glynwood art image result for angel of the north image

GLYNWOOD ART

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=&url=https://www.skyscanner.net/trip/gateshead-united-kingdom/things-to-do/the-angel-of-the-north-statue&psig=AOvVaw1_q7CvP9ta3uMigRzAAB9p&ust=1575746146817811

https://www.bing.com/images/search?view=detailV2&ccid=f1RVhBNi&id=BA528530635407622483A93879DC0A1EFFF261A8&thid=OIP.f1RVhBNih4IfURbccGL2CQHaNm&mediaurl=http://www.allartclassic.com/img/Wiliam_Holman_Hunt_HUW002.jpg&exph=700&expw=381&q=take+one+picture+isabella+and+the+pot+of+basil&simid=608009197668928411&selectedIndex=0

https://en.wikipedia.org/wiki/File:Workshop_of_Hans_Holbein_the_Younger_-_Portrait_of_Henry_VIII_-_Google_Art_Project.jpg

https://149354338.v2.pressablecdn.com/wp-content/uploads/2014/05/Bartholomew700.jpg

Glynwood Art Scheme

This scheme is not a definitive list of artists, and movements, that we will cover across the years, and the ideas in it are adaptable and

changeable.

If you have different ideas about how to deliver the art within your year group, please feel free to give it a go. All that I would ask is that

you cover the necessary skills and steps, and stick to the given artist and art form, unless we agree together to change them. This is so I

can ensure we have a good range of artists and themes covered across the years. Any extra art/artists you do or mention is obviously very

welcome!

Please also write any ideas, corrections or thoughts on post-it notes and add to the scheme, so I can collect these at the end of Summer, to

assess how it is working, and consider any changes that may need to be made.

Many thanks for taking all of this on board,

JE, March 2020

DT & ART CURRICULUM OVERVIEW

Y1

Y2

Y3

Y4

Y5

Y6

AUT 1 D

T

OUR LOCAL AREA

MECHANISMS Moving Story book

(Linked to English)

DT

MARV MACHINES

MECHANISMS Moving Vehicles

(Linked to Topic)

DT

LONDON

TEXTILES

Cushions

(Linked to Topic) DR

AW

IN

G

NORTHUMBERLAND

PORTRAITS 2

DT

ANGLO SAX & VIKNGS

MECHANISMS Pop-up Book


AW

IN

G

WORLD WAR 2

FIGURE DRAWING 3

AUT 2

SCU

LP/

3D

OUR LOCAL AREA

CLAY 1

PRIN

TIM

AK

NG

WINTER CELEB

PRINTMAKING 1

PAIN

TIN

G

LONDON

COLOUR MIXING 2

DIGITAL ART 2

DT

NORTHUMBERLAND

STRUCTURES

Castles

SCU

LP/

3D

ANGLO SAX & VIKNGS

CLAY 3

COLLAGE

DT

WORLD WAR 2

ELECTRICAL SYSTEMS

Electronic Greetings

Cards

(Linked to Science)

SPR 1

DT

OUR COUNTRY

TEXTILES Animal Puppets

(Linked to Science) PAIN

TIN

G

FROZEN PLANET

COLOUR MIXING 1

DT

STONE AGE IRON AGE

STRUCTURES Pavilions

PAIN

TIN

G

RAINFOREST

LANDSCAPES 2

DT

MALHAM

STRUCTURES Bridges

(Linked to Topic)

DT

THE VICTORIANS

MECHANISMS

Automata Frames

(Linked to Topic)

SPR 2

DR

AW

IN

G

FAMOUS PEOPLE

PORTRAITS 1

DT

GT EXPLORRS & ADV

TEXTILES

Pouches

(Linked to Topic) SCU

LP/

3D

STONE AGE IRON AGE

CLAY 2

DT

Significant person

PAIN

TIN

G

MALHAM

COLOUR MIXING 3

LANDSCAPES 3

PAIN

TIN

G

THE VICTORIANS

DIGITAL ART 3

SUM 1

DT

CASTLES

STRUCTURES Windmills


AW

IN

G

INDIA

FIGURE DRAWING 1

PHOTOGRAPHY

FASHION

DT

ANCIENT EGYPT

MECHANISMS Pneumatic Toys

(Linked to Topic) D

T

ROMANS

ELECTRICAL SYSTEMS

Torches

(Linked to Science)

DT

THE TUDORS

TEXTILES Stuffed toys

(Linked to Topic)

DT

MAPS & NATURL DIS

STRUCTURES Playground

SUM 2

PAIN

TIN

G

GREAT OUTDOORS

LANDSCAPES 1

DIGITAL ART 1

DT

RIVER TYNE

STRUCTURES Bridges


AW

IN

G

ANCIENT EGYPT

FIGURE DRAWING 2

PRIN

TIM

AK

NG

ROMANS

PRINTMAKING 2

DR

AW

IN

G

THE TUDORS

PORTRAITS 3

ARCHITECTURE

PRIN

TM

AKIN

G MAPS & NATURL DIS

PRINTMAKING 3

ARTISTS/DESIGNERS OVERVIEW

Y1

Y2

Y3

Y4

Y5

Y6

AUT 1

DR

AW

IN

G

NORMAN CORNISH

PAULA REGO

DR

AW

IN

G

HENRY MOORE

EVELYN DUNBAR

AUT 2

SCU

LP/

3D

ANTHONY

GORMLEY

BARBARA

HEPWORTH PR

IN

T

GIACOMO BALLA KIYOSHI

YAMASHITA

ANGIE LEWIN PAIN

TIN

G

CLARE CAULFIELD

SCU

LP/

3D

ELISABETH FRINK

MICHELANGELO

SPR 1

PAIN

TIN

G

DAVID MCEOWN

BERENICE SYDNEY

PAIN

TIN

G

JOHN DYER

HENRI ROUSSEAU

SPR 2

DR

AW

IN

G

GUSTAV KLIMT

SVETLANA

PETROVA

SCU

LP/

3D

LION MAN

SCULPTURE

PAIN

TIN

G

KATHARINE HOLMES

SUE NICHOL

JULIA SHACKSON

JMW TURNER

PAIN

TIN

G

W HOLMAN HUNT

SUM 1

DR

AW

IN

G

MANJIT THAPP

DAYANITA SINGH

SUM 2

PAIN

TIN

G

DAVID HOCKNEY

DR

AW

IN

G

ALAA AWAD

RENOIR

PRIN

T

ANTONI GAUDI

CLEO MUSSI CLIFFORD WEBB

DR

AW

IN

G

HANS HOLBEIN

GRAYSON PERRY

HUNDERTWASSER

PRIN

TI

PABLO PICASSO

REBECCA VINCENT

JEANNIE BAKER

ED FAIRBURN

ART FORM OVERVIEW

Y1

Y2

Y3

Y4

Y5

Y6

AUT 1 D

T

DT

DT

DR

AW

IN

G

PORTRAITS 2 DT

DR

AW

IN

G

FIGURE DRAWING 3

AUT 2

SCU

LP/

3D

CLAY 1

COLLAGE 1 PRIN

TIM

A

KN

G

PRINTMAKING 1

PAIN

TIN

G

COLOUR MIXING 2

DIGITAL ART 2

DT

SCU

LP/

3D

CLAY 3

COLLAGE 2

DT

SPR 1

DT

PAIN

TIN

G

COLOUR MIXING 1

DT

PAIN

TIN

G

LANDSCAPES 2

DT

DT

SPR 2

DR

AW

IN

G

PORTRAITS 1

DT

S

CU

LP/

3D

CLAY 2

DT

PAIN

TIN

G

COLOUR MIXING 3

LANDSCAPES 3 PAIN

TIN

G

DIGITAL ART 3

SUM 1

DT

DR

AW

IN

G FIGURE DRAWING 1

PHOTOGRAPHY

FASHION

DT

DT

DT

DT

SUM 2

PAIN

TIN

G

LANDSCAPES 1

DIGITAL ART 1

DT

DR

AW

IN

G

FIGURE DRAWING 2

PRIN

TIM

AK

NG

PRINTMAKING 2

DR

AW

IN

G

PORTRAITS 3

ARCHITECTURE

PRIN

TM

AKIN

G

PRINTMAKING 3

COLLAGE 3

Y1 AUTUMN 2

SCUPTURE/3D

SPRING 2

DRAWING

SUMMER 2

PAINTING

clay, dough, boxes, wire, paper sculpture, mod roc pencils, rubbers, chalks, pastels, charcoal, inks, computing watercolour, ready mixed, acrylic, inks

