Mereside CE

Rory McCann has produced wonderful online tutorials to help produce beautiful artwork at home- Watch this space for the next episode!

Art and Design

 

Drawing (ongoing) pencil, wax, chalk, ink, pen, brushes

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Begin to use a variety of drawing tools – e.g. finger, stick, pencil, coloured pencils, pastels, chalk.

 

Use drawings to tell a story from retelling or from imagination.

 

 

Investigate different lines - thick, thin, wavy, straight.

 

Explore different textures and experiment with mark making to illustrate these.

 

Ensure sensitivity and visual awareness.

 

Encourage accurate drawings of people that include all the visible parts of the body. (head, hands, fingers, where are they?)

Extend the variety of drawings tools to include charcoal and felt tips.

 

Explore different textures and experiment with mark - building on previous experience.

 

Observe and draw landscapes as accurately as possible, some small discussion of proportion and where the sky is.

 

Observe patterns in the natural and man-made world.

 

Ensure sensitivity and visual awareness. Observe anatomy - encourage accurate drawings of people. Sketch objects in both the natural and man made world.

Continue as Year 1 to experiment with tools and surfaces.

 

Continue to draw a way of recording experiences and feelings.

Look at drawings and comment thoughtfully, begin to discuss use of shadows, use of light and dark.

 

Sketch to make quick records of something.

Work out ideas through drawing

 

As Year 2, plus

 

Experiment with the potential of various pencils (2B - HB) to show tone, texture etc.

 

Encourage close observation of objects in both the natural and man made world.

 

Observe and draw simple shapes.

 

Draw both the positive and negative shapes i.e draw both the outline of the object and the shapes it creates within it.

 

Make initial sketches as a preparation for painting and other work.

 

Encourage more accurate drawings of people – particularly faces looking closely at where feature and the detail they have.

As Year 3, plus

 

Identify and draw the effect of light (shadows) on a surface, on objects and people.

 

Introduce the concepts of scale and proportion.

 

Encourage more accurate drawings of whole people, building on their work on facial features to include proportion, placement and shape of body.

 

Work on a variety of scales, A4 (wrist movement), larger (to involve development of arm and upper body movement and visual perceptions)

 

Computer generated drawings.

 

Drawing from direction.

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

 

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

 

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

 

Produce increasingly accurate drawings of people.

 

Produce increasingly detailed preparatory sketches for painting and other work.

 

Introduce the concept of perspective.

 

Work on a variety of scales and collaboratively.

 

Independently selects materials and techniques to use to create a specific outcome.

 

Colour  painting pigment – paint, inks, pastels, dyes etc and tools to apply colour – brushes, sponges, straws etc

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Experiencing and using primary colours predominantly – to ensure they know their names.

Allow for experimentation of mixing, but no formal teaching of mixing colour to make new colours.

 

Learn the names of different tools that bring colour, glue, pastels, and paint, felt tips, crayons.

 

Uses a range of tools to make coloured marks on paper – glue sticks, sponges, brushes, fingers.

Ensure they know the names of all the colours.

 

Begin to introduce mixing of colours to make new colours.

 

Find collections of colour – different sorts of green, blue, purple etc. Use language to evaluate – light/dark

 

Continues to explore applying colour with a range of tools for enjoyment

 

 

Begin to describe colours by objects – ‘raspberry pink, sunshine yellow’

 

Make as many tones of one colour as possible using primary colours and white.

 

Darken colours without using black

 

Mix colours to match those of the natural world – colours that might have a less defined name

 

Experience using colour on a large scale, A3/A2 playground.

 

 

Build on KS1-

 

Extend exploring colour mixing to applying colour mixing.

 

Make colour wheels to show primary and secondary colours.

 

Introduce different types of brushes for specific purposes.

 

Begin to apply colour using dotting, scratching, splashing to imitate an artist. 

 

Pointillism – control over coloured dots, so tone and shading is evident.

Make the colours shown on a commercial colour chart.

 

Mix and match colours to those in a work of art.

 

Work with one colour against a variety of backgrounds.

 

Observe colours on hands and faces - mix flesh colours.

 

Advise and question suitable equipment for the task e.g. size of paintbrush or paper needed.

 

Use colour to reflect mood (matisse)

Controlling and experimenting particular qualities of tone, shades, hue and mood.

 

Explore the use of texture in colour  (link to texture unit) with sawdust,    glue, shavings, sand and on        different surfaces.

 

Considering colour for purposes

 

Use colour to express moods and feelings.

 

Explore the texture of paint - very     wet and thin or thick and heavy -      add PVA to the paint.

 

Encourage individual identification       of suitable equipment for a      particular purpose e.g. size of paintbrush or paper needed.

