Individual Year Group Plans

Art 2020-2021

Intent At Co-op Academy Brownhill, we believe that high-quality Art lessons will inspire children to think innovatively and develop creative procedural understanding. Our Art curriculum provides children with opportunities to develop their skills using a range of media and materials. Children learn the skills of drawing, painting, printing, collage, textiles, 3D work and digital art and are given the opportunity to explore and evaluate different creative ideas. We recognise that Art stimulates creativity and imagination and provides a visual, tactile and sensory experience and a special way of understanding and responding to the world. It enables children of all abilities to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes.

Implementation Our curriculum design is based on evidence from cognitive science and this help to inform the main principles used when implementing our

curriculum. These are:

• Teachers will give the children opportunity to activate prior leaning, which is relevant to the lesson

• Children will be exposed to new knowledge and skills in small steps

• Teachers will deliver new content by articulating, demonstrating and explaining in a concise way.

• Lessons will provide opportunity to consolidate and master skills and knowledge

• Teachers will follow the sequence of delivery of new lessons; stimulus, small skilled practise, final outcome and evaluation.

• Lessons will provide children with strong links to all relevant aspects of the curriculum

• Lessons will provide rich opportunity to develop subject specific and technical vocabulary using the progression map.

• Children will be given the opportunity to revisit prior learning at appropriate intervals across the key stage to master a skill or technique.

• Sketch books are used as a learning journey to document the progression of skill, technique and are assessed appropriately.

• Enriched opportunities through visits, trips and extra-curricular activities and experiences will be planned for all children to access which

presents all our children with opportunities they may not otherwise be able to experience and helps to give context to knowledge and

learning

• Lessons will be inclusive celebrating the cultural diversities in the schools and ensuring all pupils are able to access the content of their

age appropriate curriculum

• Children will be exposed to a wide range of artists and their work which links to children’s learning helping to give context to knowledge

learnt.

• Cooperative values will be embedded throughout all learning supporting pupils’ development socially and emotionally.

Impact • Our children will have a deep understanding of core skills and knowledge which then gives them confidence and ambition to succeed in

art.

• Our children will become excellent, independent and enthusiastic artists.

• Our children will develop and use a wealth of technical vocabulary.

• Our children will retrieve technical skills where appropriate and be able to be critical thinkers.

• Our children will have a sound knowledge of important artists, art pieces and genres and use these to inspire their own artwork.

• Our children will demonstrate confidence, independence, resilience and a real thirst for learning.

• Our children will demonstrate the Coop values and ways of being through problem solving and overcoming difficulties when completing art projects.

• Our children will have access to a wide and varied curriculum, allowing each of them to excel as individuals and be the best they can be.

Skills and Knowledge Progression Map EYFS KS1 LKS2 UKS2

Generic skills They represent their own ideas, thoughts and feelings through art.

Experiments with blocks, colours and marks.

Realises tools can be used for a purpose.

Uses simple tools and techniques competently and appropriately.

Selects appropriate resources and adapts work where necessary.

They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Record and explore ideas from first hand observations Ask and answer questions about the starting points for their work Develop their ideas – try things out, change their minds Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities.

Review what they and others have done and say what they think and feel about it. Identify what they might change in their current work or develop in future work

Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.

Adapt their work according to their views and describe how they might develop it further. Annotate work in sketchbook.

Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Question and make thoughtful observations about starting points and select ideas to use in their work. Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.

Adapt their work according to their views and describe how they might develop it further. Annotate work in sketchbook.

Drawing Understands that they can use lines to enclose a space, and begin to use these shapes to represent objects.

Creates simple representations of events, people and objects.

Experiment with a variety of media; pencils, rubbers, crayons, pastels, felt tips, charcoal, ballpoints, chalk Control the types of marks made with the range of media

Lines and marks: Name, match and draw lines/marks from observations. Invent new lines. Draw on different surfaces with a range of media. Use differently textured and sized media.

Shape: Observe and draw shapes from observations. Draw shapes in between objects. Invent new shapes.

