Art and Design
Intent
At St Norbert’s we offer a structure and sequence of lessons to ensure children have covered the skills required to meet the aims of the national curriculum. The intent is to ensure all pupils produce creative, imaginative work. Children have the opportunity to explore their ideas and record their experiences, as well as exploring the work of others and evaluate different creative ideas. Children will become confident and proficient in a variety of techniques including drawing, painting, sculpting, as well as other selected craft skills, e.g. collage, printing, weaving and patterns. Children will also develop their knowledge of famous artists, designers and craft makers. Our pupils will also develop their interest and curiosity about art and design through a series of lessons offering skills progression, knowledge progression and offering children the opportunity to ask questions and demonstrate their skills in a variety of ways. Lessons will offer the chance for children to develop their emotional expression through art to further enhance their personal, social and emotional development which can be done through other subject areas including RE.
Implementation
Each year group focuses on different themes, skills or artists to ensure continued interest in the subject as well as acquiring new knowledge. Lessons develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. As a school and, in accordance with the ambitious expectations of the National Curriculum’s, we aim to ensure that all pupils:
• Produce creative work, exploring their ideas and recording their experiences.
• Become proficient in drawing painting, sculpture and other art, craft and design techniques.
• Evaluate and analyse creative works using the language of art, craft and design.
• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Impact
We believe that Art and design learning is loved by teachers and pupils across school. Teachers have higher expectations and that evidence can be presented in a variety of ways. Our pupils use technical vocabulary with increasing accuracy and they are expected to know, apply and understand the matters, skills and processes specified. Children improve their enquiry skills and inquisitiveness about the world around them, and their impact through art and design on the world. We believe our pupils will become more confident in analysing their work and giving their opinion on their own and other works of art. Children show competences in improving their resilience and perseverance by continually evaluating and improving their work. All children in school can speak confidently about their art and design work and their skills.
Year group |
Advent 1 |
Advent 2 |
Lent 1 |
Lent 2 |
Pentecost 1 |
Pentecost 2 |
Year 1 |
Picasso -PortraitsExploring and developing ideas:-respond positively to ideas and starting points;- explore ideas and collect information;Painting-experiment with different brushes (including brushstrokes) -mix primary colours to make secondary colours;Collage:-sort and arrange materials;Work of other artists-describe the work of Picasso-express an opinion-use inspiration from Picasso to create their own work and compare;-use key vocabulary to demonstrate knowledge and understanding of Picasso |
|
Van GoghExploring and developing ideas:respond positively to ideas and starting points;explore ideas and collect information;describe differences and similarities and make links to their own work;Drawingdraw lines of varying thickness;use dots and lines to demonstrate pattern and texture;use different materials to draw,Painting-name the primary and secondary colours;-experiment with different brushes (and other painting tools-mix primary colours to make secondary colours;Work of other artists-describe the work of Van Gogh-express an opinion on the work of Van Gogh-use inspiration from famous, notable artists to create their own work and compare;-use key vocabulary to demonstrate knowledge and understanding |
|
Weaving and printingExploring and developing ideas:-respond positively to ideas and starting points;- explore ideas and collect information;-try different materials and methods to improve;Textiles-show pattern by weaving;-use a dyeing technique to alter a textile’s colour and pattern;-decorate textiles with glue or stitching, to add colour and detail;Printing-copy an original print;- use a variety of materials, e.g. sponges, fruit, blocks; |
|
Year 2 |
Monet- LandscapesExploring and developing ideas:-respond positively to ideas and starting points;- explore ideas and collect information;Painting-name the primary and secondary colours;-experiment with different brushes (including brushstrokes) and other painting tools;-mix primary colours to make secondary colours;-add white and black to alter tints and shades;Work of other artists-describe the work of Monet-express an opinion-use inspiration from Monet to create their own work and compare;-use key vocabulary to demonstrate knowledge and understanding of Monet |
|
LowryExploring and developing ideas:respond positively to ideas and starting points;explore ideas and collect information;describe differences and similarities and make links to their own work;Drawingdraw lines of varying thickness;use dots and lines to demonstrate pattern and texture;use different materials to draw,Painting-name the primary and secondary colours;-experiment with different brushes (and other painting tools-mix primary colours to make secondary colours;Work of other artists-describe the work of Lowry-express an opinion on the work of Lowry-use inspiration from famous, notable artists to create their own work and compare;-use key vocabulary to demonstrate knowledge and understanding |
|
Joan MiroExploring and developing ideas:respond positively to ideas and starting points;explore ideas and collect information;describe differences and similarities and make links to their own work;Sculpture-use a variety of materials for sculpting,-use a variety of shapes, including lines-use a variety of techniques and textureCollage-sort and arrange materials;-add texture by mixing materials;Work of other artists-describe the work of Lowry-express an opinion on the work of Lowry-use inspiration from famous, notable artists to create their own work and compare;-use key vocabulary to demonstrate knowledge and understanding |
|
Year 3 |
