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ANGIE45

NameART FOR KS1 AND 2
OwnerANGIE45
Level6
TopicArt
UnitAArt
DescriptionGREAT TO BE USED IF YOU ARE AN ART CO-ORDINATOR OR YOU HAVE TO DO ART FOR YOUR YEAR GROUP
File 1661_ks1 and 2 based on art schemes plus POS.doc
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Autumn 1

 

Autumn 1

Pos

Autumn 2

Pos

Spring 1

Pos

Spring 2

Pos

Summer 1

POS

Summer 2

POS

YR 1

Unit 1a

Self portrait

(artist CEZANNE)

 

www.expo-cezanne.com/1_5.cfm

Self Portrait(1839-1906)

Outcome:Self-portrait

1a, 1b,

2a, 2b 2c

3a, 3b

4a, 4b, 4c

5a, 5b, 5c, 5d

Extendrevisit, other activities

Unit 1b Investigating materials

 

Janet Bolton

www.janetbolton.com

 

Two hens in the long field

 

Outcome: weaving

1a, 1b

2a, 2b, 2c,

3a, 3b.

4a, 4b, 4c

5a, 5b, 5c, 5d

Extend, revisit, other activities

1a, 1b

2a,2b, 2c,

3a,3b.

4a,4b, 4c

5a,5b, 5c, 5d

Unit 1c What is sculpture?

 

http://calder.org/home

 

Alexander Calder

1898-1976

Calder Fish

Outcome: Relief Collage/Sculpture

1a, 1b,

2a, 2b, 2c,

3a, 3b,

4a, 4b, 4c

5a, 5b, 5c 5d

Extend, revisit/ other activities

1a, 1b,

2a,2b, 2c,

3a,3b,

4a,4b, 4c

5a, 5b, 5c 5d

YR 2

Unit 2 a Picture this

Books by

Raymond Biggs or Jill Burton

 

 

Outcome:photography/collage

1a, 1b,

2a, 2b, 2c

3a, 3b,

4a, 4b,4b,

5a, 5c, 5d

Extendrevisit, other activities

 

1a,1b,

2a,2b, 2c

3a,3b,

4a,4b,4b,

5a,5b, 5c, 5d

2b Mother Nature

www.art.unt.edu/ntieva/artcurr/alsp/matisse.htm

 

Henri Matisse(1869 1954)

Ivyon flowers 1950

 

Outcome: observational drawings/collage/appliquwork

1a,1b

2a,2b, 2c

3a,3b

4a,4b 4c

5a,5b, 5c, 5d

Extendrevisit other activities

 

1a, 1b

2a,2b, 2c

3a,3b

4a,4b 4c

5a,5b, 5c, 5d

2c Can BuildingsSpeak?

 

Hundertwasser


www.kunsthauswien.com/english/hundertwasser.htm

 

Outcome: create a relief panelusing diff techniques/materials

1a, 1b,

2a, 2b, 2c

3a, 3b

4a, 4b, 4c,

5a, 5b, 5c, 5d

Extend, revisit, other activities

 

1a,1b,

2a,2b, 2c

3a,3b

4a,4b, 4c,

5a,5b, 5c, 5d

Yr 3

3a - Portraying Relationships

Antony Van Dyck

Lord John Stuart and his brother Lord BernardStuart", 1638

Outcome: painted composition showingrelationship

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisit, other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

3b - Investigating Patterns

Baptistery, Florence

Roman mosaics

 

Outcome: make a two-colour printed pattern

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extendrevisit, other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

3c - Can we change places?

 

Anthony Gormley

Angel of the North

 

Outcome: to make a sculpture

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisit, other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Yr 4

4a Viewpoints

Marc Chagall 1911

Rain 1911

 

Outcome: printing

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisit other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

4b Take a Seat

Vincent Van Gogh

Chair with pipe 1888

 

Outcome developing their own imaginative designsfor a chair

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisit other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

4c Journeys

Kandinsky

WWII black death

(mixed media)

Outcome: mixed-media work, combining drawing,painting, collage and print-making techniques

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/

revisit, other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d


UPPER KS2 ART

Yr 5

5a Objects and meaning

Picasso

 

Outcome: still life painting

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisitother activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

5b Containers

Ed Rossenbach

Eskimo pie 1987

 

Outcome: a three-dimensional form to represent avessel or container

 

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisit other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

