Year 3
Drawing / Painting / Printing / Sketch books
Use different grades of pencil shade (2B/ 4B) and charcoal, to show variations in tone and texture.
Make detailed drawings of faces, looking closely at where features are positioned.
Compare Picasso & Da Vinci (Mona Lisa)
Draw from imagination, to record experiences, memories and feelings.
Use sketches to produce a final piece of work. / Make colour wheels to show primary and secondary colours.
Create a background using a wash.
Introduce different types of brushes for different purposes.
Experiment with different ways of applying colour. E.g. Using dotting, scratching, splashing to imitate an artist.Jackson Pollock , aboriginal art / Identify the different forms printing takes: books, pictures, wallpaper, fabrics, etc.
Create images through monoprinting and /or by an impressed printing process e.g. on a polystyrene ‘press-print’ tile.Kandinsky circles / Use sketch books to express feelings about a subject and to describe likes and dislikes.
Make brief notes in sketch books about artists’ work. (Content; How it was produced; How it makes you feel; Introduce some of the vocabulary of the elements of Art (line, tone, colour, shape, texture, pattern)
- See ‘Studying Art’Poster’
Suggest improvements to own work by keeping notes.
3D / Collage / Textiles / Knowledge
Make a clay pot stone age
Add texture by carving into dry clay with tools stone age
Construct from observation and /or imagination from found junk materials / Cut accurately
Mix paper and other materials with different textures and appearances
Use the natural or man-made environment as stimulus
Experiment with pattern by cutting, arranging, folding, repeating and overlapping shapes. (Link to maths e.g. symmetry, translation, rotation)
Use montage (a picture made by cutting and joining several separate photos, different papers or materials)David Hockney / Use glue to join fabrics e.g. patchwork designs
Reserch patchwork designs
Use large eyed needles, different thicknesses of thread and different sized running stitches to ‘draw’ with and embellish work. / Compare the work of different artists.
Explore work from other cultures.
Explore work from other periods of time.
Beginto understand theviewpoints of othersby looking at images of people and understand how they are feeling and what the artist is trying to express in their work.
Use of IT
Use the printedimages they take witha digital camera andcombine them withother media to produce art work.
Use the web to research an artist or style of art.
Knowledge, Skills and Understanding breakdown for Art
Year 4
Drawing / Painting / Printing / Sketch books
Draw natural and man-made objects, using marks and lines to produce variations in tone and texture.
Use viewfinders to zoom in on an area of an object and/or grids to enlarge in proportion.
Begin to show facial expressions and body language in sketches.
Explain why specific materials have been chosen to draw with? / Make as many tones of one colour as possible using primary colours and white.Klee
Darken colours without using black.
Reinforce secondary colour mixing and mix tertiary colours.
Mix colours to match those in the natural world.
Make choices about suitable equipment for the task e.g. size of paintbrush. / Use relief and impressed printing processes.
Make a printing block to produce a desired image, through deliberate selection of materials to create texture - wallpaper, string, polystyrene, bubble wrap etc.Greek masks
Modify and adapt print as work progresses. / Use sketch books to express feelings about various subjects and to explain likes and dislikes.
Make notes in sketch books about artists’ work. (Content; How it was produced; How it makes you feel; Develop the vocabulary of the elements of Art (line, tone, colour, shape, texture, pattern)
- See ‘Studying Art’Poster’
Use sketch books to adapt and improve original ideas.
3D / Collage / Textiles / Knowledge
Replicate patterns and textures seen in other cultures in 3-D form e.g. in a clay tile with impressed designs using tools and by adding clay shapes to the surface
Roman mosaics, Gaudi, / Look at various artists’ creation of pattern – discuss the effects and create collages inspired by this. E.g. / Use early textile and sewing skills as part of a project.
E.g. Produce a weaving or textile picture to represent an idea e.g. seasons, swamp, seascape, landscape. Incorporate objects such as buttons, twigs, dried flowers, twisted or plaited threads. Ellen Jackson
(Could be a class or group project)
Start to explore other simple stitches –e.g. back stitch, cross-stitch / Experiment with different styles which artists have used.
Explore work from other cultures.
Explain art from other periods of history.
Beginto understand theviewpoints of othersby looking at images of people, understand how they are feeling and what the artist is trying to express in their work.
Use of IT
Create a piece of art work which includes the integration of digital images they have taken.
Use IT programs to create a piece of work that includes their own work and that of others (using web)
Present a collection of own work on a slide show.
Knowledge, Skills and Understanding breakdown for Art
Year 5
Drawing / Painting / Printing / Sketch books
Continue to draw natural and man-made objects, using marks and lines to produce variations in tone and texture.