Henri RousseauExploring and developing ideas:use sketchbooks to record ideas;explore ideas from first-hand observations;question and make observations about starting points, and respond positively to suggestions;adapt and refine ideas;Drawing-use different materials to draw, e.g. pastels, chalk, felt tips;-show an awareness of space when drawing;Collage-select colours and materials to create effect, giving reasons for their choices;-refine work as they go to ensure precision;learn and practise a variety of techniquesWork of other artists-use inspiration from famous artists to replicate a piece of work;-reflect upon their work inspired by a famous notable artist and the development of their art skills;-express an opinion on the work of famous, notable artists and refer to techniques and effect; |
|
SeuratExploring and developing ideas:use sketchbooks to record ideas;explore ideas from first-hand observations;question and make observations about starting points, and respond positively to suggestions;adapt and refine ideas;Painting-use varied brush techniques to create shapes, textures, patterns and lines;-mix colours effectively using the correct language, e.g. tint, shade, primary and secondary;-create different textures and effects with paint;Work of other artists-use inspiration from famous artists to replicate a piece of work;-reflect upon their work inspired by a famous notable artist and the development of their art skills;-express an opinion on the work of famous, notable artists and refer to techniques and effect; |
|
MosaicsExploring and developing ideas:use sketchbooks to record ideas;explore ideas from first-hand observations;question and make observations about starting points, and respond positively to suggestions;adapt and refine ideas;Collageselect colours and materials to create effect, giving reasons for their choices;refine work as they go to ensure precision;learn and practise techniques, e.g., tessellation and mosaicSculpturecut, make and combine shapes to create recognisable forms;use clay and other malleable materials |
|
Year 4 |
Frieda KahloExploring and developing ideas:-use sketchbooks to record ideas;-explore ideas from first-hand observations;-question and make observations about starting points, and respond positively to suggestions;-adapt and refine ideas;Painting-use varied brush techniques to create shapes, textures, patterns and lines;-mix colours effectively using the correct language, e.g. tint, shade, primary and secondary;Drawing-use different materials to draw,-show an awareness of space when drawing;Work of other artistsuse inspiration from famous artists to replicate a piece of work;reflect upon their work inspired by a famous notable artist and the development of their art skills;express an opinion on the work of famous, notable artists and refer to techniques and effect; |
|
Printing patternsExploring and developing ideas:-use sketchbooks to record ideas;-explore ideas from first-hand observations;-question and make observations about starting points, and respond positively to suggestions;-adapt and refine ideas;Printing-use more than one colour to layer in a print;-replicate patterns from observations;-make printing blocks;-make repeated patterns with precision;Textiles:select appropriate materials, giving reasons;use a variety of techniques, e.g. printing, dyeing, weaving and stitching to create different textural effects; |
|
SculptureExploring and developing ideas:-use sketchbooks to record ideas;-explore ideas from first-hand observations;-question and make observations about starting points, and respond positively to suggestions;-adapt and refine ideas;Drawing-experiment with showing line, tone and texture with different hardness of pencils;-use shading to show light and shadow effects;use different materials to draw, e.g. pastels, chalk, felt tips;-show an awareness of space when drawing;Sculpture-cut, make and combine shapes to create recognisable forms;-use clay and other malleable materials and practise joining techniques;-add materials to the sculpture to create detail; |
|
Year 5 |
Street ArtExploring and developing ideas:review and revisit ideas in their sketchbooks;offer feedback using technical vocabulary;think critically about their art and design work;use digital technology as sources for developing ideas |
|
HokusaiExploring and developing ideas:review and revisit ideas in their sketchbooks;offer feedback using technical vocabulary;think critically about their art and design work;use digital technology as sources for developing ideas |
|
William MorrisExploring and developing ideas:review and revisit ideas in their sketchbooks;offer feedback using technical vocabulary;think critically about their art and design work;use digital technology as sources for developing ideasSculpture-plan and design a sculpture;-use tools and materials to carve, add shape, add texture and pattern;-develop cutting and joining skills, e.g. using slabs and slips; |
|
Year 6 |
Collage- Robin BrooksExploring and developing ideas:review and revisit ideas in their sketchbooks;offer feedback using technical vocabulary;think critically about their art and design work;use digital technology as sources for developing ideasPaintingcreate a colour palette, demonstrating mixing techniques;use a range of paint to create visually interesting pieces;Collage-add collage to a painted or printed background;-create and arrange accurate patterns;-use a range of mixed media;-plan and design a collage;Work of other artists-give detailed observations about notable artists’, artisans’ and designers’ work;-offer facts about notable artists’, artisans’ and designers’ lives; |
|
Still Life- Objects and meaningsExploring and developing ideas:review and revisit ideas in their sketchbooks;offer feedback using technical vocabulary;think critically about their art and design work;use digital technology as sources for developing ideasDrawinguse a variety of techniques to add effects, e.g. shadows, reflection, hatching and cross-hatching;depict perspective in drawings;use a variety of tools and select the most appropriate;Paintingcreate a colour palette, demonstrating mixing techniques;use a range of paint to create visually interesting pieces;Work of other artists-give detailed observations about notable artists’, artisans’ and designers’ work; |
|
Sculpture- VasesExploring and developing ideas:review and revisit ideas in their sketchbooks;offer feedback using technical vocabulary;think critically about their art and design work;use digital technology as sources for developing ideasSculpture-plan and design a sculpture;-use tools and materials to carve, add shape, add texture and pattern;-develop cutting and joining skills, e.g. using wire, coils, slabs and slips;Work of other artistsgive detailed observations about notable artists’, artisans’ and designers’ work; |
|