5cTalkingTextiles

Arthur Spooner

Goose Fair

Outcome:two- or three-dimensional work rangeof materials, techniques and textile processes to create surfacepatterns and textures

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisit, other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Yr 6

6a People in Action

Muyabridge

 

 

Daisy jumping a hurdle

 

 

Outcome: - photography

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisit, other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

6b What a performance

 

http://www.allposters.com/-st/Leon-Bakst-Posters_c22372_p3_.htm

 

Outcome: designing and making a piece ofheadwear

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisit, other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

6c A sense of place

David Hockney &

 

Heron boats

 

Outcome: drawing/photography ofseascape/landscape

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

Extend/revisit, other activities

1a,1b,1c

2a,2b 2c

3a,3b

4a,4b,4c

5a,5b,5c,5d

 

 

 

Autumn 1

About the Unit/Key Objectives

Spring 1

About the Unit/Key Objectives

Summer1

About theUnit/Key Objectives

Yr 1

Unit 1a

-

Self portrait

 

 

 

 

(artist CEZANNE)

 

 

 

www.expo-cezanne.com/1_5.cfm

Self Portrait(1839-1906)

 

 

 

 

 

 

Outcome:Self-portrait

BOUT THEUNIT

In this unit children make a self-portraitto communicate ideas about themselves. They talk about images ofchildren in drawings, paintings and photographs and artists'self-portraits in order to develop ideas about how they willportray themselves. They investigate a range of drawing materialsand techniques and learn how to mix and use colour in apainting.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

   identify differences inways that children are represented in art

   identify ways in whichartists represent themselves and suggest reasons for this


Section 2: Exploring and developing ideas (2)
Children:

  • identify aspects of one self-portrait and saywhat they think and feel about it
  • identify ways in which children in the class aresimilar to and different from each other
  • suggest ideas about how to representthemselves


Section 3: Investigating and making (1)
Children:

  • experiment with and use drawing media andtechniques to create a range of visual effects


Section 4: Investigating and making (2)
Children:

  • record self-portraits from observation, workingon different scales


Section 5: Investigating and making (3)
Children:

  • comment on differences in others'work


Section 6: Investigating and making (4)
Children:

  • plan, compose and make a self-portraitpainting


Section 7: Evaluating and developing work(1)
Children:

  • use descriptive and expressive vocabulary to talkabout their portrait work

 

Section 8: Evaluating and developing work(2)
Children:

  • identify the successful parts of their paintingand explain why they think these parts are successful
  • identify what they might like to change orimprove

Unit 1b Investigating materials

 

 

 

 

 

 

Janet Bolton

Janet Bolton

 

www.janetbolton.com

 

Two hens in the long field

 

 

 

 

 

Outcome:weaving

ABOUT THE UNIT

In this unit childreninvestigate the qualities of a variety of natural and madematerials. They learn skills for weaving and gain sensoryexperience of materials and an understanding of colour and texture.They learn about how textiles are used in their own and others'lives.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • experiment with papers and fabrics and createdifferent effects


Section 2: Exploring and developing ideas (2)
Children:

  • identify and describe textures, colours andpatterns in textiles
  • describe their feelings about a fabric theylike
  • sort fabrics by colours and textures and describetheir ideas and feelings about them


Section 3: Investigating and making
Children:

  • investigate the technique of weaving
  • use found natural and made materials in weaving,showing understanding of colour and texture
  • experiment with cold dyes and water-based paintto develop colour

 

Section 4: Evaluating and developing work(1)
Children:

  • explain how they are making their weaving
  • identify parts they like and say what they findinteresting about the colour and texture they have created and howit makes them feel


Section 5: Evaluating and developing work (2)
Children:

  • identify what they would like to develop infuture work



Unit 1c What is sculpture?

