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Art

Art is about more than being able to paint a picture or create a sculpture. It is about understanding the world around us and our place in it. During art lessons we are teaching our children to explore their understanding of the world and to express that through their art work using a range of materials. They also learn about a number of significant artists, their work and what it tells us about their view of the world when they were alive. Teachers choose artists from a range of periods depending on what they are learning about in other subjects and also depending upon what exhibitions are on display in the many art galleries of London.


An Enquiry Process in Art (Sketching)

 

Stage Key Questions
Investigation Investigate materials used in the artists work and the different ways they can be used.
Introduce Significant Artist What was their place in the world?
What were they influenced by e.g. what were social influences?
Which artists influenced them?
Who did they influence?
Experimentation Focus on ideas and techniques e.g. What marks can you make?
How did you make them?
Look at 2 or 3 different ways and choosing their favourite one.
Copy of Artists Work What materials did they use?
What effects have the created and how?
Children look closely as a painting asking questions such as what does it look like, why does it look like the way it does etc
Original Piece Opportunities for reviewing and improving
What do I like?
What would I like to improve?
How could I make those improvements?
How does it relate to the artist we have been studying - doesn't have to look exactly like it but children should be able to justify a connection be it ideas or techniques

 

Techniques and Materials Learnt 

 

  Autumn Spring Summer
Year 1 Painting Print Textiles
Year 2 Collage 3D Sculpture Digital Media
Year 3 Painting Print Textiles
Year 4 Collage 3D Sculpture Digital Media
Year 5 Painting Print Textiles
Year 6 Collage 3D Sculpture Digital Media

 

Technique Years 1 and 2 Years 3 and 4 Years 5 and 6
Drawing
  • Draw lines of different sizes and thickness. 
  • Colour (own work) neatly following the lines. 
  • Show pattern and texture by adding dots and lines. 
  • Show different tones by using coloured pencils. 

 
  • Use different hardnesses of pencils to show line, tone and texture. 
  • Annotate sketches to explain and elaborate ideas. 
  • Sketch lightly (no need to use a rubber to correct mistakes). 
  • Use shading to show light and shadow. 
  • Use hatching and cross hatching to show tone and texture. 
  • Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight). 
  • Use a choice of techniques to depict movement, perspective, shadows and reflection. 
  • Choose a style of drawing suitable for the work (e.g. realistic or impressionistic). 
  • Use lines to represent movement. 
Painting
  • Use thick and thin brushes. 
  • Mix primary colours to make secondary. 
  • Add white to colours to make tints and black to colours to make tones. 
  • Create colour wheels. 
  • Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. 
  • Mix colours effectively. 
  • Use watercolour paint to produce washes for
    backgrounds then add detail. 
  • Experiment with creating mood with colour. 
  • Sketch (lightly) before painting to combine
    line and colour. 
  • Create a colour palette based upon colours
    observed in the natural or built world. 
  • Use the qualities of watercolour and acrylic
    paints to create visually interesting pieces. 
  • Combine colours, tones and tints to enhance
    the mood of a piece. 
  • Use brush techniques and the qualities of
    paint to create texture. 
  • Develop a personal style of painting, drawing
    upon ideas from other artists. 
Collage
  • Use a combination of materials that are cut, torn and glued. 
  • Sort and arrange materials. 
  • Mix materials to create texture. 
  • Select and arrange materials for a striking effect. 
  • Ensure work is precise. 
  • Use coiling, overlapping, tessellation, mosaic and montage. 
  • Mix textures (rough and smooth, plain and
    patterned). 
  • Combine visual and tactile qualities. 
  • Use ceramic mosaic materials and techniques. 
3D Sculpture
  • Use a combination of shapes. 
  • Include lines and texture. 
  • Use rolled up paper, straws, paper, card and clay as materials. 
  • Use techniques such as rolling, cutting, moulding and carving. 
  • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials). 
  • Include texture that conveys feelings, expression or movement. 
  • Use clay and other mouldable materials. 
  • Add materials to provide interesting detail. 
  • Show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations. 
  • Use tools to carve and add shapes, texture and pattern. 
  • Combine visual and tactile qualities. 
  • Use frameworks (such as wire or moulds) to
    provide stability and form. 
Print
  • Use repeating or overlapping shapes. 
  • Mimic print from the environment e.g. wallpapers 
  • Use objects to create prints (e.g. fruit, vegetables or sponges). 
  • Press, roll, rub and stamp to make prints. 
  • Use layers of two or more colours. 
  • Replicate patterns observed in natural or built environments.  
  • Make printing blocks (e.g. from coiled string glued to a block). 
  • Make precise repeating patterns. 
  • Build up layers of colours. 
  • Create an accurate pattern, showing fine detail. 
  • Use a range of visual elements to reflect the purpose of the work. 
Textiles
  • Use weaving to create a pattern. 
  • Join materials using glue and/or a stitch. 
  • Use plaiting. 
  • Use dip dye techniques. 