 

Consider artists use of colour and application of it

(Pollock, Monet, Chagall

 

Texture collage, weaving, threads, fibers, fabrics, surfaces, wood, clay

 

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Handling, manipulating and enjoying using materials

 

Simple collages, using paper, pasta, beans and larger tactile things.

 

Selects, sorts, tears and glues items down.

 

Simple paper and/or material weaving using a card loom.

 

Mix colours and paint strips of paper to weave with.

 

Add objects to the weaving - buttons, twigs, dried flowers.

 

Explore colour in weaving.

 

Build on skills of using various materials to make collages –using some smaller items.

 

Use texture to provide information – e.g. manmade/natural materials, a ‘journey’ of where they have been etc.

 

Sorts according to specific qualities, e.g. warm, cold, shiny, smooth etc.

 

Discuss how textiles create things – curtains, clothing, decoration

 

Build on experiences in Year 1

 

Develop skills of overlapping and overlaying to create effects.

 

Use large eyed needles, different thicknesses of thread and different sized running stitches to draw with.

 

Simple appliqué work attaching material shapes to fabric with running stitches.

 

Start to explore other simple stitches - backstitch, cross-stitch.

 

Use various collage materials to make a specific picture.

 

 

Build on all previous experiences.

 

Use smaller eyed needles and finer threads.

 

Use colour to express an idea in weaving - seasons, moods, or create a picture - swamp, seascape.

 

Awareness of the nature of materials and surfaces – fragile, tough, durable.

 

Tie dying, batik – ways of colouring or patterning material.

 

Look at artists

Linda Caverley, Ellen Jackson, Alison King

Build on all previous experiences.

 

Use a wider variety of stitches to 'draw' with and develop pattern and texture – e.g. zig zag stitch, chain stitch, seeding.

 

Start to place more emphasis on observation and design of textural art.

 

Use initial sketches to aid work.

 

Continue experimenting with creating mood, feeling, movement and areas of interest.

 

Look at fabrics from other countries and discuss. Compare with own. Discuss different types of fabric.

 

Interpret stories, music, poems and use environment and townscapes as stimuli.

 

Select and use materials to achieve a specific outcome.

 

Embellish work, using a variety of techniques, including drawing, painting and printing on top of textural work.

 

Consider methods of making fabric.

 

Look at work of other artists using textiles i.e, Molly Williams, Jill Denton, Linda Caverley

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

 

Applies     knowledge of different techniques to express          feelings.

 

Use found and constructed materials.

 

Work  collaboratively on a larger                 scale.

Form 3D experience, rigid and malleable materials

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Handling, feeling, manipulating materials

Constructing and building from simple objects

 

Pulls apart and reconstructs

 

Able to shape and model from observation and imagination.

 

Impress and apply simple decoration.

 

Simple language created through discussion of feel, size, look, smell etc

 

Use both hands and tools to build

 

Construct to represent personal ideas.

 

Use materials to make known objects for a purpose, i.e puppet.

 

Cut shapes using scissors.

 

Carve into media using tools.

 

Pinch and roll coils and slabs using a modeling media.

 

Make simple joins by manipulating modelling material or pasting carefully.

 

Discussion of weight and texture.

Awareness of natural and man made forms and environments

Expression of personal experiences and ideas in work

 

Also able to shape and form from direct observation

 

Use a range of decorative techniques: applied, impressed, painted, etc.

 

Use a range of tools for shaping, mark making, etc.

 

Construct from found junk materials.

 

Replicate patterns and textures in a 3-D form.

 

Begin to make simple thoughts about own work and that of other sculptors. (Moore, African, Native American, Goldsworthy)

Use the equipment and media with increasing confidence.

 

Shape, form, model and construct from observation and / or imagination with increasing confidence.

 

Plan and develop ideas in sketchbook and make simple choices about media.

 

Have an understanding of different adhesives and methods of construction

 

Begin to have some thought towards size

 

Simple discussion about aesthetics

Plan and develop ideas in sketchbook and make informed choices about media.

 

Experienced surface patterns / textures.

 

Work safely, to organize working area and clear away.

 

Discuss own work and work of other sculptors with comparisons made. (Hepworth, Arp, Nevelson, Gabo, etc)

Consider light and shadow, space and size.

Investigate, analyse and interpret natural and manmade forms of construction. 

Use sketchbook to inform, plan and develop ideas.

 

Shape, form, model and join with confidence.

 

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.)

 

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

Printing fingers, hands, vegetables, card, wood, string, lino, clay, polystyrene etc

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Make rubbings showing a range of textures and patterns.

 

Take print from object: leaf, hand, onion, feet, junk, bark, modelling clay etc.

 

Produce simple pictures by printing objects.

 

Able to work from imagination and observation.

 

Imprint onto a range of textures – newspaper, coloured paper, plain paper, into clay and dough etc.

 

Print with block colours.

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

 

Develop impressed images with some added pencil or decorative detail.

 

Relief printing - string, card, etc.

