Art and Design

Curriculum Intent: Art and Design

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Our Curriculum Drivers

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Characteristics of an Artist

  • The ability to use visual language skillfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express emotions, interpret observations, convey insights and accentuate their individuality.
  • The ability to communicate fluently in visual and tactile form.
  • The ability to draw confidently and adventurously from observation, memory and imagination.
  • The ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing in 2D, 3D or digital media.
  • An impressive knowledge and understanding of other artists, craftmakers and designers.
  • The ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings.
  • Independence, initiative and originality which they can use to develop their creativity.
  • The ability to select and use materials, processes and techniques skillfully and inventively to realise intentions and capitalise on the unexpected.
  • The ability to reflect on, analyse and critically evaluate their own work and that of others.
  • A passion for and a commitment to the subject.

Implementation

Our pupils should be able to organise their knowledge, skills and understanding around the following learning hooks:

  • Develop ideas 
  • Master techniques 
  • Take inspiration from the greats 

These key concepts or as we like to explain them to children – learning hooks, underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language. 

The vertical accumulation of knowledge and skills from Years 1 to 6 is mapped as follows:

Threshold Concept

Key Skills

Milestone 1

Years 1 and 2

Milestone 2

Years 3 and 4

Milestone 3

Years 5 and 6

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.

Master Techniques: 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

Master Techniques: 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

Master Techniques: 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.

Master Techniques: 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.

 

Master Techniques: 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.

 

Master Techniques: 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.

 

Master Techniques: 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).

 

 

Take inspiration from the greats

• Describe the work of notable artists, artisans 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.

Aspirations For The Future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as an Artist:

  • Wardrobe master
  • Curator
  • Author and illustrator
  • Furniture designer
  • Fashion designer

For more careers, please visit First Careers.

 

Impact

Assessment

Through the explicit teaching of the Art skills, both the teachers and the pupils assess their learning continuously throughout the lesson. At the end of the unit, pupils use their Learning Passports to reflect on their knowledge and understanding. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.   

Pupil Voice

Snapshots

Here is what Art and Design looks like at The Meadows:

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Disclaimer: This has been developed with reflection upon the National Curriculum (2014) and Chris Quigley’s Essential Curriculum.