Art and Design
“Art is not just a subject to learn, but an activity that you can practise with your hands, your eyes, your whole personality.” (Quentin Blake)
Vision Statement
At Broadoak, we believe that art and design stimulates pupil’s creativity, imagination and inventiveness, which are fundamental to the development of every child. Our high-quality art and design curriculum engages, inspires and challenges pupils, while equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As our pupils progress, they should develop a more rigorous understanding of art allowing them to think critically and express response to ideas and experiences. It fires their imagination. Through our teaching of inspiring topics, we support our pupils in understanding how art and design has both reflected and shaped our history alongside its contribution to the culture, creativity and wealth of our nation.
Aims and Objectives
At all key stages Art and Design teaching aims to ensure that all pupils:
- Produce creative work, explore their own ideas and record their experiences - We encourage pupils to record their findings, develop their ideas, and show progression in their artistic ability through the use of personal sketch books which accompany them through the school, starting in Year 1.
- Become proficient in drawing, painting, sculpture and other art, craft and design techniques - as the children progress through school, art experiences are built upon so the children can make decisions about their approach to different challenges. We provide experiences which allow them to use a variety of materials such as; pastels, paints, pencils, chalks, collage, printmaking, digital media, textiles and sculpture. In addition, we teach the pupils about: colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes.
- To develop their skills, we teach the pupils about sketching: still life, portraits and landscapes with a specific focus on proportion and perspective. Drawing skills are also used to support many other subjects such as illustrations etc, and are very important aspects of how the children record their knowledge visually, so these skills are valued throughout our curriculum.
- Evaluate and analyse creative works using the language of art, craft and design - Art should enable children to communicate what they see, feel and think. Through explicit teaching of art elements such as colour, shape, line and texture we provide our pupils with the appropriate vocabulary to support their explanations. At Broadoak, we encourage self-evaluation of work and teach our pupils how to be resilient to achieve their goals. From Foundation to Year 6, we encourage pupils to compare ideas, methods and approaches in their own and others’ work and share their opinions. We provide opportunities for children to adapt their work according to their views and describe how they might develop it further.
- Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms - a key intent of our curriculum is for children to be exposed to a range of artists reflecting modern British society i.e. different genders, ages and sexualities as we aim to positively promote equality and diversity.
- Pupils are encouraged to research, examine and discuss the style and focus of these artists and produce their own creations reproducing specific techniques.
- To further motivate and inspire, we take pupils to visit museums and galleries where they can experience a range of modern and traditional art and develop their observation and evaluation skills.
In order to achieve our aims, we provide:
- High quality teaching and learning which enables all children to succeed and achieve
- An interesting learning environment in which children feel safe and secure
- Opportunities for children to be actively involved and engaged in their own learning, through creative approaches to learning with strong curriculum links to other subjects when appropriate
- Opportunities to promote independence
- Evaluations of children’s progress towards the Early Learning Goals and National Curriculum guidelines which inform planning at all stages
- Effective monitoring of teaching and learning.
Broadoak Primary School Art and Design |
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Intent | Implementation | Impact |
What will take place before teaching in the classroom? | What will this look like in the classroom? | How will this be measured |
The school’s senior leadership team will: | Our teaching sequence will be: | Pupil Voice will show: |
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The Curriculum Leader will: | Our classrooms will: | Displays around school / books will show: |
Keep up to date with current art and design research and subject development through an appropriate subject body or professional group.==
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The class teacher will, with support from the curriculum leader: | Our children will / will be: | The curriculum leader will: |
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xx Children will leave us with a Backpack of knowledge, skills and understanding as detailed below: |
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xx In their Broadoak Backpack for Life, an accomplished artist will…x |
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Art and Design in Early Years
Art is woven throughout the Foundation Stage curriculum and features within the daily continuous provision the children have access to. The children explore the skills of art through drawing, painting, printing, collage, mixed media and are encouraged to experiment with colour mixing. The children are also encouraged to self-initiate activities and respond to their experiences.
Art and Design in Key Stage One
In Key Stage One, children are given opportunities to develop creative and imaginative ideas, use open ended exploration of a range of materials and techniques and learn about the world of art, craft and design. The children use drawing, painting and sculpture to develop and share their experiences. They learn about a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. During the project, they are encouraged to offer an opinion on the work of chosen designers and artists linked to their theme and at the end, evaluate their final piece.
Art and Design in Key Stage Two
In Key Stage Two, children are taught higher level skills and given a varied choice of materials and tools so that they can make personal choices, completing tasks with increased confidence and independence. They use sketchbooks for collecting ideas and developing research. It is used as a scrapbook, journal and notebook as well as a book in which observational drawings are made. In KS2, children are taught key skills using a variety of medium and then complete a final piece emulating the style, mood and focus of a specific artist, architect or designer. Their final evaluation enables them to improve their own work whilst comparing to the original criteria for success.
