Art
Art Intent Overview
Art Curriculum Map
Art Progression
| EYFS (reception) | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
| Drawing | Explore mark making using a variety of drawing tools
Use drawings to tell a story Investigate lines Start to produce patterns and textures from observation, imagination and illustration |
Extend the variety of drawing tools
Explore different textures Begin to control marks made with a range of tools and different surfaces Observe real objects, places and people – beginning to create an increasingly accurate representation |
Experiment with tools and surfaces
Represent things observed, remembered or imagined using colour/ tools Experiment with tone to create light and dark Develop simple ideas or record observations through sketching |
Experiment making different tones using graded pencils
Begin to show an awareness of objects having a third dimension and perspective Close observation to create increasingly accurate drawings Initial sketches as a preparation for painting |
Introduce techniques (eg use of grids) to enable production of appropriately proportioned drawings
Work with increasing precision and attention to deliberate detail |
Effect of light on objects and people from different directions
Use different techniques to replicate texture of a surface Draw familiar objects with correct proportions Develop shadows using a range of drawing materials |
Use simple perspective in work using a single focal point and horizon
Begin to develop an awareness of composition, proportion and scale in their work (and that of others Computer generated drawings (IT links) |
| Colour
(painting, ink, dye, textiles, pencils, crayon, pastels) |
Experimenting with and name primary colours
Exploring mixing colour Use a range of tools to make coloured marks Make choices about colour for a purpose ·Explore a range of media eg different surfaces, coloured paper using different tools |
Name all colours
Mix colour to create secondary colours Find collections of colours Apply colour with a range of tools |
Make as many tones of one colour as possible (using white)
Darken colours (without using black) Explore what happens to colour when more water is added |
Colour mixing to make colour wheels
Introduce different types of brushes Apply colour using different techniques eg dotting, splashing, scratching Explore complimentary and opposing colours Work on a large scale |
Suitable equipment for the task
Use colour to reflect mood/feeling – warm and cool colours Explore way artists apply paint for different effects and recreate in own work |
Mix colours to express mood, divide colour for foreground and back ground or demonstrate tones
Use techniques colours, tones and effects in an appropriate way to represent things seen – brushstrokes following the direction of the grass, stippling to paint sand, watercolour bleeds to create clouds |
Apply previous paint and colour learning to making deliberate decisions to create a chosen effect |
| Texture
(textiles, clay, sand, plaster, stone) |
Handling, manipulating and enjoying use of materials
Describe the feeling of different textures – sensory experience Simple collage Simple weaving |
Weaving
Sort according to specific qualities How textiles create things Collage- Different media can be combined to create new effects. |
Collage- Overlapping and overlaying to create effects
Join textiles by sewing using large eyed needles + running stitch (DT link)
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Join fabrics by sewing using smaller eyed needles and finer threads (DT link)
Weaving to create different effects |
Use a wider variety of stitches to join fabric
Study the design of textural art Chose materials for the effect they create, experimenting with mood, feeling, movement |
Observe how artists use inks on fabric, noting how inks bleed
Investigate and explore ways of changing fabrics eg sewing, cutting, tearing, creasing, knotting and embellishing |
Experiment using layers and overlays to create new colours and textures
Explore mixed media to convey a message (on a large scale)
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| Form
(3D work, clay, dough, boxes, wire, paper sculpture, mod roc) |
Handling, feeling, enjoying and manipulating a range of materials
Constructing Build, shape, model and re-model |
Use materials to make objects for a purpose
Work with clay/ dough to create thumb pots Make choices about most suitable materials to make objects Shape and model materials for a purpose. |
Awareness of natural and man-made forms
Shape form or create 3D structures from experience or direct observation Use decorative techniques, patterns and textures in 3D |
Produce larger clay ware using pinch, slab, coil techniques
Explore carving as a form of 3D art |
Plan and develop ideas (see sketch books)
Make simple sculptures adding surface patterns /textures |
Plan and develop ideas (sketch books)
Exploration of paper sculpture eg folding, curling, coiling, tearing including different scales Recognise the work of other artists, explore those techniques. |
Produces intricate patterns and textures in a malleable media
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| Printing
(found materials, fruit/veg, wood blocks, press print, lino, string) |
Rubbings
Print with a variety of objects Print with block colours Develop simple patterns using objects Enjoy using stencils to create pictures |
Create patterns
Develop impressed images eg string on card, potatoes Relief printing |
Use a variety of different printing techniques and objects with purpose eg easy print | Printing and pattern not explicitly within KS2 curriculum but integrated within drawing, painting and sculpture.
