Art

Art Planning

CYCLE 1 - National Curriculum

Key Stage 1

Pupils should be taught:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Key Stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.

Topic: Poppies November

F2 Y1 Y2
  Why are poppies important?
Children will use their hand to print – each group to make one poppy by printing each child in that groups hands in circular pattern the children will then add collaged black material into the centre to give the seeds a 3D appearance.

The children will also use paper plates to make another poppy by painting two halves of the plates and placing them together to create 3D flower image the children will tear black paper to make central part of the flower.

The children’s work will be displayed with the logo ‘Together we are stronger.’

Each child will make a coffee filter poppy by using water squeezers and food colouring of yellow orange and red to make a range of poppies using the inspiration form O’Keefe’s oriental poppieswork.

They will use this to create an enlarged image of a soldier in the style of walking through the poppy fields.



The children will then create individual poppy pictures using a combination of blowing the paint and flicking it – this to be done outside. The children can then add finishing touched using D&M equipment from class.

Title: Red for life and love.

Children to look at the image by Alex Katz and discuss him as an artist – where does he get his inspiration from? Discuss how you are going to do an image in the style of Alex Katz but that your image is going to have poppies and where the lines are they are going to be crosses – refer back to the work done previously asking why?

Children to then create their image in stages:

  1. Whitewash the background using watered down blue paint.
  2. Add crosses creating these from stripes of card (corrugated if possible)
  3. Now add green stems of varying length.
  4. The children will create 3D poppies using range of equipment from coffee filters, cake cases, tissue paper (more able to create pin wheel poppies)

This will create a 3D image as if the poppies are rising from the page.

The children can also work with the class TA modelling a bowl out of air dry clay – this will then be painted red. Emphasis should be placed on the seeds for the middle of the bowl.

Title: Beauty amongst the dead.

 

to use a range of materials creatively to design and make products

to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

to use a range of materials creatively to design and make products

to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

F3 Y4 Y5 Y6
Remembering WW1 – 100 years on Lest we forget
Look at the work of Andy Warhol and his flower paintings. Discuss with the children how Warhol painted many flowers in simplistic repeatable designs. Explore the images, discuss background, features of interest etc. The children will then sketch in their books a range of poppies (other flowers if appropriate) in the simplistic style of Warhol, discuss how we don’t need to ensure we see veins on petals for example as we just need basic shape. Children to explore different textures of pencils to create shading of varying levels. The children will now use large A3 sheets, they can either whitewash the backgrounds or can separate into different gradients. The children will then initially paint the backgrounds using acrylic paints adding on foreground flowers in time. Emphasis needs to be placed on the children ensuring the outline of each flower is deep black to emphasis the poppy and detail within.

Title: Pop Art Poppies for WW1
The children in Year 4 will focus on the artist Georgia O’Keefe. They will initially sketch some still life flowers from our school environment the children will probably focus on the whole flower. At this point review children’s sketches discussing how detail is lost if we do the flower from a distance. Introduce O’Keefe’s work ‘Oriental Poppies’ and red poppy
Using sketch books first the children to have enlarged images of poppies with view finders – children to place viewfinder over a section of the poppy and sketch. Once this has been done using various images and sections children to sketch enlarged flower close up – emphasis on detail, they will then use pastels to repeat the process. Display will include some view finder work and enlarged close up flowers in the style of O’Keefe.

Title: Red poppies remind us always.
The children in Year 5 will also look at the work of Georgia O’Keefe but will focus on specific sections of O’Keefe’s images. The children will initially sketch a range of poppies from still life sketching with charcoals and various HB pencils to using images/ paintings to sketch specific parts using viewfinders. Emphasis needs to be placed on the children filling the page with their image to create full effect.
The children will then use 4 poppy images and 4 A5 size pieces of paper. For each piece of paper the children will use a different art medium from collage, pastels, acrylic paint and watercolours – this will create 4 very different images. The children will be encouraged to combine these 4 pieces to create 1 large collaged poppy joined together with a dove of peace.

Title: May peace live on forever.
The children in year 6 will do a combination of sketching using varying HB pencils and charcoal (if appropriate for skills) and creating using wire to manipulate into a poppy. Suggestions; children do 1 skill in each classroom.