 
  • Shape and stitch materials. 
  • Use basic cross stitch and back stitch. 
  • Colour fabric. 
  • Create weavings. 
  • Quilt, pad and gather fabric. 
  • Show precision in techniques. 
  • Choose from a range of stitching techniques. 
  • Combine previously learned techniques to create pieces. 

 
Digital Media
  • Use a wide range of tools to create different textures, lines, tones, colours and shapes. 
  • Create images, video and sound recordings and explain why they were created. 
  • Enhance digital media by editing (including sound, video, animation, still images and installations). 
Develop Ideas
  • Respond to ideas and starting points. 
  • Explore ideas and collect visual information. 
  • Explore different methods and materials as ideas develop. 
  • Develop ideas from starting points throughout the curriculum. 
  • Collect information, sketches and resources. 
  • Adapt and refine ideas as they progress. 
  • Explore ideas in a variety of ways. 
  • Comment on artworks using visual language. 
  • Develop and imaginatively extend ideas from
    starting points throughout the curriculum. 
  • Collect information, sketches and resources
    and present ideas imaginatively in a sketch
    book. 
  • Use the qualities of materials to enhance
    ideas. 
  • Spot the potential in unexpected results as
    work progresses. 
  • Comment on artworks with a fluent grasp of
    visual language. 

 

Art History

 

 

  Year 1/2 Year 3/4 Year 5/6
To take Inspiration from the greats (classic and modern)
  • Describe the work of notable artistsartisans and designers.
  • Use some of the ideas of artists studied to create pieces.
  • Replicate some of the techniques used by notable artists, artisans and designers
  • Create original pieces that are influenced by studies of others
  • Give details (including own sketches) about the style of some notable artists, artisans and designers
  • Show how the work of those studied was influential in both society and to other artists
  • Create original pieces that show a range of influences and styles

 

 

