St Mary's RC Primary School

Full of grace, we grow and learn together

Art 

 

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Suggested artists

 Drawing

(pencil, charcoal, inks, chalk, pastels, ICT software)

 

·         Begin to use a variety of drawing tools

·          Use drawings to tell a story Investigate different lines

·          Explore different textures Encourage accurate drawings of people

 

 

·          Extend the variety of drawings tools

·          Explore different textures

·          Observe and draw landscapes

·          Observe patterns

·          observe anatomy (faces, limbs)

 

 

·          experiment with tools and surfaces

·          draw a way of recording experiences and feelings

·          discuss use of shadows, use of light and dark

·          Sketch to make quick records

 

 

·          Experiment with the potential of various pencils

·          close observation

·          Draw both the positive and negative shapes

·          initial sketches as a preparation for painting

·          accurate drawings of people – particularly faces

 

 

·          Identify and draw the effect of light

·          scale and proportion

·          accurate drawings of whole people including proportion and placement

·          Work on a variety of scales

·          computer generated drawings

 

 

·          effect of light on objects and people from different directions

·          interpret the texture of a surface

·          produce increasingly accurate drawings of people

·          concept of perspective

 

 

·          effect of light on objects and people from different directions

·          interpret the texture of a surface

·          produce increasingly accurate drawings of people

·          concept of perspective

 

Leonardo Da Vinci, Vincent Van Gogh, Poonac

Colour

(painting, ink, dye, textiles, pencils, crayon, pastels)

 

·         Experimenting with and using primary colours

·          Naming

·          mixing (not formal)

·          Learn the names of different tools that bring colour

·          Use a range of tools to make coloured marks on paper

 

 

·          name all the colours

·          mixing of colours

·          Find collections of colour

·          applying colour with a range of tools

 

 

·         Begin to describe colours by objects

·          Make as many tones of one colour as possible (using white)

·          Darken colours without using black

·          using colour on a large scale

 

 

·          colour mixing

·          Make colour wheels

·          Introduce different types of brushes

·          techniques- apply colour using dotting, scratching, splashing

 

 

·          colour mixing and matching; tint, tone, shade

·         observe colours

·         suitable equipment for the task

·         colour to reflect mood

 

 

·          hue, tint, tone, shades and mood

·          explore the use of texture in colour

·          colour for purposes

 

 

·         hue, tint, tone, shades and mood

·          explore the use of texture in colour

·          colour for purposes

·          colour to express feelings

 

Pollock, Monet, Chagall, Ben Moseley,

Van Gogh,

Texture

(textiles, clay, sand, plaster, stone)

 

·         Handling, manipulating and enjoying using materials

·          Sensory experience

·          Simple collages

·          simple weaving

 

 

·          weaving

·          collage

·          Sort according to specific qualities

·          how textiles create things

 

 

·          overlapping and overlaying to create effects

·          Use large eyed needles – running stitches

·          Simple appliqué work

·          Start to explore other simple stitches

·          collage

 

 

·          Use smaller eyed needles and finer threads

·          weaving

·          Tie dying, batik

 

 

 

·          Use a wider variety of stitches

·          observation and design of textural art

·          experimenting with creating mood, feeling, movement-

·          compare different fabrics

 

 

·          use stories, music, poems as stimuli

·          Select and use materials

·          embellish work

·          fabric making

·          artists using textiles

 

 

·          Develops experience in embellishing

·          Applies knowledge of different techniques to express feelings

·          Work collaboratively on a larger scale

 

Linda Caverley, Molly Williams, William Morris, Gustav Klimt

Form

(3D work, clay, dough, boxes, wire, paper sculpture, mod roc )

 

·          Handling, feeling, enjoying and manipulating materials

·          Constructing

·          Building and destroying

·          Shape and model

 

 

·          Construct

·          Use materials to make known objects for a purpose

·          Carve

·          Pinch and roll coils and slabs using a modelling media.

·          Make simple joins

 

 

·         Awareness of natural and man-made forms

·          Expression of personal experiences and ideas

·          to shape and form from direct observation (malleable and rigid materials)

·          decorative techniques

·          Replicate patterns and textures in a 3-D form

·          work and that of other sculptors

 

 

·          Shape, form, model and construct ( malleable and rigid materials)

·          Plan and develop

·          understanding of different adhesives and methods of construction

·          aesthetics

 

 

·          Plan and develop

·          Experience surface patterns / textures

·          Discuss own work and work of other sculptors

·          analyse and interpret natural and manmade forms of construction

 

 

·          plan and develop ideas

·          Shape, form, model and join

·          observation or imagination

·          properties of media

·          Discuss and evaluate own work and that of other sculptors

 

 

·          plan and develop ideas

·          Shape, form, model and join

·          observation or imagination

·          properties of media

·          Discuss and evaluate own work and that of other sculptors

 

Henry Moore, Barbara Hepworth, Andy Goldsworthy,

Printing

(found materials, fruit/veg, wood blocks, press print, lino, string)

 

·          Rubbings

·          Print with variety of objects

·          Print with block colours

 

 

·          Create patterns

·          Develop impressed images

·          Relief printing

 

 

·          Print with a growing range of objects

·          Identify the different forms printing takes

 

 

·          relief and impressed printing

·          recording textures/patterns

·          monoprinting

·          colour mixing through overlapping colour prints

 

 

·          Use sketchbook for recording textures/patterns

·          Interpret environmental and manmade patterns

·          modify and adapt print

 

 

·          combining prints

·          design prints

·          make connections

·          discuss and evaluate own work and that of others

 

 

·         Builds up drawings and images of whole or parts of items using various techniques

·          Screen printing

·          Explore printing techniques used by various artists

 

Picasso, Dan Mather, Andy Warhol

Pattern

( paint, pencil, textiles, clay, printing)

 

·          repeating patterns

·          irregular painting patterns

·          Simple symmetry

 

 

·          Awareness and discussion of patterns

·          repeating patterns

·          symmetry

 

 

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

·          natural and manmade patterns

·          Discuss regular and irregular

 

 

·          pattern in the environment

·          design

·          using ICT

·          make patterns on a range of surfaces

·          symmetry

 

 

·          Explore environmental and manmade patterns

·          tessellation

 

 

·          Create own abstract pattern to reflect personal experiences and expression

·          create pattern for purposes

 

 

·         Create own abstract pattern to reflect personal experiences and expression

·          create pattern for purposes

 

Joan Miro, Bridget Riley, Escher, Paul Klee,