Tone: Investigate tone by drawing light/dark lines, light/dark patterns, light dark shapes etc. Texture Investigate textures by describing, naming, rubbing, copying.

Experiment with ways in which surface detail can be added to drawings. Use sketchbooks to collect and record visual information from different sources. Draw for a sustained period of time at an appropriate level.

Lines and Marks: Make marks and lines with a wide range of drawing implements e.g. charcoal, pencil, crayon, chalk pastels, pens etc. Experiment with different grades of pencil and other implements to create lines and marks.

Form and Shape: Experiment with different grades of pencil and other implements to draw different forms and

Work from a variety of sources including observation, photographs and digital images. Work in a sustained and independent way to create a detailed drawing. Develop close observation skills using a variety of view finders. Use a sketchbook to collect and develop ideas. Identify artists who have worked in a similar way to their own work.

Lines, Marks, Tone, Form & Texture: Use dry media to make different marks, lines, patterns and shapes within a drawing. Experiment with wet media to make different marks, lines, patterns, textures and shapes. Explore colour mixing and blending techniques with coloured pencils. Use different techniques for different purposes i.e. shading, hatching within their

shapes. Begin to show an awareness of objects having a third dimension.

Tone: Experiment with different grades of pencil and other implements to achieve variations in tone. Apply tone in a drawing in a simple way.

Texture: Create textures with a wide range of drawing implements. Apply a simple use of pattern and texture in a drawing.

own work. Start to develop their own style using tonal contrast and mixed media.

Perspective and Composition: Begin to use simple perspective in their work using a single focal point and horizon. Begin to develop an awareness of composition, scale and proportion in their paintings e.g. foreground, middle ground and background. Show an awareness of how paintings are created ie. Composition

Painting Explores colour and how colour can be changed. Explores what happens when they mix colours. Chooses particular colours to use for a purpose.

Use a variety of tools and techniques including different brush sizes and types. Mix and match colours to artefacts and objects Work on different scales. Experiment with tools and techniques e.g. layering, mixing media, scrapping through. Name different types of paint and their properties Colour: Identify primary colours by name. Mix primary shades and tones. Texture: Create textured paint by adding sand, plaster

Experiment with different effects and textures including: blocking in colour, washes, thickened paint creating textural effects. Work on a range of scales e.g. thin brush on small picture etc. Create different effects and textures with paint according to what they need for the task. Colour: Mix colours and know which primary colours make secondary colours. Use more specific colour language. Mix and use tints and shades

Develop a painting from a drawing. Carry out preliminary studies, trying out different media and materials and mixing appropriate colours. Create imaginative work from a variety of sources e.g. observational drawing, themes, poetry, music Colour: Mix and match colours to create atmosphere and light effects. Be able to identify primary secondary, complementary and contrasting colours. Work with complementary colours.

Textiles Beginning to be interested in and describe the texture of things.

Match and sort fabrics and threads for colour, texture, length, size and shape. Change and modify threads and fabrics, knotting, fraying, fringing, pulling threads, twisting, plaiting. Cut and shape fabric using scissors/snips Apply shapes with glue or by stitching Apply decoration using beads, buttons, feathers etc Create cords and plaits for decoration Colour: Apply colour with printing, dipping, fabric crayons Create and use dyes i.e. onion skins, tea, coffee Texture: Create fabrics by weaving materials i.e. grass through twigs, carrier bags on a bike wheel

Use a variety of techniques, e.g. printing, dyeing, weaving and stitching to create different textural effects Match the tool to the material Develop skills in stitching, cutting and joining

Use fabrics to create 3D structures Use different grades of threads and needles Experiment with a range of media to overlap and layer creating interesting colours and textures and effects

3D and sculpture Uses various construction materials. Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

Manipulate malleable materials in a variety of ways including rolling and kneading Explore sculpture with a range of malleable media

Plan, design and make models from observation or imagination

Shape, form, model and construct from observation or imagination Use recycled, natural and man‐made materials to create sculptures

Joins construction pieces together to build and balance. Manipulates materials to achieve a planned effect. Constructs with a purpose in mind, using a variety of resources. Selects tools and techniques needed to shape, assemble and join material they are using.