WINTER CELEB

CLAY 1

COLLAGE

ANTHONY GORMLEY

BARBARA HEPWORTH

‘THE ANGEL OF THE NORTH’

‘FAMILY OF MAN’

FAMOUS PEOPLE

PORTRAITS 1

GUSTAV KLIMT SVETLANA PETROVA

‘PORTRAIT OF ADELE BLOCH-BAUER’

GREAT OUTDOORS

LANDSCAPES 1

DIGITAL ART 1

DAVID HOCKNEY

‘UNTITLED No. 21’ from the Yosemite Suite’

SCULPTURE SKILLS/3D:

Design and plan the final outcome of their piece before making.

Experiment with a variety of malleable media such as clay,

papier mache, salt dough and modroc.

Use equipment and media with increasing confidence.

Shape, form, join, construct and model materials for a purpose,

e.g. pot, tile from observation and imagination.

Manipulate malleable materials in a variety of ways including

rolling, pinching and kneading.

Impress and apply simple decoration techniques: impressed,

painted, applied, carved.

Select and use tools and equipment safely and in the correct

way.

Use surface patterns/ textures when appropriate.

SKETCHBOOKS:

Begin to use a journal or sketchbook to record what they see

and collect, recording new processes and techniques. Record

ideas, observations and designs in a visual journal to support

DRAWING SKILLS:

Can draw carefully in line from observation, recording shapes

and positioning all marks/features with some care.

Explores tone using different grades of pencil, pastel or chalk.

Experiments and investigates with a variety of drawing tools

(pencil, rubbers, crayon, pastels, chalk, pen, felt tip).

Use a variety of drawing techniques: hatching, scribbling,

stippling and blending.

Observe and draw patterns.

Encourage drawings of people to focus on more accurate

observations of faces, limbs etc.

To talk about their own work and that of other artists.

SKETCHBOOKS:




PAINTING SKILLS:

To recognise and name primary and secondary colours.

Experiment with primary colours and create the secondary

colours.

Start to mix a range of secondary colours, moving towards

predicting resulting colours.

Experiment with a variety of different brush sizes and with

other painting tools, such as sponge brushes, objects.

Begin to control the types of marks made with the range of

tools.

Paint onto a range of different surfaces with a range of tools.

DIGITAL ART SKILLS:

Explore ideas using the internet.

Record visual information using digital cameras and recorders.

Use a simple graphics package, such as Paint or Purple Mash, to

create images and effects with lines by changing the size of

brushes in response to ideas.

the development of ideas and skills.


Use eraser, shape and fill tools.

Use basic selecting and cropping tools.

SKETCHBOOKS:





4 STEPS TO TEACHING & ASSESSING:

1. KNOWLEDGE & UNDERSTANDING: Know about great

artists, craft makers and designers, and understand the

historical development of their art forms.

2. GENERATING IDEAS: Produce creative work, exploring

ideas and recording their experiences.

3. SKILLS & MAKING: Become proficient in drawing, painting,

sculpture and other art, craft and design techniques.

4. EVALUATING: Evaluate and analyse artistic works using

the language of art, craft and design.



















4. EVALUATING: Evaluate and analyse artistic works using the

language of art, craft and design.

QUESTIONS TO ASK CHN ABOUT A PIECE OF ART:

THE CONTENT: What is the image about? Describe what is in

the picture. Who produced the work? When was it done? Was

anything happening in the world that influenced the work?

FORMAL ELEMENTS: Describe the way the artist has used

lines, tones, colours, shapes, textures and patterns to create

effects.

HOW WAS IT DONE: How was the piece produced? What was

it made from? What techniques and processes were used?

FEELING AND MOOD: Does the work capture mood, feeling or

emotion? How has the artist created this mood?







effects.











effects.





ARTISTS AND LESSON IDEAS:

Introduce an image of the Angel of the North and

Family of Man. Ask questions like those above.

Introduce Anthony Gormley and Barbara Hepworth.

Use sketchbooks to have a go at drawing the square

shapes of Family or Man, and the shape of the

Angel.

Children look at Family of Man by Barbara Hepworth,

and recreate on a large scale, using different sized

boxes, possibly painting them. Children use clay to


Introduce the painting of the portrait of Adele Bloch

Bauer, and the words ‘Art Nouveau’. Ask questions

like those above. Introduce Gustav Klimt.

Practise using pencil tone and shade and to observe

and draw pattern in sketchbooks.

Look at other styles of portraiture. Stick examples

in sketchbooks and encourage children to draw over

them. Encourage children to look at spaces between

features of a face, eg. explain to them how much


Introduce the painting ‘UNTITLED No. 21 from the

Yosemite Suite’. Ask questions like those above.

Introduce David Hockney, and show a variety of

images from his ipad works.

Use the images Hockney painted on his ipad to show

children how digital art can be created. Get children

to copy an image on ipads, but also then create their

own. They could paint something from outdoors,

maybe from the school garden.

Children also use paper and ready-made paints to try

make box shapes with holes in, of different sizes.

They can use a variety of tools to make different

surface patterns and textures on the faces. Join

these together to make own sculpture.

Other alternatives – make the Angel from cardboard,

using card and paper straws, etc

KAPOW – Year 1/ Sculptures and Collages/ Lesson 1

Snail Sculptures. This could be done as shown or

adapted to be the shape of the Angel, or Family of

Man, and children add their own markings.

Discuss with children how they feel about their art.

Refer to them as artists! Encourage them to explain

what has worked well, what they might change, how

they were influenced. Discuss the art/ artist they

have learnt about, Devote time to showing all work in

a ‘gallery’ – this could just be on the floor in class.

Assess children’s understanding of the project

through discussion and observations of their methods,

processes and completed work.

forehead a face has.

Children copy features of a portrait. Draw

themselves using a photograph of themselves to trace

or draw on top of, or create image of famous person.

Use this image and surround it with variety of drawn

patterns, taking influence from Klimt.

Look at, and discuss, image by Svetlana Petrova of

her ginger cat in a Klimt painting!

https://www.bbc.co.uk/news/entertainment-arts-

27507950

https://www.pinterest.co.uk/lechero357/art-svetlana-

petrova/

Image could be painted, coloured, collaged once

drawing skills are evident.










to replicate the images, using their fingers as

brushes, as they did on the ipad.