Art Periods/Movements Characteristics Chief Artists and Major Works Historical Events
Stone Age
(30,000 b.c.–2500 b.c.)		 Cave painting, fertility goddesses, megalithic structures Lascaux Cave Painting, Woman of Willendorf, Stonehenge Ice Age ends (10,000 b.c.–8,000 b.c.); New Stone Age and first permanent settlements (8000 b.c.–2500 b.c.)
Mesopotamian
(3500 b.c.–539 b.c.)		 Warrior art and narration in stone relief Standard of Ur, Gate of Ishtar, Stele of Hammurabi's Code Sumerians invent writing (3400 b.c.); Hammurabi writes his law code (1780 b.c.); Abraham founds monotheism
Egyptian
(3100 b.c.–30 b.c.)		 Art with an afterlife focus: pyramids and tomb painting Imhotep, Step Pyramid, Great Pyramids, Bust of Nefertiti Narmer unites Upper/Lower Egypt (3100 b.c.); Rameses II battles the Hittites (1274 b.c.); Cleopatra dies (30 b.c.)
Greek and Hellenistic 
(850 b.c.–31 b.c.)		 Greek idealism: balance, perfect proportions; architectural orders(Doric, Ionic, Corinthian) Parthenon, Myron, Phidias, Polykleitos, Praxiteles Athens defeats Persia at Marathon (490 b.c.); Peloponnesian Wars (431 b.c.–404 b.c.); Alexander the Great's conquests (336 b.c.–323 b.c.)
Roman 
(500 b.c.– a.d. 476)		 Roman realism: practical and down to earth; the arch Augustus of Primaporta, Colosseum, Trajan's Column, Pantheon Julius Caesar assassinated (44 b.c.); Augustus proclaimed Emperor (27 b.c.); Diocletian splits Empire (a.d. 292); Rome falls (a.d. 476)
Indian, Chinese, and Japanese
(653 b.c.–a.d. 1900)		 Serene, meditative art, and Arts of the Floating World Gu Kaizhi, Li Cheng, Guo Xi, Hokusai, Hiroshige Birth of Buddha (563 b.c.); Silk Road opens (1st century b.c.); Buddhism spreads to China (1st–2nd centuries a.d.) and Japan (5th century a.d.)
Byzantine and Islamic 
(a.d. 476–a.d.1453)		 Heavenly Byzantine mosaics; Islamic architecture and amazing maze-like design Hagia Sophia, Andrei Rublev, Mosque of Córdoba, the Alhambra Justinian partly restores Western Roman Empire (a.d. 533–a.d. 562); Iconoclasm Controversy (a.d. 726–a.d. 843); Birth of Islam (a.d. 610) and Muslim Conquests (a.d. 632–a.d. 732)
Middle Ages 
(500–1400)		 Celtic art, Carolingian Renaissance, Romanesque, Gothic St. Sernin, Durham Cathedral, Notre Dame, Chartres, Cimabue, Duccio, Giotto Viking Raids (793–1066); Battle of Hastings (1066); Crusades I–IV (1095–1204); Black Death (1347–1351); Hundred Years' War (1337–1453)
Early and High Renaissance 
(1400–1550)		 Rebirth of classical culture Ghiberti's Doors, Brunelleschi, Donatello, Botticelli, Leonardo, Michelangelo, Raphael Gutenberg invents movable type (1447); Turks conquer Constantinople (1453); Columbus lands in New World (1492); Martin Luther starts Reformation (1517)
Venetian and Northern Renaissance 
(1430–1550)		 The Renaissance spreads north- ward to France, the Low Countries, Poland, Germany, and England Bellini, Giorgione, Titian, Dürer, Bruegel, Bosch, Jan van Eyck, Rogier van der Weyden Council of Trent and Counter-Reformation (1545–1563); Copernicus proves the Earth revolves around the Sun (1543
Mannerism 
(1527–1580)		 Art that breaks the rules; artifice over nature Tintoretto, El Greco, Pontormo, Bronzino, Cellini Magellan circumnavigates the globe (1520–1522)
Baroque 
(1600–1750)		 Splendor and flourish for God; art as a weapon in the religious wars Reubens, Rembrandt, Caravaggio, Palace of Versailles Thirty Years' War between Catholics and Protestants (1618–1648)
Neoclassical 
(1750–1850)		 Art that recaptures Greco-Roman grace and grandeur David, Ingres, Greuze, Canova Enlightenment (18th century); Industrial Revolution (1760–1850)
Romanticism 
(1780–1850)		 The triumph of imagination and individuality Caspar Friedrich, Gericault, Delacroix, Turner, Benjamin West American Revolution (1775–1783); French Revolution (1789–1799); Napoleon crowned emperor of France (1803)
Realism 
(1848–1900)		 Celebrating working class and peasants; en plein airrustic painting Corot, Courbet, Daumier, Millet European democratic revolutions of 1848
Impressionism 
(1865–1885)		 Capturing fleeting effects of natural light Monet, Manet, Renoir, Pissarro, Cassatt, Morisot, Degas Franco-Prussian War (1870–1871); Unification of Germany (1871)
Post-Impressionism (1885–1910) A soft revolt against Impressionism Van Gogh, Gauguin, Cézanne, Seurat Belle Époque (late-19th-century Golden Age); Japan defeats Russia (1905)
Fauvism and Expressionism 
(1900–1935)		 Harsh colors and flat surfaces (Fauvism); emotion distorting form Matisse, Kirchner, Kandinsky, Marc Boxer Rebellion in China (1900); World War (1914–1918)
Cubism, Futurism, Supremativism, Constructivism, De Stijl (1905–1920) Pre– and Post–World War 1 art experiments: new forms to express modern life Picasso, Braque, Leger, Boccioni, Severini, Malevich Russian Revolution (1917); American women franchised (1920)
Dada and Surrealism (1917–1950) Ridiculous art; painting dreams and exploring the unconscious Duchamp, Dalí, Ernst, Magritte, de Chirico, Kahlo Disillusionment after World War I; The Great Depression (1929–1938); World War II (1939–1945) and Nazi horrors; atomic bombs dropped on Japan (1945)
Abstract Expressionism (1940s–1950s) and Pop Art (1960s) Post–World War II: pure abstraction and expression without form; popular art absorbs consumerism Gorky, Pollock, de Kooning, Rothko, Warhol, Lichtenstein Cold War and Vietnam War (U.S. enters 1965); U.S.S.R. suppresses Hungarian revolt (1956) Czechoslovakian revolt (1968)
Postmodernism and Deconstructivism (1970– ) Art without a center and reworking and mixing past styles Gerhard Richter, Cindy Sherman, Anselm Kiefer, Frank Gehry, Zaha Hadid Nuclear freeze movement; Cold War fizzles; Communism collapses

 

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