Manipulate malleable materials for a purpose, e.g. pot, tile Understand the safety and basic care of materials and tools Form Experiment with constructing and joining recycled, natural and manmade materials Use simple 2‐D shapes to create a 3‐D form Texture: Change the surface of a malleable material e.g. build a textured tile

Join clay adequately and construct a simple base for extending and modelling other shapes Create surface patterns and textures in a malleable material Use papier mache to create a simple 3D object

Plan a sculpture through drawing and other preparatory work Develop skills in using clay inc. slabs, coils, slips, etc Produce intricate patterns and textures in a malleable media

Collage Understands different media can be combines to create new effects.

Create images from a variety of media e.g. photocopies material, fabric, crepe paper, magazines etc Arrange and glue materials to different backgrounds Sort and group materials for different purposes e.g. colour texture Fold, crumple, tear and overlap papers Work on different scales Colour: Collect, sort, name match colours appropriate for an image Shape: Create and arrange shapes appropriately Texture: Create, select and use textured paper for an image

Experiment with a range of collage techniques such as tearing, overlapping and layering to create images and represent textures Use collage as a means of collecting ideas and information and building a visual vocabulary

Add collage to a painted, printed or drawn background Use a range of media to create collages Use different techniques, colours and textures etc when designing and making pieces of work Use collage as a means of extending work from initial ideas

Year group: Reception

Knowledge Experiments with blocks, colours and marks. Realises tools can be used for a purpose. Uses simple tools and techniques competently and appropriately. Selects appropriate resources and adapts works where necessary. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Understands that they can use lines to enclose a space, and begin to use these shapes to represent objects. Creates simple representations of events, people and objects. Explores colour and how colour can be changed. Explores what happens when they mix colours. Chooses colour for a particular purpose. Beginning to be interested in and describe the texture of things.

Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation) Art 1:

Home sweet home Self portraits

Exploring colour. Can you mix colours to find the right skin tone colour? Hair colour? Eye colour?

Can you paint a picture of yourself? Does the portrait have the same colour hair/eyes/skin colour as you? Have you put all the facial features in the correct place? Is there anything you have missed off? (Eyebrows/ears etc.)

Art 2: Animal Crackers

Paper plate animals

Scissor skills: Can you cut out the correct shapes to make your animal’s eyes/ears/tail etc. Can you draw around a shape and cut it out? Can you hold your scissors correctly?

Can you make a paper plate animal? Does the animal have the right colours on it? Have you included all the right features? Stripes/spots/whiskers etc.

Artist Study: What a wonderful world- Aboriginal

Art

Aboriginal Art, focusing specifically on dot painting.

Exploring dot painting: can you experiment with following a pattern using different sized dots. Can you overlay dots to mix colours? What happens?

Can you make your own individual dot painting in the style of aboriginal art?

Does the painting look authentic? Could you use different colours or different thickness of dots to make it look for eye catching? Have you followed your pattern?

Vocabulary: Colour, mixing, light, dark, pattern, experiment, materials, different, same, big, small, cut, eyes, nose, mouth, hair, skin, ears, eyebrows, eyelashes, lips, plate, circle, snip, animal names.

Resources Paints, pencils, paper, paintbrushes, different resources that can be used to make dot paintings, scissors, mixing palettes. Pictures of animals.

Year group: Year 1

Knowledge How to create and make a stamp using polystyrene and using lines to create an image. I can use a variety of tools to create an image such as rollers and paint brushes of different sizes. I can name different types of paint and select an appropriate paint to create an image by printing. I can name the primary colours. I understand that different colours are associated with different moods which are appropriate for certain images. I can sort material by colour. I can mix primary shades and tones and I understand that these create new colours. I can add texture to my pictures through adding materials. I can draw lines and shapes through observations of flowers to create an image. I can make my lines dark or light to draw an image. I know that Vincent Van Gogh created many pictures. Some of Vincent Van Gogh’s most famous paintings are of flowers. He liked to use bright colours using oil paint.

Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation) Art 1:

Stamps featuring the queen and portraits of Queen Elizabeth II and Queen Victoria

I can draw a portrait on paper and then on polystyrene to create my printed block which I can then use to create my printed stamp. I can paint using different tools and techniques such as using rollers and paintbrushes. I can select different colours for my printed stamp.

Create your own printed postage stamp of your own self-portrait.

I can say what I like and do not like about my stamp. I could say what I could do to improve my stamp. Have I used my stamp correctly?

Art 2:

Looking at the changing colours of the Worrysaurus from class book. (Link to PSHE of feelings and emotions).

I can identify that colour can affect the mood of paintings. Collect, sort, name match colours appropriate for an image of my monster. I can identify primary colours. I can mix primary colours and tones. I can add different materials such as issue paper and felt to create a collage. I

To create our own feelings monster using different colours of paint and then materials such as felt and tissue paper to represent his mood.

Do the colours I have chosen reflect how the monster is feeling? How do the monsters make you feel? Have I used the right amount of paint on my paintbrush? Have the materials I have chosen match how the monster is feeling? Do the materials I have chosen match the colours of paint I have chosen? How could I improve my picture?

know that when I add materials to my picture it creates a different texture.

Artist Study: Who was Vincent

Van Gogh?

Katie and the Sunflowers- pictures of the sunflowers from the class book.

I can experiment with different materials to create a picture of the sunflowers such as; paint, oil pastels, pastels and tissue paper. I can control the types of marks made with the range of media. I can observe and draw the shape of a sunflower from observation. I can explore the work of Vincent Van Gogh and his paintings of flowers and say which paintings I like and dislike and why.

Can you create a picture of sunflowers like Vincent Van Gogh?

Have I used the correct colours for my sunflower? Have I used too much/too little water on my brush, what is the impact of this? What similarities does my picture have to Vincent Van Gogh’s painting of the sunflowers? What can I do to improve my picture of the sunflowers?

Vocabulary: Colour, print, brush size, primary colours, poster paint, watercolours, roll, similar, different.

Resources Polystyrene for printing, paint, felt, tissue paper, oil pastels, paintbrushes.

Year group: Year 2

Knowledge Drawing from direct experience and drawing from something remembered. Develop an awareness of textures and colours. Develop the ability to use overlapping. Introducing different paintbrushes and their uses, exploring the effects of adding water. Creating a simple 3D piece, using basic materials.

Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation) Art 1: Stimulus: images of

skylines of London and Peru

Using materials to create a collage - which materials work best for this? Using colour to suit day time/night-time; arranging these from light to dark. Using overlays and stencils.

To produce a skyline of London and Peru in the daytime and night-time using a collage of materials as a background and a collage of materials for the overlay.

Did these materials fit the purpose? Does the sky go from dark to light? Do these colours reflect the time of day?

Art 2: Science topic: plants, using the garden as a stimulus for primary drawings of flowers and leaves.

Using pencils, chalk and pastel to blend from light to dark. Looking at colour palettes, what are primary and secondary colours. Using watercolour to blend colour, to mix colours and how to make a colour darker and lighter.

Produce a primary drawing of flowers and leaves with an element of blending colour from light to dark.

Have I blended correctly? Is this the correct tone? Where is the light coming from? What effect does blending and using tone have? Have used too much/too little water on my brush, what’s the impact of this?

Artist Study: Who is Andy

Goldsworthy?

Hansel and Gretel - using the imagery throughout the book as a stimulus to create a sculpture.

Exploring natural materials: can you tie two sticks together using only natural materials? Can you balance one object on top of each other? Can you make an arch or a tunnel from natural materials?

Can you make a natural sculpture like Andy Goldsworthy?

Is this structure solid? Is it made from only natural materials? Could there be a natural material to bind? How would this impact the structure? What does this structure look like over time?

Vocabulary: texture, colour, overlay, sculpture, natural, materials, watercolour, blend, tone, lighter, darker, collage

Resources paint, materials to collage with, chalk, pastel, pencil.