Compare using the 2 art forms, and discuss with the

children what they thought and which they

preferred.










https://www.bbc.co.uk/news/entertainment-arts-27507950

https://www.bbc.co.uk/news/entertainment-arts-27507950

https://www.pinterest.co.uk/lechero357/art-svetlana-petrova/

https://www.pinterest.co.uk/lechero357/art-svetlana-petrova/

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=&url=https://www.skyscanner.net/trip/gateshead-united-kingdom/things-to-do/the-angel-of-the-north-statue&psig=AOvVaw1_q7CvP9ta3uMigRzAAB9p&ust=1575746146817811

Y1

EXTRA RESOURCES/ IDEAS:

FACTFILE: Resources file/ A ART/ RESOURCES FOR STAFF/

Twinkl Artist Factfiles/ Barbara Hepworth


TWINKL has Gustav Klimt information

JE has a book on Klimt landscapes

KAPOW has introduction to using sketchbooks and lessons

relating to drawing.


Twinkl Artist Factfiles/ Gustav Klimt


PURPLE MASH has a paint app

TWINKL has David Hockney information

KAPOW Year 1 Painting: Colour Mixing and Craft lesson for

colour mixing.

KAPOW Year 1 Landscapes using Different Media

Gomersal Primary Art has some Y6 work inspired by David

Hockney

EVALUATION:

• Show interest in and describe what they think about the work of others.

• Look at and talk about own work and that of other artists, craft makers and designers and the techniques they have used.

• Verbally reflect on the success of their piece and identify what went well and what they could do better next time.

• Describe the differences and similarities between different practices and disciplines, make links to their own work.

EVENTS:

Once a year - Either a visit to Shipley Art Gallery, a visit from an artist/educator from the Shipley, or a targeted art lesson from art specialist in school, possibly on printmaking.

POSSIBLE RESOURCES NEEDED FOR THE YEAR:

Pencils, clay, simple clay tools, cardboard, wax pastels, ready mixed paint, brushes – variety of sizes, mixing palettes, acrylics, sketchbooks, chalks, charcoal, water containers, aprons, tablecloths,

felt tips, coloured pencils, paper for collage (tissue, crepe, cellophane, foiled, coloured), cartridge paper/ watercolour paper, Sharpie or Posca pens.

Y2 AUTUMN 2

PRINTMAKING

SPRING 1

PAINTING

SUMMER 1

DRAWING

found materials, rubbings, stencils, sponges, polystyrene tile,

fruit/veg, wood blocks, press print, lino print, mono-print, string

watercolour, ready mixed, acrylic, inks pencils, rubbers, chalks, pastels, charcoal, inks, computing

WINTER CELEB

PRINTMAKING 1

GIACOMO BALLA KIYOSHI YAMASHITA

ANGIE LEWIN

‘FIREWORKS, 1917’

‘THAMES FIREWORKS’

FROZEN PLANET

COLOUR MIXING 1

THE ART OF FROZEN

DAVID McEOWN

BERENICE SYDNEY

‘ANTARCTIC SHORELINE’

‘MONOPRINT WITH SMALL FLYING SHAPES, 1973’

INDIA

FIGURE DRAWING 1

PHOTOGRAPHY

FASHION

MANJIT THAPP DAYANITA SINGH

THE BIGGER PICTURE WOMEN WHO CHANGED

THE ART WORLD

ACCORDIAN BOOK

Y2

PRINTING SKILLS:

Explore printing simple pictures with a range of hard and soft

materials e.g. cork, pen lids, cotton reels, sponge.

Demonstrate experience at impressed printing:

drawing into ink, printing from objects.

Make simple prints i.e. mono‐printing.

Use equipment and media correctly and be able to produce a

clean printed image.

Explore printing in relief, e.g. with string and card.

Experiment with overprinting motifs and colour.

Begin to identify different forms of printing: books, posters

pictures, fabrics.

SKETCHBOOKS:





PAINTING SKILLS:

Confidently mix primary colours to make secondary colours.

Investigate mixing a wider variety colours, to create different

tones (adding white and darker colour to a colour). Share their

discoveries with others.

Begin to control the types of marks made with a range of

painting techniques, e.g. layering, mixing media and adding

texture.

Use a brush with control to produce marks appropriate to the

work, e.g. small brush for detail

Use different sized brushes for small detail or large wash

effect.

SKETCHBOOKS:





DRAWING SKILLS:

Uses line and tone to represent objects seen, remembered or

imagined.

Experiment with different drawing techniques (hatching,

stippling, blending, shading, erasing) and make sensible choices

about what to do next.

Select particular techniques for a given purpose.

Exercise care and control over the materials they use (pencil,

rubbers, crayon, pastels, chalk, charcoal, pen, felt tip).

To talk about their own work and that of other artists, discuss

the techniques they have used and share their thoughts and

feelings linked to the art work.

SKETCHBOOKS:





4 STEPS TO TEACHING & ASSESSING: 4 STEPS TO TEACHING & ASSESSING: 4 STEPS TO TEACHING & ASSESSING:


































effects.











effects.











effects.






Introduce Giacomo Balla and the term Futurism. Also

show firework pictures of Japanese artist Kiyoshi

Yamashita, and Angie Lewin. Ask questions like those

above.


Introduce the painting the Art of Frozen. Ask

questions like those above. Introduce the term

animator.

THE ART OF FROZEN

Discuss animators and how they create artwork. Use

images from Frozen to show colours needed for ice

scenes.

Children cut out different blues and order them into

light/ dark and different tones then stick in

sketchbooks. Children then try to remake those

colours with blue and white/ blue and red/ blue and


Introduce the artists Thapp and Singh, and show

their work. Ask questions like those above.

Look at the book ‘The Bigger Picture Women: Who

Changed the Art World’ which has a section on

Singh, and is illustrated by Thapp.

Look at how Singh uses photographs in her work,

particularly at the ‘accordion book’ of photographs.

Encourage children to think about how to draw

figures. Get them to take photographs of themselves

in pairs, which are then printed out small, and made

into an accordion book. Think about pose, clothing,

setting etc to try to add character/ emotion/ feeling

Discuss how they have represented fireworks. Sketch

different ways to represent fireworks. Look at Mark

Making in Resources.

Look at https://www.angielewin.co.uk/ Thames

Fireworks and website.

Introduce the term printmaker. Explain how Lewin’s

image has been made using a linocut.

Use ‘PRINTMAKING IN THE BUSY CLASSROOM -

13 IDEAS’ PDF and Powerpoint on Resources

Drive/ART/RESOURCES FOR STAFF/ PRINTMAKING

to get printmaking ideas to use in class. (Print out of

PDF in Art Resources area)

Watch: https://www.bbc.co.uk/teach/class-clips-

video/art-and-design-printmaking-different-

materials/zhytscw

Children could practise mono-printing in their

sketchbooks, looking at styles of representing a

firework. Collect children’s ideas about what else

they could add to a print, to develop Yamashita’s

paintings and Lewin’s print, such as images in the

foreground.

Class could create large artwork together using a

variety of printmaking techniques, or work

individually. Toilet rolls can be used effectively to

print with.



grey etc, and paint colour swatches into sketchbooks.

Children experiment with colour, mixing to create

different shades of blues, greys, purples. Discuss

how shade is represented using blues rather than

black. Introduce basics of a colour wheel.

(Resources)

Look at blue colour charts from paint shops.

Refer to tint, shade, tone explanation in Resources

file and stick in.

Consider using wax candle to create resist for white

areas. Consider showing blue ink spreading on paper

to create different tones.

Look also at paintings of David McEown to show

colour and composition.

Consider using the shapes used by Berenice Sydney

to reflect the shapes of icebergs and snow.

Children complete ice artwork, showing their new

skills and knowledge.




to their art.

Look at Thapp’s work. Explain how she works as an

artist /illustrator today and her clients include

Google, Apple, Penguin, Tate, ITV and Stylist. Look

at the animations on her website.

Study examples of figure sketching online. Begin by

looking at own bodies, then discuss proportions. Show

how legs and arms have joints and how we should

draw those as separate parts. Show this on

mannequins. Refer also to drawing skills above.