 

 

http://calder.org/home

 

Alexander Calder

1898-1976

Calder Fish

 

 

Outcome: ReliefCollage/Sculpture

ABOUT THE UNIT

Inthis unit children develop their understanding of shape, form,texture and the sensory qualities of materials. They learn aboutthe work of sculptors and about different kinds of sculpture,including those made of natural materials. They also learn skillsfor arranging materials they have collected to make a reliefcollage and a sculpture.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • identify the materials used in sculpture
  • make comments about the work, showingunderstanding of why these materials are used


Section 2: Exploring and developing ideas (2)
Children:

  • record visual and other information


Section 3: Investigating and making (1)
Children:

  • identify colours, textures, smells and sounds inthe environment and describe their feelings
  • describe differences in surfaces andtextures
  • recreate natural and made materials into acollage


Section 4: Investigating and making (2)
Children:

  • make a sculpture using natural and madematerials
  • explain how they are making theirsculpture


Section 5: Evaluating and developing work (1)
Children:

  • identify parts that they like and say what theyfind interesting about the shapes, forms and textures they havecreated


Section 6: Evaluating and developing work (2)
Children:

  • identify what they would like to develop infuture work

 

 

 

 

Autumn 1

About the Unit/Key Objectives

Spring 1

About the Unit/Key Objectives

Summer1

About theUnit/Key Objectives

YR 2

Unit 2a PictureThis!

 

 

 

 

 

 

 

Books by

Raymond Biggs or Jill Burton

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Outcome:photography/collage

ABOUT THE UNIT

Inthis unit children explore an issue or event in their lives. Theylearn how to use a viewfinder and record theirobservations and ideas using a variety of methods, includingphotography and collage. They look at and comment onthe work of photographers and illustrators.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • frame and record an interesting viewpoint in adrawing and a photograph
  • identify similarities and differences between thedrawing and the photograph


Section 2: Exploring and developing ideas (2)
Children:

  • comment on differences in the messages given bypart of an image compared with messages from the wholeimage


Section 3: Exploring and developing ideas (3)
Children:

  • visualise the whole of an image from a givenpart
  • make drawings and paintings using the visualclues from given images


Section 4: Investigating and making (1)
Children:

  • create a storyboard for an event or an issue intheir lives


Section 5: Investigating and making (2)
Children:

  • record a key moment from their story in aphotograph


Section 6: Evaluating and developing work
Children:

  • identify what they wanted to show in their workand why
  • explain how they created certain effects
  • identify what might change in their current workor what they might develop in future work

 

Unit 2b Mother NatureDesigner!

 

 

 

 

 

www.art.unt.edu/ntieva/artcurr/alsp/matisse.htm

 

Henri Matisse(1869 1954)

Ivyon flowers 1950

 

 

 

 

 

 

 

 

Outcome: observational drawings/collage/appliquwork

ABOUT THE UNIT

Inthis unit children explore line, shape, colour and texture innatural forms. They make observations of natural objects anduse their observations as the basis for textile design. They usetheir experience of fabrics to make a collage and learn anduse simple techniques for applique.

 

OBJECTIVES

Section 1: Exploring and developingideas
Children:

  • collect and group natural objects and make avisually attractive display
  • identify visual and tactile qualities that appealto them, select a viewpoint and say why they find itinteresting
  • say what they think they will show in theirdesigns


Section 2: Investigating and making
Children:

  • record observations of line, shape, colour andtexture
  • experiment with fabrics, threads and othermaterials to create a fabric collage
  • use a range of techniques in theirwork


Section 3: Evaluating and developing work
Children:

  • describe the visual qualities of theirwork
  • explain how they created certain effects
  • identify what they might change in their currentwork or develop in future work
  • comment on differences in designs

 

Unit 2c Can Buildings Talk?

 

 

 

Hundertwasser


www.kunsthauswien.com/english/hundertwasser.htm

 

 

 

 

 

 

 

 

 

 

 

Outcome: create a relief panelusing diff techniques/materials

ABOUT THE UNIT

In this unit children exploreshape and pattern in buildings. They begin byproducing prints and rubbings of patternsfound in buildings and go on to look at, and record, the use ofshape, space and pattern in local buildings.They question how these features tell us something about thepurpose of the building. They work in groups to produce arelief sculpture for temporary display, using theirfirst-hand observations as a startingpoint.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • print shapes and patterns
  • explain what surfaces their prints and patternsmight represent


Section 2: Exploring and developing ideas (2)
Children:

  • identify differences in shapes, patterns anddecoration in buildings and relate these to the purpose of thebuilding
  • record in words and drawings information about abuilding in the local area
  • describe how the inside and outside of thebuilding made them feel


Section 3: Exploring and developing ideas (3)
Children:

  • describe and record the visual qualities ofshape, pattern and decoration they can see and remember


Section 4: Exploring and developing ideas (4)
Children:

  • share ideas about how a large-scale work mightlook
  • use their observations and experiences of localbuildings to help them design a panel that emphasises shape,pattern and decoration