Whole School Art Curriculum Overview
** Whole School Art and Design Curriculum Overview |
** Autumn ** |
Spring | Summer |
Nursery |
The children will create closed shapes with continuous lines and begin to use these shapes to represent objects. They will show different emotions in their drawings and paintings such as happiness, sadness and fear. |
The children will explore materials freely, in order to develop their ideas about how to use them and what to make. They will join different materials and explore different textures . They will begin to use drawing to represent ideas like movement or loud noises as well as exploring colour and colour mixing. |
The children will develop their drawing skills and begin to add details such as a circle to represent their face and include some details. |
Reception |
The children will create self portraits using mixed media. The children will develop their drawing skills to create winter drawings beginning to draw from observation and use their imagination. |
The children will work collaboratively to create a hat design. The children will used mixed media to create a stained glass window |
The children will develop their painting and drawing skills of plants and animals. They will also create a sculpture out of recycled materials. |
Subject Focus |
** Drawing |
** Painting |
** Collage & Textiles |
Year 1
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Work experimentally, spontaneously and expressively with a variety of media Control the marks made with different media Understanding of tone as how light or dark something is. Understanding of texture and how to create this using different media Recall key facts about the artist and their work Use of sketchbooks for exploring their ideas, experimenting with techniques, tools, colours State what they like about their ideas and what they would change and why for future development in their ideas |
** Recall key facts about the artist and their work Use of sketchbooks for exploring their ideas, experimenting with techniques, tools, colours Use a variety of tools and techniques including a variety of brush sizes and types, rollers, sponge brushes etc Colour Mix and match colours to objects/ to stimuli Identify primary colours by name Mix primary colours to different intensities Adjust colours through tint (by adding white) and to tone (by adding grey),and shade (by adding black). Texture Create texture by adding sand or plaster to paint. State what they like about their ideas and what they would change and why for future development in their ideas ** |
Recall key facts about the artist and their work. Use of sketchbooks for exploring their ideas, experimenting with techniques, tools, colours. Choose a variety of natural resources for their final piece. Create a piece of natural art inspired by the work of Andy Goldsworthy. Include thoughtful patterns and shapes in the final piece. State what they like about their ideas and what they would change and why for future development. |
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Subject Focus |
*Dra* Drawing & Painting |
** 3D animal art |
** Digital media |
Year 2
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Experiment with different grade pencils Observe and draw shapes from observations of primary and secondary sources and imagination Add dimension to drawings using tone and value Use a variety of tools and techniques including different brush sizes and control the marks made with different types of media Children use sketch books to record their individual response to a range of stimuli Mix primary colours to create secondary colours and add texture to paint for effect |
Manipulate malleable materials such as: Play dough, modelling clay, air drying clay, plastercine, in a variety of ways including rolling and kneading Texture Change the texture of a malleable material using tools e.g. indent or line with a pencil Manipulate malleable materials for a purpose, e.g. tile of an animal or 3d figure Understand the safety and basic care of materials and tools Form Construct and join malleable materials Use simple 2‐D shapes to create a 3‐D form |
** Children use sketchbooks as a place to record their individual response to the world around us — documenting their ideas. Comment on the features of the work of mandala artist Jamie Locke and share their opinions. Use 2D shapes to create patterns with a focus on symmetry. Use digital media as a part of their design process. Create a mandala design using a variety of shapes and lines. Regularly reflect upon their work. Celebrate their art work and that of their peers. ** |
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Subject Focus |
** Mixed Media |
** Drawing & 3D art |
** Animation & Digital media |
Year 3
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Experiment with ways in which surface detail can be added to drawings. Create textures with a wide range of drawing implements. Apply a simple use of pattern and texture in a drawing and add shading Use different tools to create various marks, strokes, layers and blending Develop a good understanding colour and colour mixing Know that colour can be used to create different emotions, moods and atmosphere. Use sketchbook to explore, test, collect and make notes. Understand how evaluation during the process and at the end helps to feed the process |
** Learn about the tactile properties of textures and surfaces using 3D media to make representations from the real world Use materials such as card, paper, newspaper making tape, gum strip tape, string, glue etc to build, stack and assemble Use pipe cleaners and wire to add dimension and texture Plan, design and make models from observation or imagination Create surface patterns and textures in a malleable material Explore how combinations of materials can be used for effect Discover how best to manipulate materials e.g. cut, tear, bend, fold, fasten, tie, bind, stick. ** |
To know about the early origins of animation and some of the pioneers in this field and their tools. To learn how the process of stop motion works and be able to explain this. To be able to decide which materials – plasticine, modelling clay or objects are best to be used in their animation. To plan and sequence a short animation through visually mapping this first (story board). To create an imaginative setting/character and story in line with my ideas and adjust when necessary. To be able to take pictures of the object/ adjust the object as appropriate for the sequence. To use stop motion effectively to create a short animation. To review and assess my animation seeing strengths and areas for improvement. |