Watch: https://www.bbc.co.uk/programmes/p0114r6f

Show children how to draw stick figures initially, with

knee and elbow joints, to decide what position they

want their character to be in. Child or teacher could

be a model with strips of coloured tape on parts of

limbs. Then apply shape and flesh to the drawings.

Look at Thapp’s fashion designs. Add clothing, colour

and design, considering fashion, using new figure

drawing skills, and with consideration given to Thapp’s

artistic style. Encourage fashion drawings of men and

boys also, in the style of Thapp’s work.

Google ‘Griz and Norm fashion’ and share with

children the variety of designs they could use in their

drawings. Explain to them that Griz and Norm

https://www.angielewin.co.uk/

https://www.bbc.co.uk/teach/class-clips-video/art-and-design-printmaking-different-materials/zhytscw



https://www.bbc.co.uk/programmes/p0114r6f























Y2



Henrik Evenson – henrikevenson.com for Winter images, show

children ‘Steve’s House’ for discussion about walking there,

mood, etc

Photographs of Acacia Johnson to study colour.

KAPOW Year 2 Painting: Roller Coaster Ride

Gomersal Primary’s depiction of Winter scenes in Y6:

https://gomersalprimaryschoolart.blogspot.com/#!/2019/01/wi

nter-landscapes.html


https://manjitthapp.co.uk/

JE has book ‘The Bigger Picture: Women Who Changed the Art

World’

Oil pastels to draw and colour peacock, national bird of India:

Mandela designs using items from nature:

Gond Painting:

http://www.freejupiter.com/simple-and-easy-gond-painting-

designs/?fbclid=IwAR1xLDU12IoCF6-

zEI5x0U7jZk9knk6W0J83md-0b5ZEvTTSt3sYsiH6qlU

https://manjitthapp.co.uk/

http://www.freejupiter.com/simple-and-easy-gond-painting-designs/?fbclid=IwAR1xLDU12IoCF6-zEI5x0U7jZk9knk6W0J83md-0b5ZEvTTSt3sYsiH6qlU



https://4.bp.blogspot.com/-2Ua63o6R3qI/XD5awS3ACaI/AAAAAAAAF-M/EHcbjA34uecrdqrh9gZKQ5nrmtRW6GVKgCLcBGAs/s1600/IMG_4880.JPG

THE RIVER TYNE TOPIC:

‘Out of Work’ by Ralph Hedley (local artist) is at the Shipley.

EVALUATION:

• When looking at creative work express clear preferences and give reasons for these (e.g. I like that because…).

• Identify changes they might make or how their work could be developed further.

• Reflect on the success of their piece and identify what went well and what they could do better next time.

• Describe the differences and similarities between different practices and disciplines, make links to their own work.

EVENTS:

Once a year - Either a visit to Shipley Art Gallery, a visit from an artist/educator from the Shipley, or a targeted art lesson from art specialist in school.


Pencils for sketching, wax pastels, ready mixed paint, brushes of different sizes, mixing palettes, acrylics, watercolours, watercolour pencils, sketchbooks, chalks, charcoal, water containers,

aprons, tablecloths, felt tips, coloured pencils, black fineliners, printing rollers, printmaking ink, safe print polystyrene, string, paper for collage (tissue, crepe, cellophane, foiled, coloured),

cartridge paper/ watercolour paper, Sharpie or Posca pens

Y3 AUTUMN 2

PAINTING

SPRING 2

SCULPTURE/3D

SUMMER 1

DRAWING

watercolour, ready mixed, acrylic, inks clay, dough, boxes, wire, paper sculpture, mod roc pencils, rubbers, chalks, pastels, charcoal, inks, computing

LONDON

COLOUR MIXING 2

DIGITAL ART 2

CLARE CAULFIELD

‘LONDON PICADILLY CIRCUS’

STONE AGE IRON AGE

CLAY 2

LION MAN SCULPTURE

PRINTING HANDS

CAVE PAINTINGS

ANCIENT EGYPT

FIGURE DRAWING 2

ALAA AWAD PIERRE-AUGUSTE RENOIR

MURAL – ‘JUSTICE’

‘LUNCHEON AT THE BOATING PARTY’ m PAINTING SKILLS:

Experiment with monochromatic paint scales using the terms

tint (adding white), shade (adding black) and tone (adding black

and white).

Begin to explore complementary colours.

Demonstrate increasing control of the types of marks made and

experiment with different effects and textures including

blocking in colour, washes, thickened paint creating textual

effects.

Record experiments and explorations.

Confidently create different effects and textures with paint

according to what they need for the task.


work, e.g. small brush for detail.

DIGITAL ART SKILLS:

Record and collect images using digital cameras and video

recorders.

Use a graphics package to create images and effects with lines

by controlling the brush tool with increased precision.

SCULPTURE/3D SKILLS:

Use equipment and media with confidence, safely and in an

organised way.

Learn to secure work to continue at a later date.

Plan, collect and develop ideas.

Construct a simple base for extending and modelling other

shapes.

Join two parts of a sculpture successfully.

Produce and decorate models confidently.

Demonstrate awareness in environmental sculpture and found

object art. Use recycled, natural and man‐made materials to

create sculptures.

Use language appropriate to skill and technique.

Adapt work as and when necessary and explain why.

CLAY:

Make a slip to join two pieces of clay.

Produce more intricate surface patterns/ textures and use

them when appropriate.

DRAWING SKILLS:

Explores shading, using different media to achieve a range of

light and dark tones, black to white.

Uses line, tone, pattern, colour, texture, shape and mark with

care to represent things seen, imagined or remembered.

Can use and manipulate a range of drawing tools with control

and dexterity applying teacher guidance.

Experiment with different drawing techniques (hatching, cross-

hatching, stippling, blending, shading, erasing) and make

sensible choices about what to do next.

Can create line drawings with care and can begin to draw in

scale applying rules of simple perspective.

Experiment with the potential of various pencil grades.

Considers proportions of figures carefully using mannequins.

SKETCHBOOKS:

Uses a sketchbook for different purposes, including recording

observations, planning and developing ideas, gather evidence

and investigate testing media.

Changing the type of brush to an appropriate style e.g.

charcoal.

Create shapes by making sections to cut, duplicate and repeat.

Experiment with colours and textures by making appropriate

choice of special effects and simple filters to manipulate

images for a particular purpose.

SKETCHBOOKS:




Produce larger pieces using pinch/ slab/ coil techniques.

Use language appropriate to skill and technique, e.g. ‘slip and

score’.

SKETCHBOOKS:








































effects.











effects.











effects.






Introduce the Claire Caulfield and her work,

particularly her London sketches. Ask questions like

those above.

http://clarecaulfield.co.uk/gallery#/drawings/

http://clarecaulfield.co.uk/london-cards


Introduce the Lion Man sculpture. Ask questions like

those above.


Introduce Alaa Awad, and look at his website. Show

his drawings and how he has used these to develop

his paintings and murals. Ask questions like those

above.

http://clarecaulfield.co.uk/gallery#/drawings/

http://clarecaulfield.co.uk/london-cards

Layout long sheet of old wallpaper or lining paper for

all children to work on together using a rage of media

to create whole class cityscape, based on Newcastle

and/ or Gateshead. (Photograph of whole children

sketching/ painting a cityscape on large paper on ‘Paul

Carney’ website.)

Use sketchbooks to draw with pencil and waterproof

fine liners (so they don’t run when paint is applied

afterwards) to create similar effect to Caulfield.

Show how she uses pens quite loosely when drawing.

Show how blocks of colour, and texture are used in

her work. Children plan their painting, using iconic

images either of London or Newcastle.