Section 5: Investigating and making
Children:

  • work collaboratively to create a relief panel byexploring and using a variety of materials and techniques
  • discuss and agree how the work will bedisplayed


Section 6: Evaluating and developing work
Children:

  • identify successes and suggestimprovements

 

 


 

 

Autumn 1

About the Unit/Key Objectives

Spring 1

About the Unit/Key Objectives

Summer1

About theUnit/Key Objectives

YR 3

Unit 3aPortraying Relationships

 

 

 

 

Antony Van Dyck

Lord John Stuartand his brother Lord Bernard Stuart", 1638

 

 

 

Outcome: paintedcomposition showing relationship between 2 figures

ABOUT THE UNIT

Inthis unit children investigate how paintings, prints,photographs and other images that includefigures communicate ideas about relationships. They usecomposition skills to make a double portrait thatconveys ideas about themselves and their relationship with anotherperson in their lives.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • compare and comment on different ideas, methodsand approaches to group portrait work
  • suggest ideas about why the images were made andwhat they show about the people in them
  • say what they think and feel about theimages


Section 2: Exploring and developing ideas (2)
Children:

  • record first-hand observations of figures indifferent poses


Section 3: Investigating and making
Children:

  • make a composition showing the relationshipbetween the two figures
  • explore how paint can be applied to represent thequalities of the people and objects


Section 4: Evaluating and developing work (1)
Children:

  • identify what is most effective in their own andothers' work and suggest improvements


Section 5: Evaluating and developing work (2)
Children:

  • compare and comment on their own and others'portrait work


Section 6: Evaluating and developing work (3)
Children:

      create a collaborativepicture combining a number of figures in a group composition

      work in a group to agreea plan for their composition

      organise and combineshapes, colours, patterns and textures, using mixed media

 

Unit3b Investi-

gating Patterns

 

 

 

Baptistery, Florence

Roman mosaics

 

 

 

 

 

Outcome: make a two-colour printed pattern

ABOUT THE UNIT

In this unit children investigate patternsin textiles from different times and cultures. They useideas from these as a starting point for developing their owndesigns. They investigate stencilling andprint-making techniques and explore ways of combining andorganising shapes, colours and patterns to make a decorativetextile piece.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • identify simple shapes and those based onanimals, plant forms or other objects
  • describe different ways that patterns aremade
  • identify materials and techniques and how theseare used in patterns


Section 2: Exploring and developing ideas (2)
Children:

  • explore ways of making and creating their ownpatterns


Section 3: Investigating and making (1)
Children:

  • experiment with stencilling and block-printingtechniques
  • consider the development of their work at eachstage


Section 4: Investigating and making (2)
Children:

  • make a two-colour printed pattern


Section 5: Evaluating and developing work
Children:

  • identify the similarities and differences betweentheir own and other children's work
  • suggest different purposes for their work andwhere it might be used

 

Unit 3c Can we change places

 

 

 

 

Anthony Gormley

Angel of the North

 

 

 

 

 

 

 

 

Outcome: to make a sculpture

ABOUT THE UNIT

Inthis unit children explore sculpture in public buildings andspaces. They explore and use shape, form, colour and pattern tomake a maquette or model of a sculpture for a site in the schoolor the local area. They compare the ideas, methods andapproaches used in the work of different sculptors. (examples of the work of sculptors who use 'found'materials in their work, eg Picasso, Louise Nevelson, TonyCragg photographs of sculpture in the environment, eg'Angel of the North' by Antony Gormley.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • identify ways in which the environment influencesour lives and how we feel
  • suggest how art has been used to improve aplace


Section 2: Exploring and developing ideas (2)
Children:

  • build up a portfolio or sketchbook of visual andother information


Section 3: Exploring and developing ideas (3)
Children:

  • develop their ideas for a sculpture for thechosen site


Section 4: Investigating and making (1)
Children:

  • explore the visual and tactile qualities of foundmaterials and objects
  • experiment with and make imaginative use ofmaterials and objects


Section 5: Investigating and making (2)
Children:

  • investigate and use appropriate ways of fixingand joining to create an assemblage that suits theirintention


Section 6: Evaluating and developing work
Children:

  • compare and comment on their own and others'work
  • take account of others' views to help themimprove their work

 

 

