those
Who is Picasso? ‘Wonder’ How does the image make you of Picasso’s the Weeping Women colours?
feel? using mixed media. What materials did you use? Why?
How do you think the women What would have changed if you had
feels? Why? used x instead?
Practice colour to create mood,
if someone was happy what
colours would you use?
Research how using different
materials can create mood and
tone in a piece of art.
Experiment with materials to
create different scenarios.
Vocabulary: Atmosphere Vibrant Warm/cold colours Manipulate carving malleable alter refine
grades of pencil blend contrast strokes line texture tone style mood contrasting complimenting
Resources Pencils of various grades art books paint clay colouring pencils clay tools mix media(magazines, text etc)
Photographs felt tips water colours fine linerYou can also read