Go through colour mixing and painting skills above,

using watercolour paints, or inks, and apply colour to

pen sketches. Parts may need going over again with

fineliner once the paint is dry. Project can be done

as large classroom display or individually or in groups.

Could also show Claude Monet’s series of paintings on

the Houses of Parliament, and Michael Tompsett’s

cityscapes of London, and compare.

Begin by reading first story in the book ‘Vincent’s

Starry Night and Other Stories’ about Lion Man

Discuss the sculpture with peers. How was he made?

What is he made out of? Why was it made? What

was it used for? etc. Generate questions and

encourage children’s curiosity.

Children create page in sketchbooks, to document

their ideas about how to make own sculpture.

Use primary colours to mix different browns. Learn

the difference between a tint, shade and tone when

painting and how to create these.

Refer to tint, shade, tone explanation in Resources

file and stick in.

Mix different colours and document these in

sketchbooks.

Use clay to create a sculpture in the style of the

'Lion Man', discussing what clay is and where it

comes from.

Continue by studying cave paintings, including

Lascaux, Altamira in France and use hands to make

positive and negative prints.

Also look at KAPOW/ Year 3/ Prehistoric Art for

further ideas.







Show ‘Luncheon at the Boating Party’ by Renoir and

compare with Awad mural on Justice.

Look and compare how the figures are presented,

their stance, the colours in the paintings, the moods

of the paintings and the people, and how brush

strokes have been used to create effects. Look at

the figure drawing, considering the proportions.

Discuss whether the paintings are accurate or

realistic, and if that is important. Discuss

perspective in the paintings.

Remind children of the figure drawing skills they

learnt in Y2, while studying India.

Look at drawings of Alaa Awad online, showing how

he uses a variety of drawing techniques to create

effect.

Children use sketchbooks and mannequins to practise

figure drawing, considering necessary skills to

produce effective drawings. Begin by looking at own

bodies, then discuss proportions. Remind children how

legs and arms have joints and how we should draw

those as separate parts. Use mannequins to reinforce

this. Get children to trace body drawings and

photographs, to help their understanding, and to

boost confidence. Refer also to drawing skills above.

KAPOW/ Year 3/ Formal Elements of Art/ Lesson 4

https://1.bp.blogspot.com/-xAPD12m-Tf8/XcV7C7UvIxI/AAAAAAAAGYc/MTk1bsudw5ICu3TLPoknC1klr_OnUWRIQCLcBGAsYHQ/s1600/IMG_0047.JPG

DIGITAL ART

Use applications on Purple Mash or Paint to try

creating similar Caulfield images, ensuring digital

skills above are covered.













and 5 on shading.

Develop these with colour and paint once drawing

techniques are mastered. Create own work, possibly

depicting themselves or characters in a style like

Awad, in a modern setting.










Y3


LONDON TOPIC: Hatching and cross-hatching drawings with

old black and white copy of etching of Fire of London central to

image.

Refer to Gomersal cityscapes ideas:

http://gomersalprimaryschoolart.blogspot.com/20

17/02/year-4-cityscapes.html


Refer to Gomersal Primary School for ideas:

https://gomersalprimaryschoolart.blogspot.com/#!/2019/11/st

one-age-to-iron-age-year-3.html

Page 10,11 of book The Wonderful World of Knowledge – The

World of Art

Ideas on Twinkl.


http://alaa-awad.com/about-the-artist

Information on Twinkl about Renoir

EVALUATION:

• Take the time to reflect upon what they like and dislike about their work and suggest how they could improve it.

• Discuss own and others work, expressing thoughts and feelings, and using knowledge and understanding of great artists, architects and designers in history and techniques they use.

http://gomersalprimaryschoolart.blogspot.com/2017/02/year-4-cityscapes.html

http://gomersalprimaryschoolart.blogspot.com/2017/02/year-4-cityscapes.html

https://gomersalprimaryschoolart.blogspot.com/#!/2019/11/stone-age-to-iron-age-year-3.html

https://gomersalprimaryschoolart.blogspot.com/#!/2019/11/stone-age-to-iron-age-year-3.html

http://alaa-awad.com/about-the-artist

EVENTS:

Once a year - Either a visit to Shipley Art Gallery, a visit from an artist/educator from the Shipley, or a targeted art lesson from art specialist in school., possibly on printmaking.


Clay, clay tools, pencils of different grades, wax pastels, ready mixed paint, brushes of different sizes, mixing palettes, acrylics, watercolours, watercolour pencils, sketchbooks, chalks, charcoal,

water containers, aprons, tablecloths, felt tips, coloured pencils, black waterproof fine liners, paper for collage (tissue, crepe, cellophane, foiled, coloured), cartridge paper/ watercolour paper,

Sharpie or Posca pens

Y4 AUTUMN 1

DRAWING

SPRING 1

PAINTING

SUMMER 2

PRINTMAKING

pencils, rubbers, chalks, pastels, charcoal, inks, computing watercolour, ready mixed, acrylic, inks found materials, rubbings, stencils, sponges, polystyrene tile,


NORTHUMBERLAND

PORTRAITS 2

NORMAN CORNISH

PAULA REGO

COMPARE ‘MINERS ON THE PIT ROAD’

and ‘SLEEPING’

RAINFOREST

LANDSCAPES 2

JOHN DYER

HENRI ROUSSEAU

COMPARE ‘SURPRISED’ and ‘NAWE – SPIRITS

OF THE AMAZON RAINFOREST’

ROMANS

PRINTMAKING 2

ANTONI GAUDI

CLEO MUSSI CLIFFORD WEBB

MOSAICS and ‘ROMAN WALL’

DRAWING SKILLS:

Can make quick studies from observation to record action or

movement with some fluency.

Will investigate and experiment with formal elements (line,

tone, shape, texture, pattern, colour and form – 3D) to make

drawings that convey meaning.

Apply the technical skills they are learning to improve the

quality of their work (e.g. select an appropriate grade of pencil

for a particular purpose and be aware how to use one pencil to

create different shades).

Develop different drawing techniques (hatching, cross-

hatching, stippling, blending, shading, erasing) and make

sensible choices about what to do next.

Develop use of scale, proportion and perspective.

Uses drawing to design and plan sculptures, paintings or prints.

Produce increasingly accurate drawings of people.

SKETCHBOOKS:



PAINTING SKILLS:

Mixes paint with an understanding of primary, secondary and

monochromatic colours Selects and uses these colours

appropriately.

Confidently control the types of marks made and experiment

with different effects and textures including blocking in

colour, washes and thickening paint to create textual effects.

Use light and dark within painting and show an understanding of

complementary colours

Produce work ‘in the style’ of an artist (not copying directly).


work, e.g. small brush for detail. Alternate brush size

depending on background and foreground.

SKETCHBOOKS:




PRINTING SKILLS:

Print simple pictures using different printing techniques.

Continue to explore both mono-printing and relief printing.

Demonstrate experience in fabric printing.

Use a sketchbook to record media explorations and

experimentations as well as try out ideas, plan colours and

collect source material for future works.

Demonstrate experience in printing using different colours.

Explore 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.

Demonstrate experience in combining prints taken from

different objects to produce an end piece.

Create repeating patterns.

SKETCHBOOKS:









































effects.











effects.











effects.






Introduce the drawing ‘Mother’ and ‘Sleeping’. Ask

questions like those above. Introduce Norman Cornish

and Paula Rego. Discuss that Norman Cornish,

although being from County Durham, is closely linked

to the Pitmen Painters.


Introduce the painting ‘Nawe – Spirits of the Amazon

Rainforest’ and ‘Surprised’. Ask questions like those

above. Introduce John Dyer and Henri Rousseau.