Autumn 1

About the Unit/Key Objectives

Spring 1

About the Unit/Key Objectives

Summer1

About theUnit/Key Objectives

YR 4

Unit4aViewpoints

 

 

 

 

Marc Chagall 1911

Rain 1911

 

 

 

 

 

 

 

Outcome: printing

ABOUT THE UNIT

In this unit children explore how to conveythe atmosphere and story of a dream. They explore differentviewpoints in the school environment as a setting for their dream.They invent a number of characters who are photographed 'onlocation' and develop a narrative to describe the dream. They go onto make prints based on the narrative. They compare theideas, methods and approaches used in their own and other artists'and print makers' work.Suggested examples of art, craft anddesign photographs and film sequences showing ways ofconveying drama, build up of emotion or tension.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • compare and comment on how visual and othereffects are used to convey ideas and feelings in movingimages
  • record ideas about their own experiences indifferent ways


Section 2: Exploring and developing ideas (2)
Children:

  • record observations and ideas about the builtenvironment


Section 3: Exploring and developing ideas (3)
Children:

  • make an annotated visual plan for theirwork


Section 4: Investigating and making (1)
Children:

  • experiment with photographic or film-makingtechniques to suit their intentions


Section 5: Investigating and making (2)
Children:

  • select one image and develop a design for aprint
  • make a series of prints, exploring overprintingand colour combinations


Section 6: Evaluating and developing work
Children:

  • modify and improve their designs using what theyhave learnt from the study of other artists
  • modify and improve their prints by acquiringtechnical control and using this to produce visually interestingimages

 

Unit 4b Take a Seat

 

 

 

 

Vincent Van Gogh

Chair with pipe 1888

 

 

 

 

 

 

 

 

 

Outcome developing their own imaginative designsfor a chair

ABOUT THE UNIT

In this unit children explore the design ofchairs. They discuss what chairs tell us about everyday life andthe way people rest, eat and relate to each other. They look atexamples of designs in the past and in other cultures asinspiration for developing their own imaginative designs for achair for a particular character or occasion.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • identify the parts of the chair and theirpurposes
  • identify different types of chair and thematerials used
  • comment on how the form of chairs is related tothe purposes
  • comment on how materials are used in makingchairs


Section 2: Exploring and developing ideas (2)
Children:

  • explore ideas for a design to represent acharacter or event


Section 3: Exploring and developing ideas (3)
Children:

  • record and collect visual and other informationto inform their ideas for designs
  • adapt and improve their sketchbookwork


Section 4: Investigating and making (1)
Children:

  • use their sketchbook drawings to inform theirdesign either to construct a scale model of a chair to representtheir chosen character or event, or adapt and decorate a chair torepresent their chosen character or event


Section 5: Investigating and making (2)
Children:

  • make decisions about how the chair is decoratedto reflect their chosen character


Section 6: Evaluating and developing work
Children:

  • identify the success of the design and what theythink is interesting about it

 

Unit 4c Journeys

 

 

Kandinsky

WWII black death

(mixed media)

 

 

 

 

 

 

 

 

 

Outcome: mixed-media work, combining drawing,painting, collage and print-making techniques

ABOUT THE UNIT

In this unit children explore how signs,symbols and metaphors can be used to communicate ideas and meaningsabout a journey. They produce a mixed-media work, combiningdrawing, painting, collage and print-making techniques. They learnabout artists, craftspeople and designers who communicate theirideas through signs and symbols. Kandinsky

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • describe places, events and journeys they haveexperienced
  • identify different ways of representing objectsand features related to maps and journeys


Section 2: Exploring and developing ideas (2)
Children:

  • explore how lines can be used to createpatterns
  • design their own signs and symbols to representobjects, events or people


Section 3: Exploring and developing ideas (3)
Children:

  • describe and explain the signs and symbols theymake
  • comment on similarities and differences in theirown and others' ideas and preparatory work


Section 4: Investigating and making
Children:

  • represent in diagrammatic form and as adecorative piece, a real or imagined journey
  • combine different techniques in their work
  • select materials and processes and organise andcombine these in their work
  • experiment with visual and tactilequalities


Section 5: Evaluating and developing work
Children:

  • explain their choice of content, form, materialsand technique
  • identify similarities and differences betweentheir own and others' work

 

 

Autumn 1

About the Unit/Key Objectives

Spring 1

About the Unit/Key Objectives

Summer1

About theUnit/Key Objectives

YR 5

 