 

Use equipment and media correctly, to produce clean image.

 

Use appropriate language to describe tools, process, etc.

 

 

Use printmaking as a means of drawing

Create order, symmetry, irregularity

 

Extends repeating patterns - overlapping, using two contrasting colours etc

 

Still prints with a growing range of objects, including manmade and natural printing tools

 

 

Talk simply about own work and that of other artists. (Warhol, Hokusai, etc.)

 

Identify the different forms printing takes: books, pictures, wallpaper, fabrics, etc.

 

Use the equipment and media with increasing confidence.

 

Use relief and impressed printing processes.

 

Use sketchbook for recording textures/patterns.

 

Use language appropriate to skill.

 

Discuss own work and that of other artists. (packaging, Hiroshige, Escher, etc.)

 

Explores images through monoprinting on a variety of papers

 

Explore colour mixing through overlapping colour prints deliberately.

 

Pointillism

Use sketchbook for recording textures/patterns.

 

Use language appropriate to skill.

 

Interpret environmental and manmade patterns and form

 

Discuss the nature of effects able to modify and adapt print as work progresses.

 

Explores images and recreates texture through deliberate selection of materials wallpaper, string, polystyrene etc

Experienced in combining prints taken from different objects to produce an end piece.

 

Experiment with ideas, to plan in sketchbook.

 

Experienced in producing pictorial and patterned prints.

 

Designs prints for fabrics, book covers and wallpaper

 

Makes connections between own work and patterns in their local environment (e.g. curtains, wallpaper)

 

Discuss and evaluate own work and that of others. (Morris, labeling, etc.)

 

Builds up drawings and images of whole or parts of items using various techniques, e.g. card, relief

Recreates a scene remembered, observed or imagined, through collage printing

 

Screen printing

 

Explore printing techniques using by various artists.

Pattern (painted, printed, dyed, rubbed, imprinted, embossed etc.)

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Imitate and create own simple repeating patterns using concrete objects, i.e. making an object train and photographing (buttons/stones/blocks), bead threading patterns

 

Make irregular painting patterns based on real life – i.e. printing the skin of a tiger/zebra/cheetah

 

Simple symmetry – folding painted butterflies.

 

BOOK stimulus –

‘My mum and dad make me laugh’

(spots and stripes) use junk and painting materials to create spot and stripe collages

Awareness and discussion of patterns around them – pattern hunt.

 

Experiment creating repeating patterns on paper using drawing or printing of own design.

 

 Link to Maths

Experiment by arranging, folding, repeating, overlapping, regular and irregular patterning.

 

Look at natural and manmade patterns and discuss.

 

Discuss regular and irregular – what does it mean?

Search for pattern around us in world, pictures, objects.

Use the environment and other sources

to make own patterns, printing, rubbing.

 

Use sketchbooks to design own motif to repeat.

 

 

Create own patterns using ICT

 

Make patterns on a range of surfaces, in clay, dough, on fabric, paper, chalk on playground

 

Link to Maths - symmetry

Consider different types of mark making to make patterns.

 

 

 

Look at various artists creation of pattern and discuss effect, ie. Gaudi, Matisse, Escher, aboriginal art)

 

 

Link to Maths – tessellation (Escher)

Geometry, shape lines (Mondrian/klee)

Organise own patterns

Use shape to create patterns

Create own abstract pattern

Patterns reflect personal experiences and expression.

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

 

Look at various artists creation of pattern and discuss effect, ie. Morris, Sol Lewitt, Matisse (pattern within pattern), Bridget Riley, Miro)

 

 

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

 

Line

EYFS

Year 1

Year2

Year3

Year4

Year5

Year 6

Enjoy making marks and signs on papers, using chalks, brushes, crayons, pens, glue. Spontaneously expressive, using linear marks, curves and lines.

Learning Intention

 

To know that lines can be drawn in many different ways.

 

To understand that lines can be made on paper without pens or brushes. (Make lines using wheeled cars dipped in paint – dribble glue etc)

 

To understand that a line can be made with hard materials e.g ribbons, wool string.

 

To develop vocabulary to describe the process.

 

Experience using a variety of tools – fingers, chalks, pencils, pens, brushes.

 

Make a range of lines with the same medium e.g swirls, spirals, cross hatching etc

 

Use line to represent something imagined or remembered.

 

 

To develop the vocabulary to describe the process.

Continue as Year 1 to experiment with tools and surfaces.

Link movement with lines e.g fast, jerky, slow…..

 

 

 

Use line to represent objects/buildings/people/still life/portraits/environments.

Become confident with a variety of tools and media.

Draw familiar things from different viewpoints using scale, line, tone and shade.

Use appropriate media and techniques for a specific outcome

Look at how different artists use line. Experiment using some of their techniques.

Explore and record different media. Try different techniques involving line, subject and scale.