Compare and contrast the rainforest paintings of

Dyer and Yawanawa, against Rousseau. Ask children

what they see? Then hear? Then feel?

Consider colour, composition, types of brush strokes,

mood of the paintings, whether the materials used

are different.

Watch BBC Class Clip on ‘Surprised’

Look at gallery of children’s work at the Eden Project


Introduce Antoni Gaudi and Cleo Mussi. Ask questions

like those above. Show their mosaics and describe

their roles as artists.






Watch video on animated version of ‘Sleeping’:

‘https://www.bbc.co.uk/teach/class-clips-video/art-

and-design-ks2-paula-regos-sleeping/zd696v4

Study the history and influence of The Pitmen

Painters. Show their work, and why it used such dark

colours. Contrast this with the colours in Rego’s

work. Children do sketches of the work in their

books, and plan what story they would like to tell in

a painting about people. Maybe link this to the class

story. Children practise drawing skills above and

discuss improvements in their work.

Children draw portraits of friends or characters in

preparartion for their painting.

Use a variety of materials. Discuss and focus on

scale, proportion and perspective.

Children decide on the composition of their work, and

aim to have perspective in it.

Children create painting, using ready made paints of

acrylics, for strong colour.










with Dyer. Collect different leaf shapes, take leaf

rubbings. Look at shapes of branches, twigs, trunks

etc

Visit Glynwood Garden to collect items. Collect leaves

and nature to make collage, reposition to create an

effective composition in the design. Consider including

themselves, or a native creature, such as a fox, in

their sketches.

Consider the work by Eloise Renouf, to show how

leaves are used in design. Use sketchbooks to collect

ideas.

Remind children of tint, shade and tone, and stick

example sheet from Resources into sketchbooks.

Use colour wheels to teach primary, secondary,

tertiary colours – also in Resources.

Once confident with compositions, children draw and

paint their own landscape, in the style of either

artist, making clear decisions on which colours they

Use squares of paper to practise creating simple

mosaics. Think about how colour is used, and how

Romans used pattern.

Show how to use Safeprint Foam, and how any

lettering will be reversed once printed. Children

might attempt to design simple coin.



materials/zhytscw

Show the woodcut ‘Hadrian’s Wall’ by Clifford Webb,

1945, and explain how a woodcut is made. Refer also

to Thomas Bewick.

Using knowledge of artefacts and details about

Hadrian’s wall, create large class print on fabric. It

could be a toga, or wall hanging. Include mosaic

printing, Safeprint foam, potato/ rubber prints and

any other ideas.






https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-paula-regos-sleeping/zd696v4

https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-paula-regos-sleeping/zd696v4

want to use – subtle or bright.














Y4 EXTRA RESOURCES/ IDEAS:

JE has 2 books on Paula Rego and Norman Cornish.


TES has a resource about a project involving John Dyer called

‘Last Chance to Paint. Chapter 1. Spirit of the Rainforest

(Amazon)’. Has lesson plans.

‘SURPRISED’ BY HENRI ROUSSEAU https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-henri-rousseaus-surprised/zrdyd6f

TWINKL POWERPOINT ON ROUSSEAU:

https://www.twinkl.co.uk/resource/t2-a-200-henri-rousseau-

powerpoint


Twinkl Artist Factfiles/ Henri Rousseau

Consider work by NXIWAKA YAWANAWA


Visit to Shipley Art Gallery for mosaic workshop.

https://guildcrafts.org.uk/members/cleo-mussi/

EVALUATION:

• Regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve.

• Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further.

• Look at and reflect on the work of great artists, craft makers, architects and designers and the techniques they have used.

EVENTS:

Once a year - Visit to Shipley Art Gallery, or visit from an artist/educator from the Shipley.


Pencils for sketching of different grades, wax pastels, ready mixed paint, brushes of different sizes, mixing palettes, acrylics, watercolours, watercolour pencils, sketchbooks, chalks, charcoal,

water containers, aprons, tablecloths, felt tips, colo Sharpie or Posca pens ured pencils, black fineliners, printing rollers, printmaking ink, safe print polystyrene, string, paper for collage (tissue,

crepe, cellophane, foiled, coloured), cartridge paper/ watercolour paper,

https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-henri-rousseaus-surprised/zrdyd6f

https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-henri-rousseaus-surprised/zrdyd6f

https://www.twinkl.co.uk/resource/t2-a-200-henri-rousseau-powerpoint

https://www.twinkl.co.uk/resource/t2-a-200-henri-rousseau-powerpoint

https://guildcrafts.org.uk/members/cleo-mussi/

Y5 AUTUMN 2

SCULPTURE/3D

SPRING 2

PAINTING

SUMMER 1

DRAWING

clay, dough, boxes, wire, paper sculpture, mod roc watercolour, ready mixed, acrylic, inks pencils, rubbers, chalks, pastels, charcoal, inks, computing

ANGLO SAXONS & VIKNGS

CLAY 3

COLLAGE

ELIZABETH FRINK

MICHELANGELO

‘GOGGLE HEAD’, 1969 AND ‘DAVID’, 1501-04

MALHAM & RIVERS

COLOUR MIXING 3

LANDSCAPES 3

KATHARINE HOLMES

SUE NICHOL

JULIA SHACKSON

J M W TURNER

3 MALHAM COVE PAINTINGS

JMW TURNER SKETCHBOOKS OF THE NORTH

THE TUDORS

PORTRAITS 3

ARCHITECTURE

HANS HOLBEIN

GRAYSON PERRY

HUNDERTWASSER

‘PORTRAIT OF HENRY VIII’

‘COMFORT BLANKET’

‘DAS HUNDERTWASSERHAUS IN

PLOCHINGEN’

SCULPTURE/3D SKILLS:

Work in a safe and organised way, caring for equipment.

Plan how to join parts of the sculpture, securing work to

continue at a later date as needed.

Demonstrate experience in freestanding work using a range of

media.

Recognise sculptural forms in the environment: furniture,

buildings.

Use recycled, natural and manmade materials to create

sculptures, confidently and successfully joining.

Solve problems and discuss possible solutions as they occur.

Use language appropriate to skill and technique

Adapt work as and when necessary and explain why.

Compare different styles and approaches.

CLAY

Make a slip to join two pieces of clay.

PAINTING SKILLS:

Create a colour wheel to show complementary colours. Look at

the work of artists that may use complementary colours.

Confidently control the types of marks made and experiment

with different effects and textures including blocking in

colour, washes and thickening paint to create textual effects.

Mix and match colours to create atmosphere and light effects,

e.g. using monochromatic colours.

Mix colour, shades and tones with confidence.

Show movement through paint, e.g. rivers to show movement.

SKETCHBOOKS:

Confidently use sketchbooks for a variety of purposes

including: recording observations; developing ideas; testing

materials; planning and recording information. Systematically

investigates, researches and tests ideas and plans using their

sketchbook (e.g. sketchbooks will show how work will be

DRAWING SKILLS:

Continues to use the correct vocabulary for the key elements

(line, tone, shape, texture, pattern, colour, form).

Drawings show an understanding of the effect of light on

objects and people.

Confidently, experiments with different ways of using a tool or

material that is new to them.

Develop use of different drawing techniques (hatching, cross-

hatching, stippling, blending, shading, erasing, side strokes,

circulism) within their work and make sensible choices about

what to do next.

Use of scale, proportion and perspective more accurate.

Can express their ideas and observations responding to advice

from others (pupils and adults) to rework and improve design

ideas.

Continue to model and develop work through a combination of

pinch, slab, and coil.

Develop understanding of different ways of finishing work:

glaze, paint, polish.