Unit 5a

 

Objects and meaning

 

Picasso

 

 

 

Outcome: still life painting

ABOUT THE UNIT

In this unit children select, arrange andpresent objects in a still-life painting. They investigatethe work of artists who have used the theme of still life in avariety of ways to convey ideas and feelings. They develop skillsof observation and recording, and knowledge and understanding ofcolour, tone and composition.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • collect, sort and group a collection of visuallyinteresting objects
  • arrange objects to create a visually interestingcomposition for a still-life painting



Section 2: Exploring and developing ideas (2)
Children:

  • make a number of small studies that exploredifferent ideas
  • compare and comment on ideas, methods andapproaches used in still-life paintings
  • identify similarities and differences in others'work


Section 3: Investigating and making
Children:

  • make a still-life painting, using methods andtechniques to communicate their ideas and meanings


Section 4: Evaluating and developing work (1)
Children:

  • consider their work at each stage and adapt andimprove it


Section 5: Evaluating and developing work (2)
Children:

  • compare and comment on the still-life paintingsof others and make comparisons with their own work

 

Unit 5b Containers

 

 

 

 

 

Ed Rossenbach

Eskimo pie 1987

 

 

 

Outcome: a three-dimensional form to represent avessel or container

 

 

ABOUT THE UNIT

In this unit children explore the crafttradition of making vessels and containers. They developtheir own designs and build a three-dimensional form torepresent a vessel or container that will hold somethingspecial . They consider examples by contemporary designers andceramicists and look at work from different cultures.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • suggest ideas for what a container mightbe
  • identify qualities of form, materials andmethods, and say what they think and feel about them


Section 2: Exploring and developing ideas (2)
Children:

  • select observations, ideas and experiences to usein their work
  • collect and record visual and other informationin a sketchbook
  • explore ideas for designs


Section 3: Investigating and making
Children:

  • create interesting three-dimensional forms
  • elaborate three-dimensional forms in interestingways
  • practise using clay modelling techniques
  • create and decorate a clay containerform


Section 4: Evaluating and developing work
Children:

  • adapt their work as it progresses, taking accountof their own and others' ideas
  • identify aspects of their work that aresuccessful and those they might develop further

 

Unit5c Talking Textiles

 

 

Arthur Spooner

Goose Fair

 

 

Outcome:two- or three-dimensional work rangeof materials, techniques and textile processes to create surfacepatterns and textures

 

ABOUT THE UNIT

In this unit children explore howstories have been represented in textiles in different times andcultures. They work together to make a two- or three-dimensionalwork based on a familiar story, myth or legend. They investigateand use a range of materials, techniques and textile processes tocreate surface patterns and textures and other visual and soundeffects.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • identify and comment on the content, ideas andways that stories are communicated visually


Section 2: Exploring and developing ideas (2)
Children:

  • draw what they imagine when they read thestory
  • compare their work with the work of a bookillustrator


Section 3: Investigating and making
Children:

  • make decisions about how to work individually orin a group and complete a piece of art work
  • make experimental pieces to show the effects ofdifferent ideas and techniques
  • make a collaborative textile work that tells astory


Section 4: Evaluating and developing work (1)
Children:

  • talk about their finished work and how and why itwas made
  • identify the differences between their work andthe work of others


Section 5: Evaluating and developing work (2)
Children:

  • make changes in their work whereneeded

 


 

 

Autumn 1

About the Unit/Key Objectives

Spring 1

About the Unit/Key Objectives

Summer1

About theUnit/Key Objectives

YR 6

Unit 6a People in Action

 

 

 

 

Muyabridge

 

Daisy jumping a hurdle

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Outcome: photo-graphy

ABOUT THE UNIT

Inthis unit children explore how to convey movement in their work.They explore dynamic activities such as sport, dance, drama andmusic as a starting point for making work in two dimensions. Theylook at how the idea of movement is shown in different kinds ofart, such as photography, illustrations, cartoons, paintings,prints, and experiment with different methods and techniques toshow movement.