Year group: Year 3

Knowledge Select and record from first hand observation, experience and imagination. Explore ideas for different purposes. To be able to select ideas to use in their work and adapt if necessary, describing how it can be developed further. To experiment with adding surface detail to drawings when making pen illustrations. To experiment with texture and colour mixing, using watercolours, acrylic and oil paints. To explore ideas with form and shape, using a range of implements e.g. pencil, pens, paintbrushes.

Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)

Art 1: Illustrations from ‘Street beneath your feet’ and other pen illustration artists.

Experiment with ways in which surface detail can be added to drawings. Use sketchbooks to collect and record visual information from different sources. Draw for a sustained period of time at an appropriate level. Lines and Marks: Make marks and lines with a wide range of drawing implements e.g. charcoal, pencil, crayon, chalk pastels, pens etc. Experiment with different grades of pencil and other implements to create lines and marks. Form and Shape: Experiment with different grades of pencil and other implements to draw different forms and shapes. Begin to show an awareness of objects having a third dimension.

To create a pen illustration of one underground layer where they could include fossils, animal, artefacts, minerals, underground railway, sewers etc.

Personal and peer evaluation Is it effective? Do the materials used suit their purpose? Can it be improved in any way? How/Why?

Art 2: Using paint (colour mixing) to produce water images

Experiment with different effects and textures inc. blocking in colour,

To create two contrasting paintings (one realistic – canal and one abstract – The Chocolate River) using water colours and

Personal and peer evaluation Is it effective?

which create the illusion of movement.

washes, thickened paint creating textural effects. Work on a range of scales e.g. thin brush on small picture etc. Create different effects and textures with paint according to what they need for the task. Colour: Mix colours and know which primary colours make secondary colours. Use more specific colour language. Mix and use tints and shades

demonstrating evidence of colour mixing.

Do the materials used suit their purpose? Have I blended the colours accurately? What effect does blending and using tone have? Have I used too much/little water? What impact does this have? Do the paintings create the illusions of movement/water? Could they be improved in any way? How/Why?

Artist Study:

Who is Georgia O’Keaffe?

Using plants and natural objects (including bones and skulls) to create artwork.

Experiment with different effects and textures inc. blocking in colour, washes, thickened paint creating textural effects. Work on a range of scales e.g. thin brush on small picture etc. Create different effects and textures with paint according to what they need for the task.

To use natural objects e.g. sticks, stones, leaves etc. to create a mountain landscape using acrylic/oil paints. Focus on creating effects with different textures.

Personal and peer evaluation Is my artwork similar to that of Georgia O’Keaffe? Did I create different textures with the materials used? Did the natural objects I use enhance my artwork? How/Why? Could my work be improved in any way? How/Why?

Vocabulary: Texture, tone, watercolour, acrylic, natural, blend, mix, materials, abstract, realism, scale, landscape, refine, surface, contrast, compliment, alter, spectrum, transparent, opaque, colour blocking, similar, different, sketch, shade, primary colours, secondary colours, thin, thick, background,

Resources paint, watercolours, materials, pencil, pens, acrylic, leaves, wood, sticks, rocks, pastels, chalk, crayon,

Year group: 4

Knowledge Plan, design and make models from observation or imagination Join clay adequately and construct a simple base for extending and modelling other shapes Create surface patterns and textures in a malleable material Create different effects and textures with paint; Mix colours and know which primary colours make secondary colours. Use more specific colour language. Mix and use tints and shades Adapt their work according to their views and describe how they might develop it further. Annotate work in sketchbook. Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them. Select and record from first hand observation, experience and imagination, and explore ideas for different purposes. Make marks and lines with chalk pastels

Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)

Art 1: Images of Anglo Saxon Patterns and geometric patterns.

Using observation of others’ work as a basis for own design. Choosing the right sized piece of clay and rolling into a sphere. Flatten using rolling to create a base. (plate or base for pot) Smoothing, spreading, shaping, coiling and joining clay with water Choosing the correct drawing instrument to suit the pre-designed pattern and decorating. Ensuring use of a series of straight or curved lines or shapes that repeat.