Use language appropriate to skill and technique, e.g. slip and

score, pinch, coil, slab.

SKETCHBOOKS:






produced and how the qualities of materials will be used).


Can annotate a work of art to record ideas and emotions using

this to inform design ideas and thumbnail drawings and designs.

Produce increasingly accurate drawings of people.

SKETCHBOOKS:











































effects.











effects.











effects.






Introduce ‘Goggle head’ by Elisabeth Frink and head

of ‘David’ by Michelangelo. Ask questions like those

above.


Introduce small section of one of the paintings of

Malham. Gradually reveal. Ask questions like those

above. Introduce the artists and compare.


PORTRAITS

Introduce the paintings by Hans Holbein and Grayson

Perry, and discuss the artists. Ask questions like

those above. Compare the two images. Discuss how

the monarch is represented.

Research more sculpted face and heads in art – how

they vary, and what are they made from.

Encourage sketches and designs of faces in

sketchbooks. Remind children of emotion and what

mood they want their sculptures to have.

If relating to Anglo Saxons and Vikings they might

depict terror, anger or fighting. Study how features

change under these emotions. Practise drawing

emotions on faces in sketchbooks.

Design own ornate patterns, taking influence from

Anglo Saxon and Viking jewellery and dress.

Cram tight some small plastic bags with soft material

or shredded paper to create an oval shape to support

the clay on.

Knead the clay to soften it and remove air bubbles.

Roll out and create thick slab of clay to cover oval

shape. Encourage children to build up parts of the

face bit by bit. See eyes, nose, lips as separate

sections. Encourage gentle carving away of below

cheek bones, eye sockets, area on sides of nose, etc

How can we make one look like a male one female

without considering hair? What are the differences?

Children make faces applying nose, lips, eyelids

separately. Encourage children to make it their own

by applying Anglo Saxon/Viking headdress, jewellery

or helmet and encourage ornate pattern-making using

clay tools.

Discuss the differences – light, colour, style,

perspective, preference, materials used, mood

Discuss using colour blocking, washes and thickening

paint to create textures. Children use sketchbooks to

try this out. Give them watercolours, mixed paints

and powder paints to experiment with.

Use one hue of blue and add grey or black to it

(monochromatic colour) and create atmosphere and

light effects of the sky. Refer to colour explanation

in Resources file:

Mention briefly Opie, Sherman, Yasumasa and Warhol

portrait work for comparison.

Discuss instagram, fake images, photoshop, how

people are presented in the media.

Collect information on Henry VIII, and sketch ideas

as to how he might be represented in modern day,

referring to Grayson’s image. Think about how Henry

VIII might have used social media, where he might

have eaten, what sports he might have been into,

what language he would have used, etc. Use pencils,

chalks, charcoal.

Look at Resources Drive/ ART/ RESOURCES FOR

STAFF/ DRAWING AND SKETCHING IDEAS/ MARK

MAKING.

Design own painting/ collage using Henry VIII as the

subject, and in the style of Grayson Perry’s ‘Comfort

Blanket’. Draw portrait of Henry VIII’s face in the

https://en.wikipedia.org/wiki/File:Workshop_of_Hans_Holbein_the_Younger_-_Portrait_of_Henry_VIII_-_Google_Art_Project.jpg

VIDEO ON SCULPTING FACE FROM CLAY:

https://www.bing.com/videos/search?q=Sculpting+a+F

ace+in+Clay&adlt=strict&view=detail&mid=282BA2D65

581A3FEEBFF282BA2D65581A3FEEBFF&&FORM=VRD

GAR&ru=%2Fvideos%2Fsearch%3Fq%3DSculpting%2Ba

%2BFace%2Bin%2BClay%26FORM%3DVRIBEP

ADDITIONAL ACTIVITY IF TIME:

Collage/ collagraph to create Anglo Saxon Crosses

Make large one in cardboard

Design own patterns for crosses

http://gomersalprimaryschoolart.blogspot.com/2019/0

7/anglo-saxons.html










Look at the sketchbooks of Turner in northern

England.

Show movement through paint in the form of

waterfalls and rivers, using wet and dry painting.

Study colour, looking at a colour wheel.

Look at Katherine Holmes paintings where blue and

orange are used as complementary colours to great

effect.

In colour theory complementary colours appear

opposite each other on colour models such as the

colour wheel. The colour compliment of each primary

colour (primaries are red, yellow and blue) can be

obtained by mixing the two other primary colours

together. So the complementary of red is green (a

mix of yellow and blue); the complementary of blue

is orange (a mix of red and yellow); and the

complementary of yellow is violet (a mix of red and

blue).

Children paint or use pastels to create own

landscape image.










style of Perry’s image of the Queen.

ARCHITECTURE

Study Tudor housing. Look at the designs of

Hundertwasser, Children design a Hundertwasser

Palace for Henry VIII.











VIDEO ON BAYEUX TAPESTRY:

https://www.bbc.co.uk/bitesize/clips/zw34wmn

http://gomersalprimaryschoolart.blogspot.com/2019/07/anglo-saxons.html


Roni Horn – Some Thames, 1999, Collection of photographs

of the River Thames.


https://www.bbc.co.uk/teach/class-clips-video/art-and-design-

ks2-andy-warhols-marilyn-diptych/z42r2sg


ks2-jan-van-eycks-arnolfini-portrait/zfdyd6f

https://www.bing.com/videos/search?q=Sculpting+a+Face+in+Clay&adlt=strict&view=detail&mid=282BA2D65581A3FEEBFF282BA2D65581A3FEEBFF&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3DSculpting%2Ba%2BFace%2Bin%2BClay%26FORM%3DVRIBEP







https://www.bbc.co.uk/bitesize/clips/zw34wmn



https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-andy-warhols-marilyn-diptych/z42r2sg

https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-andy-warhols-marilyn-diptych/z42r2sg

https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-jan-van-eycks-arnolfini-portrait/zfdyd6f

https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-jan-van-eycks-arnolfini-portrait/zfdyd6f

(Almost Tudor)

https://www.twinkl.co.uk/resource/t2-h-5588-ks2-tudor-

portraits-activity-sheet

https://www.thedrawingsource.com/self-portrait-

drawings.html

Y5

EVALUATION:

• Regularly analyse and reflect on their progress taking account of what they hope to achieve.

• Discuss and review own and others work, expressing thoughts and feelings, and identify modifications/ changes and see how they can be developed further.


EVENTS:

Once a year - Visit to Shipley Art Gallery, or visit from an artist/educator from the Shipley. Also targeted one-off lesson on printmaking.


Clay, clay tools, pencils of different grades, wax pastels, ready mixed paint, brushes of different sizes, mixing palettes, acrylics, watercolours, watercolour pencils, sketchbooks, chalks, charcoal,

water containers, aprons, tablecloths, felt tips, coloured pencils, black fineliners, paper for collage (tissue, crepe, cellophane, foiled, coloured), cartridge paper/ watercolour paper, Sharpie or Posca

pens

https://www.twinkl.co.uk/resource/t2-h-5588-ks2-tudor-portraits-activity-sheet

https://www.twinkl.co.uk/resource/t2-h-5588-ks2-tudor-portraits-activity-sheet

https://www.thedrawingsource.com/self-portrait-drawings.html

https://www.thedrawingsource.com/self-portrait-drawings.html

Y6 AUTUMN 2

DRAWING

SPRING 1

PAINTING

SUMMER 1

PRINTMAKING

pencils, rubbers, chalks, pastels, charcoal, inks, computing watercolour, ready mixed, acrylic, inks found materials, rubbings, stencils, sponges, polystyrene tile,


WORLD WAR 2

FIGURE DRAWING 3

EVELYN DUNBAR

HENRY MOORE

‘SINGLING TURNIPS’, 1943

‘A 1944 PASTORAL: LAND GIRLS PRUNING AT

EAST MALLING’

‘MEN STOOKING AND GIRLS LEARNING TO

STOOK’, 1940

‘PINK AND GREEN SLEEPERS’, 1941

VICTORIANS

DIGITAL ART 3

HOLMAN HUNT

‘ISABELLA AND THE POT OF BASIL’, 1868

MAPS & NATURAL DISASTERS

PRINTMAKING 3

COLLAGE

PABLO PICASSO

REBECCA VINCENT

JEANNIE BAKER

ED FAIRBURN

‘COUPLE ET FLÛTISTES AU BORD D’UN LAC’, 1959

‘LA PIQUE’, 1959

‘THE WINDOW’, 1991

Y6

DRAWING SKILLS:

Can develop quick studies from observation recording action

and movement with fluency, returning to each study to improve

accuracy and detail.