 

OBJECTIVES

Section 1: Exploring and developingideas
Children:

  • visualise and demonstrate a sequence ofaction
  • make drawings to record figure shapes
  • compare and comment on the ideas, methods andapproaches of others
  • record the ways in which visual effects can beused to show movement


Section 2: Investigating and making (1)
Children:

  • experiment with techniques and annotate theirwork
  • adapt the working methods of artists andphotographers for their own purposes


Section 3: Investigating and making (2)
Children:

  • review, adapt and develop their work as itprogresses


Section 4: Investigating and making (3)
Children:

  • experiment with different methods andtechniques
  • select and match materials and processes in orderto communicate their own ideas about figures and forms inmovement


Section 5: Evaluating and developing work
Children:

  • answer key questions to review the effectivenessof their own work
  • compare their work with others' work as part ofthe process of evaluation
  • adapt their work as needed

 

Unit 6b

What a performance

 

 

 

 

 

http://www.allposters.com/-st/Leon-Bakst-Posters_c22372_p3_.htm

 

Bakst-

 

 

 

 

 

 

 

 

 

Outcome: designing and making a piece ofheadwear

ABOUT THE UNIT

Inthis unit children investigate headwear and costume worn indifferent times and cultures, including theatre costume. They usethis as a starting point for designing and making a piece ofheadwear for a character in a story, using a range of textiles andother materials.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • explain that people celebrate in different waysfor a variety of reasons
  • identify a variety of ways in which peoplecommunicate ideas and feelings through what they wear


Section 2: Exploring and developing ideas(2
)
Children:

  • identify how art, craft and design can be usedfor different purposes


Section 3: Exploring and developing ideas(3
)
Children:

  • suggest ideas and contribute to a design brieffor their work
  • work in a group to develop ideas for a piece ofheadwear for a character
  • select appropriate visual and other informationto help them develop ideas for their designs


Section 4: Exploring and developing ideas (4)

Children:

  • make studies of headwear, including colour,texture and pattern


Section 5: Investigating and making

Children:

  • make a three-dimensional form as the basis fortheir headwear
  • work cooperatively in groups and use materialsand techniques to express their ideas
  • decorate the headwear to communicate ideas andmeanings about the character they wish to portray


Section 6: Evaluating and developingwork
Children:

  • comment on ideas, methods and approaches
  • make thoughtful changes to improve theirwork

 

Unit 6c - A sense of place

 

 

 

David Hockney &

 

Heron boats

 

Outcome:drawing/photography of seascape/landscape

ABOUT THE UNIT

In this unit children explore the ruraland/or urban landscape as a starting point for two-dimensionalwork. They record their observations through drawing andphotography. They use shape, form, space, colour, texture andpattern to develop and communicate their ideas in a painting. Theyconsider the ideas, methods and approaches of artists who haveresponded to landscapes in different ways.

 

OBJECTIVES

Section 1: Exploring and developing ideas(1)
Children:

  • identify what they have seen in the environmentand explain what they think and feel about theenvironment


Section 2: Exploring and developing ideas (2)
Children:

  • record a variety of features in landscapes and/oron buildings
  • record aspects of the environment showingunderstanding of relative size, distance, shape and texture
  • identify different ideas and approaches and saywhat they think and feel about them
  • record details of the approaches of differentartists to inform their own work


Section 3: Investigating and making
Children:

  • develop one or more of their sketches to make alarge composition that records their ideas about theenvironment
  • select and use an approach, methods andtechniques
  • create a large painting based on theirobservations and experiences of the environment


Section 4: Evaluating and developing work
Children:

  • compare and comment on their ideas, methods andapproaches and how these relate to the purpose of the work
  • adapt and improve their work to realise theirintentions

 


 

 

 

TO BE INCLUDED WITHIN THEPLANNING FOR EACH YEAR GROUP (3-6) TO ATTEND A MUSEUM, GALLERY ORSITE ART CO-ORDINATOR WILL BE ABLE TO ASSIST.

AUTUMN/ SPRING OR SUMMER

Art and design at key stages 1 and2 

Unit 9gen: Visiting a museum, gallery or site

   

 

(Year 3-6)

Visiting a Musium

This unit provides a structure for a visit to amuseum, gallery or site, or any visit outside school. The visitwould be most effectively used at the start or in the middle of aunit of work, so that work back at school can be based on theinformation and experience acquired. If it is used at the end of aunit, it can round off work in an enjoyable and exciting way, butto be effective, children must be able to see it as the culminationof what they have been learning.