Design own geometric pattern based on, but not limited to, an Anglo Saxon pattern. To recreate an Anglo Saxon pot, bowl or plate with a geometric pattern by using clay and a range of tools or pencil to engrave the pattern.

Do these tools fit the purpose? Is this the correct amount of clay? Will more less be needed? What amount of space is needed to include pattern? Is the pattern geometric? (lines, objects and shapes repeated in a pattern like wallpaper) Have I used too much /too little water? What is the correct pressure to use? Have I mapped out the process I will use and have a recovery strategy if things go wrong?

Art 2: What’s wrong with society? How to improve it? Images of Banksy’s political statements – what do they mean?

Using watercolour to blend colour, to mix colours and how to make a colour darker and lighter. Mixing primary colours to make secondary colours. Designing an image for a stencil. Pencil sketching image on paper

Design own stencil. Make own Banksy inspired Graffiti art with a message of change.

What does Banksy’s art mean? Evaluate the political statements behind some pieces. Have I blended correctly? Is this the correct tone? Where is the light coming from? What effect does blending and using tone have? Have I used too

plate or card stencil. Trail, error improve a sketch, then an intricate cut. Paint flick or Stipple stencil with a thick brush (small dots in different thicknesses to create texture and shade) Applying stencil to a wall or different background. Reversing to create an opposite image.

much/too little paint or water on my brush, what’s the impact of this? How to improve for next stencil /cut / stipple/ paint job? What does my art mean? Does it make a statement of change?

Artist Study:

Who is Wassily Kandinsky?

Images of Kandinsky’s work

Choosing paint or pastel. Using pencils, chalk and pastel to blend from light to dark. Looking at colour palettes, what are primary and secondary colours

Using watercolour to blend colour, to mix colours and how to make a colour darker and lighter.

Can you make a piece like Kandinsky’s squares with concentric circles?

What effect does blending and using tone have? Have I used too much/too little paint or water on my brush, what’s the impact of this? Have I structured and planned my work?

Vocabulary: texture, shade, colour, sculpture, materials, watercolour, blend, tone, lighter, darker, sketch, stipple, stencil, geometric, smoothing, spreading, shaping, rolling, coiling and joining, malleable, refine, alter,

Resources Paint, pencil, sculpting tools, clay, short think brushes, brushes, card, water,

Year group: 5

Knowledge I know how to use a variety of different grades of pencils, marks, lines, patterns, textures and shapes to create effect I know how to use ink and recreate images and text I know to plan a sculpture through drawing and other preparatory work, and develop skills in using clay I know how to create a piece of sculpture I know how to produce intricate patterns and textures in a malleable media I know how to replicate a piece of art in the style of a well-known artist (Andy Warhol)

Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)

Art 1:

Possible link to D/T if children create an owl with a moving part.

Harry Potter – Hedwig (snowy owl)

To practise using a variety of different grades of pencils and different strokes. Experiment to make different marks, lines, patterns, textures and shapes. Practice working from a variety of sources, including observation, photographs and digital images to ensure they capture detail, especially in respect of the feathers and eyes. Identify artists who have worked in a similar way to their own work and see how they have drawn and created texture of the feathers. Practice drawing a variety of different owls in different positions – is it easier to draw an owl in flight or perched on a gate?

To produce a fine line pencil drawing of an owl, focusing on the detail in the feathers and eyes. In addition to owl with moving part – if enough time, children to use paint to create collages/painting of things which make them happy – link to Harry Potter (role models)

Did your feathers look like real feathers? Did your owl look in proportion? On reflection, would you have drawn a different type of owl/an owl in a different position – why?

Art 2: Ancient Egypt – Mr Egypt visit – practice hieroglyphics – looking at various pottery/history behind individual pieces of pottery.

Research how to make a sculpture out of clay. What tools do you need? How do professionals use clay? Do they have any tips? Draw three designs – then peer evaluate – what problems do they think they would get with the designs – too complicated – neck of the pottery too narrow – will easily break. Practice using clay – what tools do they prefer to work with – will this change their design idea?