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Subject Focus |
** Textiles - Batik |
** 3D art & Printing |
** Collage - mosaic |
Year 4 |
** Range of techniques to add dimension, texture and value to sketches To use tools appropriately and safely to create batik artwork Be able to talk about the tools, materials, techniques and processes they have used using appropriate vocabulary Look to the work of others (pupils and artists) to identify how to feed their own work Reflect regularly upon their work, throughout the creative process. |
Range of techniques to add dimension, texture and value to sketches (warm-ups) Create printing blocks using a relief or impressed method Create repeating patterns Print onto different materials (paper, fabric etc) Plan, design and make models from observations and imagination Use papier mache to create a simple 3D object Be able to talk about the tools, materials, techniques and processes they have used using appropriate vocabulary Look to the work of others (pupils and artists) to identify how to feed their own work Reflect regularly upon their work, throughout the creative process. |
** Range of techniques to add dimension, texture and value to sketches (warm-ups) Plan, design and make models from observations and imagination Look to the work of others (pupils and artists) to identify how to feed their own work Create a Roman inspired mosaic Be able to talk about the tools, materials, techniques and processes they have used using appropriate vocabulary Reflect regularly upon their work, throughout the creative process. ** |
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Subject Focus |
** Digital media |
** 3D art |
** Textiles |
Year 5
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Understand sketchbooks are places to explore personal creativity, and as such, they should be experimental, imperfect, ask questions and demonstrate inquisitive exploration. Cut, paste, crop and layer images. Manipulation of images through different methods such as adjusting contrast. Use sketch book ideas and recreate digitally. Regularly analyse and reflect upon progress taking into account of intention. |
** Understand sketchbooks are places to explore personal creativity, and as such, they should be experimental, imperfect, ask questions and demonstrate inquisitive exploration. Shape, form, model and construct from observation or imagination Plan a sculpture through drawing and other preparatory work Develop skills in using clay including slabs, coils, score, slip, blend, pinch, press etc Use of specific tools for effects Produce intricate patterns and textures in a malleable media Combine materials and processes ** |
Use of sketch books should be developed to reflect the understanding that they are places to explore personal creativity, and as such, they should be experimental, imperfect, ask questions and demonstrate inquisitive exploration. Measure, mark out and cut fabric accurately. Thread a needle. Develop their skills in using stitching techniques such as a running stitch and blanket stitch. Join two pieces of fabric using a blanket stitch. Regularly reflect upon their work. Celebrate their art work and that of their peers. |
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** Exploring portrait |
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jhhCo** Digital art & stencils |
Year 6
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Manga art: Tell a story through pictures Emphasis on characters thoughts and feelings in drawings Drawings of full characters and parts of characters, e.g. hands or close up of eyes/part of face etc. Use of various grades of pencils, considering foreground and background and the thickness of lines. Use lines to convey motion and speech bubbles for correct effect Pop art: Can develop a painting from a drawing Can use abstract patterns and vivid colours for effect Mix appropriate colours Create imaginative work from a variety of sources e.g. observational drawing, themes, poetry, music Be able to identify primary ,secondary, tertiary, complementary and contrasting colours Create your own colours to create an effect Increasingly control colour, tint and shade Regularly reflect upon their work |
Independently develop a range of ideas which show curiosity, imagination and originality Understand sketchbooks are places to explore personal creativity, and as such, they should be experimental, imperfect, ask questions, demonstrate inquisitive exploration Be creative and take risks with mosaic materials and explore how ideas translate and develop through different medium Combine visual and tactile qualities, extending work from initial ideas Safe and effective use of modroc to cover armature to create a sculpture |
** Design a visual image which can convey a message Create a stencil out of a selected material Use tools with increasing precision Select appropriate colours for effect Experiment with different paints and effects to create stencil image Regularly reflect upon their work Demonstrate how to safely use the tools they have chosen to use (craft knives etc) Create artwork inspired by street artists in-keeping with the genre Celebrate their art work and that of their peers Be able to talk about materials, techniques and processes they have used in their artwork ** |
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Useful Websites
http://kids.tate.org.uk/ - Tate Gallery activities
http://www.kidsites.com/sites-edu/art.htm - varied activities
http://www.makeuseof.com/tag/top-10-websites-fun-art-games/ - links to 10 websites with fun art games for children
http://bestwebsites4kids.com/websites-4-kids/best-art-websites-for-kids/ - more links to activities
http://www.topmarks.co.uk/interactive.aspx?cat=86 - interactive activities linked to artists
https://www.google.co.uk/#q=famous+artists - famous artists
http://www.artcyclopedia.com/mostpopular.html - top 30 artists
http://www.nationalgallery.org.uk/visiting/virtualtour/#/central-hall/ - virtual tours of National Gallery London
http://www.manchestergalleries.org/ - information on the gallery
http://www.whitworth.manchester.ac.uk/ - information on the gallery
http://goodmood-gm.com/art/25-creative-and-unusual-sculptures/ - unusual sculptures
http://www.buzzfeed.com/adamdavis/strangest-and-most-unique-buildings-from-around-th#.scKkgl990 - unusual architecture
Useful Documents
Nursery Key Learning Vocabulary and Concepts
Reception Key Learning Vocabulary and Concepts
Year 1 Key Learning Vocabulary and Concepts
Year 2 Key Learning Vocabulary and Concepts
Year 3 Key Learning Vocabulary and Concepts
Year 4 Key Learning Vocabulary and Concepts
Year 5 Key Learning Vocabulary and Concepts