Use shading to show the effect of light on the surface of an object, creating shadows and reflections. (e.g. use rubbers to lighten; use different grades of pencil; charcoal and chalk)
Draw people in action, considering proportion and body shape.
Observe and draw landscapes, considering the concept of scale and proportion. / Create mood in paintings e.g. by choice of colour and/or shading. Caspar David Friedrich
Return to work in stages over time – paint over a surface with fresh colour or pattern; work into a painted surface with other media such as pastels or crayons.
Consider and imitate artists’ use and application of colour. Reproduce a small section on a larger scale. Klimt Hundertwasser / Design repeat prints for fabrics, wallpaper and gift wrap. (These could be pictorial or patterned)Morris
Experiment with overlapping colour prints using contrasting colours. Add drawn or decorative detail. / Make notes in sketch books about artists’ work. (Content; Techniques and Processes used; How the artist has created mood; Use increasingly meaningful vocabulary to describe the elements of Art (line, tone, colour, shape, texture, pattern)
- See ‘Studying Art’Poster’
Keep notes in sketch books as to how they might develop their work further.
3D / Collage / Textiles / Knowledge
Replicate patterns and textures seen in other cultures in 3-D form e.g. in a clay coil pot with impressed designs using tools and by adding clay shapes to the surface / Include both visual and tactile elements in their work.
Develop skills of overlapping and overlaying materials to create effects in collage work. Kasimir Malevich
Create pattern for purposes e.g. wallpaper, wrapping paper, clothes, book covers Xmas? / Use textile and sewing skills as part of a project, e.g. a hanging
This could include running stitch, cross stitch, backstitch, appliqué , tying threads, pulling threads - to develop pattern and textureJanet Bolton
Use smaller-eyed needles and finer threads / Experiment with different styles which artists have used.
Explore work from other cultures.
Explain art from other periods of history.
Learn about thework of others by looking attheir work in books,the Internet, visitsto galleries andother sourcesof information.
Use of IT
Create a piece of art work integrating digital images they have taken and combining graphics and text.
Scan images andtake digital photos,and use softwareto alter them, adaptthem and creatework with meaning.
Knowledge, Skills and Understanding breakdown for Art
Year 6
Drawing / Painting / Printing / Sketch books
Use shading to create mood in drawings.
Use perspective, focal point, distance and horizon in drawings.Van Gogh
Work on a variety of scales and collaboratively on a large scale.
Explain why specific techniques have been chosen and/or why different tools have been combined to create drawings. / Experiment with the texture of paint – e.g. very wet and thin or thick and heavy; by adding PVA to paint and other materials such as sawdust, shavings and sand. Van Gogh
Return to work in stages over time and work into a painted surface with other media e.g chalks, pastels, pens and crayons. Van Gogh
Consider and imitate artists’ use and application of colour, considering tone, shades and mood.Lowry / Build up drawings and images of whole or parts of items using various techniques, e.g. card blocks, collage printing, pressprint, overprinting Warhol
Screen printing
Explore printing techniques used by various artists. / Make notes in sketch books about artists’ work. (Content; Techniques and Processes used; How the artist has created mood; personal opinions about mood; Use increasingly accurate vocabulary to describe the elements of Art (line, tone, colour, shape, texture, pattern)
- See ‘Studying Art’Poster’
Adapt and refine their work to reflectits meaning andpurpose, keepingnotes andannotations in their sketch books.
Compare their work with others.
Usecommercial design, e.g. in magazines, to influence the layout of graphicsand text in their sketch books.
3D / Collage / Textiles / Knowledge
Use a variety of tools and techniques for sculpting in papier-mâché, clay and other mouldable materials.
Alberto Giacometti, Anthony Gormley, / Create collages on an imaginative or historical theme (e.g. to interpret stories, events in the past, music and poems) Shaun Tan, Eric Carle
Use techniques such as cutting, tearing, weaving, coiling and layering.
Experiment with contrasting textures, colours or patterns. (rough/smooth, light/dark, plain/patterned) Kurt Schwitters
Embellish materials with drawing and paint (to add detail and texture) / Look at ways of colouring or patterning material e.g tie-dying, hot wax resist (batik)
Use a wider variety of stitches to ‘draw’ with to develop pattern and texture in their work
Use a range of needles and threads / Learn about thework of others through the Internet, visitsto galleries etc
Make a record about the styles used and what their work is influenced by.
Use of IT
Use software packages to create pieces of digital art.
Create digitalimages withanimation, videoand sound tocommunicate theirideas.