 

 

 

Section 1: Why are we visiting a museum orgallery?
Children:

  • comment on what museums and/or galleries are andwhat they do
  • explain why certain types of objects are inmuseums and/or galleries
  • identify links between their work in school andtheir visit to the museum or gallery


Section 2: What is in the museum that will help with ourwork?
Children:

  • identify the information they can gain from thevisit
  • ask appropriate questions about the objects theystudy


Section 3: What will the visit be like? (1)
Children:

  • have a clear idea of the different parts of themuseum and what they will do there
  • appreciate the need for attention andconcentration in museums


Section 4: What will the visit be like? (2)
Children:

  • identify ways of responding to objects andpictures
  • try out methods of recording and assess theirpracticality


Section 5: The visit
Children:

  • comment on the atmosphere of the museum orgallery and the ways in which it is used and enjoyed byvisitors
  • collect visual and other information, using avariety of appropriate recording techniques


Section 6: Follow-up
Children:

  • describe their experiences of the gallery
  • make a final product using the reference materialcollected on the visit
  • follow up the visit with furtherquestions


Section 7: General

 

TEACHING SHOULD ENSURE THAT 'INVESTIGATING AND MAKING' INCLUDES'EXPLORING AND DEVELOPING IDEAS' AND 'EVALUATING AND DEVELOPINGWORK'. 'KNOWLEDGE AND UNDERSTANDING' SHOULD INFORM THISPROCESS. POSS

Explanatory notes

Duringkey stage 1 pupils develop their creativity and imagination byexploring the visual, tactile and sensory qualities of materialsand processes. They learn about the role of art, craft and designin their environment. They begin to understand colour, shape andspace and pattern and texture and use them to represent their ideasand feelings.

Note

The general teaching requirement for health andsafety applies in this subject.

Knowledge, skills andunderstanding

Exploring and developing ideas

1.Pupils should be taught to:

a)    record from first-hand observation, experience andimagination, and explore ideas

b)   ask and answer questions about the starting points for their work,and develop their ideas.

 

Investigating and making art, craft and design

2.Pupils should be taught to:

a)    investigate the possibilities of a range ofmaterials and processes

b)   try out tools and techniques and apply these to materials andprocesses, including drawing

c)    represent observations, ideas and feelings, anddesign and make images and artefacts.

 

Evaluating and developing work

3.Pupils should be taught to:

a)    review what they and others have done and say what they think andfeel about it

b)   identify what they might change in their currentwork or develop in their future work.

 

Knowledge and understanding

4.Pupils should be taught about:

a)    visual and tactile elements, including colour, pattern and texture,line and tone, shape, form and space

b)   materials and processes used in making art, craftand design

c)    differences and similarities in the work ofartists, craftspeople and designers in different times and cultures[for example, sculptors, photographers, architects, textiledesigners].

 

Explanatory notes

Note for1b

Cross reference to English

En1 Speaking and listening: Listening

2. To listen, understand and respond to others,pupils should be taught to:

c. make relevant comments
d. listen to others' reactions

En1 Speaking and listening: Group discussion andinteraction

3. To join in as members of a group, pupils shouldbe taught to:

d. extend their ideas in the light ofdiscussion

Note for2b

Cross reference to design and technology

Working with tools, equipment, materials andcomponents to make quality products

2. Pupils should be taught to:

c. measure, mark out, cut and shape a range ofmaterials

Note for3a

Cross reference to English

En1Speaking and listening: Group discussion andinteraction

3. To join in as members of a group, pupils shouldbe taught to:

c. take different views into account
d. extend their ideas in the light of discussion

Notefor 4a

Cross reference to mathematics

Ma3 Shape, space and measures: Understandingpatterns and properties of shape

2. Pupils should be taught to:

a. describe properties of shapes that they can seeor visualise using the related vocabulary
c. create 2-D shapes and 3-D shapes
d. recognise reflective symmetry in familiar 2-D shapes andpatterns

ICT opportunity

Pupils could use 'paint' software to explore shape,colour and pattern

Breadth of study

5.During the key stage, pupils should be taught the Knowledge, skillsand understanding through:

a)    exploring a range of starting points for practicalwork [for example, themselves, their experiences, stories, naturaland made objects and the local environment]

b)   working on their own, and collaborating withothers, on projects in two and three dimensions and on differentscales

c)    using a range of materials and processes [forexample, painting, collage, print making, digital media, textiles,sculpture]

d)   investigating different kinds of art, craft anddesign [for example, in the locality, in original and reproductionform, during visits to museums, galleries and sites, on theinternet].