Use of Sketch books across KS2 Year 3 – Use a sketch book to record media exploration and experimentation as well as planning and collecting source material for future works Year 4 – Use sketches to collect and record visual information from different sources as well as planning and collecting source material for future work (drawing, painting, fabrics) Year 5 – Collect mixed media materials which have inspired or raised questions. Sketch and record visual information from different sources as well as planning and collecting source material for future work Year 6 – Use collected materials and sketches to plan and reflect on their work, evaluating their choices and decisions. Refine learnt techniques |
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| Pattern
(paint, pencil, textiles, clay, printing) |
Create repeating pattern
Irregular painting patterns Simple symmetry (link to maths) |
Identify and discuss pattern
Create repeating pattern Symmetry |
Experiment by arranging, folding, repeating, overlapping to create regular, irregular and symmetrical pattern
Discuss regular and irregular pattern Natural and man-made |
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| Tier 2 vocabulary | Names of primary colours, tool, mix, fabric, marks, lines | Gallery, museum, shade, shadow, repeating pattern, purpose, accurate | Techniques, observe, decorative, folding | Dimension, thread, stitch | Proportion, mood, computer generated, analyse, interpret, construct, compare, architect, designer | ||
| Tier 3 vocabulary | Pinch, roll, scratch, fabric, roller, brush, pattern, illustrations, light, dark, heavy, thin, thick, bumpy, flat, weave, rough, smooth, rub, print, natural | collage, effect, impress, relief, images, printing, symmetry, artist, coil, press, texture, clay | Charcoal, chalk, pastel, crayon, tone, brush stroke, wash, overlapping, overlaying, running stitch, man-made, 3D, form, watercolour, experiment, sketch, regular and irregular pattern | Perspective, blend, tint, smudge, canvas, carve, shading, observational drawing, slab, model, mould, landscape, portrait, stippling | Abstract, bleed | Tie dye, batik. Silk screen, foreground, background, hue, embellish, applique, origami | Malleable, intricate, horizon, realistic, composition, focal point, inanimate, ceramics |
| End points / assessments | |||||||
| EYFS
|
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
| Drawing/ colour/ painting | Experiment with mark making (using a variety of tools) and colour choice.
David Hosking |
Observe, draw and use paint to represent a landscape eg coastline, Carne Brea etc – local artists
Joanne Short, Ted Dyer, John Dyer, John Miller, Joan Gillchrest |
Experimentation with colour and paints to create different effects.
Kandinsky, Jackson Pollock Seurat – pointillism |
Develop skill using tone to represent 3D in drawing and sketches.
Da Vinci, John Tremaine |
Study the work of different portrait artists with attention to use of proportion. Use knowledge gained to produce a portrait (or part of one).
Portraits – Rembrandt, Klimt, Picasso, Luke Caddy |
Study the work of different still life artists with attention to use of light and shadow. Use knowledge gained to produce a still life painting (or part of one).
Still life – Cezanne, Van Gogh, Ingrid Sofrin |
Study artists that have used art to convey messages and convey the impact that this has on you.
Create own art work to convey a message. Propaganda / pop art – Andy Warhol, Roy Lichtenstein, Picasso Street art – Banksy |
| Texture / printing / pattern | Experiment with rubbing, printing to create texture and pattern (using natural and man-made objects) | Create pattern using drawing and painting techniques Hundertwasser | Create collage using overlapping and overlaying techniques including sewing to attach fabric.
Laurie McCall Ben Nicholson, Sir Terry Frost, Matisse |
Paper weave an exploration of colour and different techniques with paint.
(could join to make one large piece) see image bank |
Use a variety of media to create a landscape scene possible link rivers
Textural art – Debbie Smyth, Beach art – John Dahlsen |
Use sketch books to capture investigations into how inks behave on fabric and how they can change and embellish fabric
Fabric – embellishment, Bethan Ash, Louise Boldwin Ways of changing Fabrics – Nicky Perriman, Sophie Standing |
Create a painting or drawing around a single focal point and horizon which demonstrates a developing awareness of composition, proportion, and perspective |
| Form – 3D work | Representations – create 3D work modelling and remodelling
Archimboldo |
Make clay or dough candle holder – use repeating pattern impressed images link to history or Diwali | Explore art from another culture to create a 3D structure decorated using regular and irregular pattern. Link to geography study of African village or RE
Peter Minshall |
Further develop modelling techniques
Carving – Henry Moore, Barbara Hepworth link to geography eg tree stumps carved from clay and detail added using a range of techniques Coil pots and clay ware – Lucie Rie, Rubert Spira Link to Stone Age |
Make simple sculptures adding surface patterns and textures eg Sculpt Roman amphora, Egyptian death masks | Create paper sculpture using a variety of techniques eg head wear.
Paper sculpture – Asya Kozina |
Create a collaborative 3D artwork which conveys an environmental message.
(geography environment link) |