  1. Show the children a range of images in black and white with 1 splash of colour as above – discuss the impact of this flash of colour and how it provokes. Children to be given poppies and sketch using pencils to create the fine detail on the petals. The children can then either create a war scene or a flowing poppy combining colour and black and white.
  2. The children will be given images of poppies to use as inspiration, they will then create each petal of their poppy using wire manipulating and bending into place – if this takes too long maybe think of the children working in pairs to create.
  3. The poppies will cascade down the window on Y6 landing with their art work decorating the war and display board below.

Title; Lest we forget.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.
Autumn 1 Autumn 2 Spring 1  
Y1/ 2 Is the i-pad cooler than my grandparents toys?

Significant historical events, people and places that are in their own locality.

Text:

Art: children will explore POP ART.

They will look at the works of artists such as Andy Warhol, Bridget Riley. Get the children to work in pairs; 1 child to be blindfolded 2nd person to describe the picture in front of them, repeat swopping roles.

The children can then use viewing squares to place over their image to draw specific sections – you could use the same images, squares at different places to create a large version of that image.



They will use a variety of materials from the classroom (brightly coloured) to create a pop art hat (1/2 class)

The other half of the class with use masking tape and 30cmx 30cm squares of material, they will work in pairs to place stripes on the material to make blocks of colour – the children can the work together to paint their squares using fabric paint; they must not use the same colour twice or next to each other to create true pop art. Once dry remove the tape and sew together to make a wall hanger.

Children to swop do the other activity.

NC Links:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

 

Y1 – Was Neil Armstrong brave?

Events beyond living memory that are significant globally.

Art: sculpture focus

Children to look at the works of Anthony Gormley – discuss what features they like about his sculptures. (ppt: what is sculpture) Discuss with the children what sculpture is; make or represent (a form) by carving, casting, or other shaping techniques.

Take children into the hall to create sculptures using their bodies; individually, pairs, threes. Photograph these. The children back in class will then be split into two groups;

  •  Have variety of objects from the classroom and will create a sculpture of their own; peers to say 1 positive, 1 next steps comment.
  • Using large boxes, bottles, etc children will create sculptures on the carpet.

The children will then go back into the hall to create their own sculpture in groups using tubes and connectors.
Finally the children will show how paper can be manipulated to create different shapes. Drawing on some examples of sculptures by different artists (images may help at this point) your class will then be challenged to create their own abstract paper sculptures by twisting, folding, tearing and joining paper in a variety of ways.
NC Links:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

Y2 –were Neil Armstrong and Helen Sharman/ the wright brother and Amelia Earhart brave?

Events beyond living memory that are significant globally.

Art focus: sculpture/ collage
What may Neil Armstrong have seen from space? How do we see them now? Using the images from Tim Peake and compare to images from space taken by Neil Armstrong. Children to experiment sketching what he may have seen in space. Children to then collage the image of earth from space – tearing paper, tissues, cellophane, etc.
Children to create a birds eye view of an aeroplane on the school yard using equipment found naturally in the environment.

Alternatively the children could work in pairs to create Earth from space using balloons, paper mache and tissue – green and blue to represent land and sea.
NC Links:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
Y1 – what would Paw Patrol say about our playground?

Use basic geographical vocabulary to talk about the local area.
Art focus: art in the environment – the children will complete 3 tasks:

  • They will collect objects from the environment leaves, twigs, pebbles, grass and come into class to make pictures using their objects – photograph.
  • They will then create faces on trees
  • They will then work on 2 bottle top murals to be placed outside

All tasks to have one aim; to improve the playground.
NC Links:

  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Y2 – What is it like to live beside the seaside?
Use basic geographical vocabulary to talk about the local area.
Art focus: children will initially look at shells and other objects found at the beach, they will then create their own sea creature using collaged materials (see IWB)
Sketching objects from the sea then designing and making a creature using newspaper, masking tape and tissue. Create display with all of the sea creatures.
NC Links:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
Y3/4 round the world in 80 days.

Locate world countries, focussing on Europe & Americas focus on key physical and human features.

Art focus: Abstract art project involving acrylic paint – children to explore https://www.edenproject.com/visit/whats-on/spirit-of-the-rainforest-gallery the works of an Amazonian tribal leader, children to discuss what they like about the artwork submitted by the children discuss good/ bad features and how each image fulfils its goal; to show the spirit of the rainforest. Children to use PEE to describe.