To design and create a piece of Ancient Egyptian style pottery out of clay, with hieroglyphic text on the outside.

Is your pottery fit for purpose? Now

you have created it, would you

change the design? What would you

change about it and why? Which

tools did you like using, why? Is your

pottery solid – would it be easily

broken – how could you improve its

stability?

Artist Study:

Who is Andy Warhol?

Children to watch video of Neil Armstrong walking on the moon in 1969. To look at a variety of Andy Warhol’s work (pop art) – to use this as curriculum homework.

Research Andy Warhol prints – how does he use textures/colours? Practice using chalk – what do you need to be careful when using it? What colours work well together? Can you blend colours together? What colours do you need to create a picture like Andy Warhol’s Moonwalk? What effect do certain colours have on a black background? Can you not use certain colours on a black background? Give reasons why not.

Can you make a picture showing the iconic image of Neil Armstrong walking on the moon in 1969, like Andy Warhol has done?

Have you drawn Neil Armstrong in the correct proportion to the flag? Now your picture is complete, would you change the colours you have used? Have you blended your colours correctly? Does Neil Armstrong and the flag look like it is 3D? If not, how could you ensure that it does look 3D?

Vocabulary: Atmosphere Vibrant Warm/cold colours Manipulate carving malleable alter refine grades of pencil blend contrast

Resources Pencils of various grades art books paint split pins clay chalk black paper white card

Year group: 6

Knowledge I know how to use a variety of different grades of pencils, marks, lines, patterns, textures and shapes to create effect I know how to use ink and paint and recreate images I know what colours contrast and complement each other I know to plan a sculpture through drawing and other preparatory work, and develop skills in using clay I know how to create a piece of sculpture I know how to produce intricate patterns and textures in a malleable media I know how to replicate a piece of art in the style of a well-known artist (Picasso) I know how to layer materials to create texture

Question Stimulus Small skills - Practise Final outcome Critical thinking (Evaluation)

Art 1:

Amazon Rainforest canopy/leaves

To practise using a variety of different grades of pencils and different strokes. Experiment to make different marks, lines, patterns, textures and shapes. Practice working from a variety of sources, including observation, photographs and digital images to ensure they capture detail, especially in respect of details on leaves Identify artists who have worked in a similar way to their own work and see how they have drawn and created texture using a specific colour theme (greens)

To produce a printed or painted outcome of a repeated image overlapped to create a sense of an Amazon canopy.

Do the colours use create a sense of being enclosed? Have you used a range of techniques to create the image? How could the image improved? What impact would changing the colour of the image have?

Art 2: Mayan pottery based on mask imagery

Research how to make a sculpture out of clay. What tools do you need? How do

3D Mayan mask using clay

Is your pottery fit for purpose? Now

you have created it, would you

change the design? What would you

change about it and why? Which

professionals use clay? Do they have any tips? Draw three designs – then peer evaluate – what problems do they think they would get with the designs – too complicated etc. Practice using clay – what tools do they prefer to work with – will this change their design idea?

tools did you like using, why? Is your

pottery solid – would it be easily

broken – how could you improve its

stability?

Artist Study:

Who is Picasso?

The weeping women and the front cover of ‘Wonder’

Research Picasso – who is he? Look at the weeping women How does the image make you feel? How do you think the women feels? Why? Practice colour to create mood, if someone was happy what colours would you use? Research how using different materials can create mood and tone in a piece of art. Experiment with materials to create different scenarios.

Create their own version of the ‘Wonder’ front cover in the style of Picasso’s the Weeping Women using mixed media.

What mood were you trying to portray? Why did you use those colours? What materials did you use? Why? What would have changed if you had used x instead?

Vocabulary: Atmosphere Vibrant Warm/cold colours Manipulate carving malleable alter refine

grades of pencil blend contrast strokes line texture tone style mood contrasting complimenting

Resources Pencils of various grades art books paint clay colouring pencils clay tools mix media(magazines, text etc) Photographs felt tips water colours fine liner