Share artist Henri Rousseau with the children and how his art is impressive considering he never left Paris (see ppt)
They will then compare these artworks to the works by artists such as Henri Rousseau.
Look at shapes of leaves
Choose a leaf to draw round, cut out use as template
Choose a jungle animal
Look at and explore its skin
Lightly colour the leaves in different shades of green
Colour the animal skin pattern
Colour the background
Use pastel or text to add veins to the leaves and outline everything
Children to sketch then create their own rainforest art using the inspiration from Henri Rousseau and spirit works.
NC Links:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history
Y3/4 who lived in Britain first?
Stone age to iron age Britain, including – hunter-gatherers and early farmers – Bronze age religion, technology and travel – iron age hill forts.
Art focus: the children will look at fossil and create monoprints using fossils.
They will then go on to make their own fossils thinking about what a fossil is and what a fossil needs to portray. (video available)

Year 3: children will study the Lascaux – (Lascaux Caves) is the setting of a complex of caves in south-western France famous for its Palaeolithic cave paintings. They will go on to look at cave drawings children given opportunities to interpret and share their interpretations with others justifying through evidence. They will then explore using charcoal and fingers as drawing tools (messy activity) the children could then use tools from the playground – sticks, stones, leaves to fins an effective tool for drawing in line with what was available during cave men times. (video available)

 

NC Links:

  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
Y3 How did the Victorians make us Victorious?

Local area history study.

Art focus: William Morris and his elaborate wallpapers.
Once the children have learnt about the Victorians and how the Victorians liked colour, regal opulence introduce the children to the work of William Morris (ppt). Give the children pieces of Morris wallpaper to study and discuss preferences, features of interest and what the patterns and colour tell us about the Victorian era.
Children to then use colour magic to create their own image in the style of William Morris using repeating patterns.
Explain to the children that Morris did not just design wallpaper he was also responsible for tapestries, fabric, furntiure and stained glass windows.

Y3: using a Morris picture place a piece of clear plastic on top paper clip into place – children to then use fine brushes to trace the pattern onto the plastic to create stained glass windows.
NC Links:

  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history
Y4 – would you have wanted to be an ancient Egyptian?

Broader history study, earliest ancient civilisations

Art focus:

Children to make canopic jars (yogurt pots – air dry clay heads cover them in paper and add hieroglyphics)
The children will create a head using clay to be placed on top of thir pots – the head should represent one of the four sons of Horus.
Children will research first canopic jars – marking on jars and how these are significant to the mummification process. Then will cover the yogurt pot with brown paper of PVA mixed with paint. The head will then be placed on the top once carved out of clay – may be a nice idea to make a body part to go inside and paint this also out of clay.

The children to make an amulet using salt dough acrylic paint and string (important to insert a hole using a straw whilst the clay is wet.) Research and design symbols/ amulets from the ancient Egyptian era prior to creating.
NC Links:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
Year 5/6 from North to South and inbetween

Name and locate countries, cities, regions & features of UK. Understand latitude, longitude, Equator, hemispheres, tropics, polar circles & time zones. Study a religion of Europe and of the Americas.



Art focus; Using the works of Loretta Grayson: www.rettg.blogspot.co.uk/2011/01/tree-grows
children to follow the tutorial to make their own art in the style of Grayson – this can be adapted to use maps of the world: www.flickr.com/photos/rettg/6357101965
children/ teachers could adapt this to use different colour combinations from equator / hemispheres/ topics/ Europe/ Americas
NC Links:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history
Year 5/6 - Who did more for us – The Anglo Saxons or the Vikings?

British history – Anglo Saxons and vikings
www.bbc.co.uk/guides/zwjq2hv (introduction)
Art focus: Anglo –Saxon longboats, the children will use design and make skills to create a longboat fit for a viking.
Using dowling, wood panels (or card) the children should work in pairs/ 3’s to create a boat which is imaginative as well as working.

NC Links:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history

Year 6: what makes the Earth angry?
Natural / weather

Year 5 – how do we use Ancient Greek ideas today?

Broader historical study

Text:
Art focus; children will look at the artefacts which have been discovered. They will then design and make a clay bowl or pot. They will think of a design for their clay and carve this in using clay tools the children will then either marble their clay item or paint it once dry (place on radiators)
Focus should be given to fact that clay becomes flaky when dry so therefore needs to be an accurate depth.
NC Links:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history

Year 6 - Who did more for us – The Anglo Saxons or the Vikings?

British history – Anglo Saxons and vikings