Develop their use of the effect of light on objects and people

from different directions.

Can convey tonal qualities well, showing good understanding of

light and dark on form.

Independently selects, and effectively uses, relevant drawing

materials and processes, using them successfully and sharing

reasons for their choices.

Increased accuracy in the use of scale, proportion and

perspective.

Drawings of people and in particular faces, more accurate.

PAINTING SKILLS:

Introduce the idea of tertiary colours (primary + secondary)

and harmonious colours.

Look a different tints (colours with white added) and shades of

a pure hue (a colour).

Work in a sustained and independent way to develop own style

of painting.

Purposely control the types of marks made and experiment with

different effects and textures including blocking in colour,

washes and thickening paint to create textual effects.

Mix colour, shades and tones with confidence building on

previous knowledge, understanding which works well in their

work and why.

Take a real scene and intrepret in an abstract style.

PRINTING SKILLS:

Use tools in a safe way.

Develop ideas from a range of sources.

See positive and negative shapes (positive shapes occupy

positive space. The area around positive shapes, the

background, is negative space).

Demonstrate experience in a range of printmaking techniques.

Continue to gain experience in overlaying colours.

Start to overlay prints with other media.

Show experience in a range of mono print techniques, e.g. using

stencils, rolling ink out and placing paper on top then drawing

onto the paper.

SKETCHBOOKS:







DIGITAL SKILLS:

Record, collect and store images using digital cameras and video

recorders.

Present visual images using software, e.g. photostory,

PowerPoint.

Use a graphics package to create and manipulate their images.

Be able to import an image (scanned, retrieved, taken) into a

graphics package.

Understand that a digital image is created by layering.

Create layered images from original ideas (sketch books etc…).

SKETCHBOOKS:







Use sketchbooks to collect and record visual information from

different sources as well as planning, trying out ideas, plan

colours and collect source material for future works.

Develop own style using tonal contrast and mixed media.

SKETCHBOOKS:
















the language of art, craft and design..



























effects.











effects.











effects.






Introduce the paintings ‘Singling Turnips’, ‘Land Girls

Pruning at East Malling’ and ‘Pink and Green

Sleepers’. Ask questions like those above. Introduce

Dunbar and Moore. Explain the roles they had during

the war.

Discuss and show propaganda posters, and where

children think these images fit in. Discuss why the

artists chose to represent the people they did and

what message they tried to out across.

Discuss how the figures have been drawn, and how

scale, proportion and perspective are used very

effectively in the paintings. Show how the size of

the people changes proportionately as the figures go

into the distance.

Discuss Moore’s use of wax to make quick sketches


Introduce the painting ‘Isabella and the Pot of Basil.

Ask questions like those above. Introduce Holman

Hunt and the term Pre-Raphaelite. Explain the

PRE-RAPHAELITES. Consider trip to Laing Art

Gallery.

PAINTING:

Remind children of painting skills developed over the

years: colour mixing, blending, tint, tone, shade,

etc. Enlarge and divide painting into 30 parts.

Children copy and paint, using paint colour as

accurately as possible, their square/ rectangle. Join

all together as final image to display.

DIGITAL:

Refer to digital skills above to ensure coverage.

Possibilites:

• Create scene of Isabella using a model and take

photographs.

• Set up the scene using old toys and take digital

photographs.

• Make a video of acting out the scene, continuing a


Introduce the artwork and artists. Discuss how

important Picasso (Pablo Diego José Francisco de

Paula Juan Nepomuceno María de los Remedios

Cipriano de la Santísima Trinidad Ruiz y Picasso!), is

in the history of art. Ask questions like those above.

Focus the project on printmaking and collage work.

Use sketchbooks to practise simple printing

techniques, and gather ideas.








materials/zhytscw

POSSIBLE IDEAS:

https://carpetmoss.files.wordpress.com/2011/03/evelyn-dunbar_a-1944-pastoral-land-girls-pruning-at-east-malling_500.jpg

https://www.bing.com/images/search?view=detailV2&ccid=f1RVhBNi&id=BA528530635407622483A93879DC0A1EFFF261A8&thid=OIP.f1RVhBNih4IfURbccGL2CQHaNm&mediaurl=http://www.allartclassic.com/img/Wiliam_Holman_Hunt_HUW002.jpg&exph=700&expw=381&q=take+one+picture+isabella+and+the+pot+of+basil&simid=608009197668928411&selectedIndex=0

https://149354338.v2.pressablecdn.com/wp-content/uploads/2014/05/Bartholomew700.jpg

https://149354338.v2.pressablecdn.com/wp-content/uploads/2013/04/543156_471457239574799_24717965_n.jpg

of the figures and what effect this has on how they

are portrayed. Compare this to Dunbar’s figures.

Show how light and dark are used on forms, showing

shading and shadow cast on the floor.

KAPOW – Year 6/ArtandDesignSkills/ Sketchbooks

Encourage children to sketch and practise

perspective. Show children how to identify where the

‘vanishing point’ will be in their drawings. Draw lines

to the point to enable children to draw accurate

proportions of repeated images, eg trees, houses.

Reinforce the understanding that vertical lines on

buildings/ tree trunks need to remain vertical.

Consider a modern setting, situation or issue where

children can use their art to send a message.

Children create an image influenced by Moore or

Dunbar. Include perspective, aim to show a clear

direction of light, and incorporate shadow.

Examples could be portraying homelessness, showing

immigrants/lower paid workers working on the land,

women’s role in society now or in the past, or

considering a latest story in the news.










made-up story.

• Use digital image of the painting and combine it

with cropped photos/ other images on Publisher or

similar application to create digital collage.










Create mono prints on top of map images-using maps

and images that mean something.

Use safe print to imitate the effect of Picasso

linocuts, and then create own designs. Attempt

overlaying colours.

Watch video of Rebecca Vincent creating her

etchings, screenprints and monotypes. (She is a local

artist and may be interested in visiting school).

Use recycled materials to create collographs.

KAPOW/Year6/MakeMyVoiceHeard/Lesson 3 and 4

Use ideas from Jeannie Baker, and the book The

Window, to create images using materials, possible

continuing with the message of environmental

protection.










Y6


Images to practise drawing Henry Moore figures on Resources

LIGHT AND SHADE:


ks2-joseph-wright-of-derbys-orrery/zv9n92p

VIDEO ON PERSPECTIVE:

https://www.bbc.co.uk/bitesize/clips/zgmpvcw


Visit Laing Art Gallery to see the painting.

Additional activity if time: Printmaking using the influence of

WILLIAM MORRIS and his wallpapers. Refer to these

wallpapers being used at Cragside.

Relaxing drawing activity:

KAPOW – Year 6/ArtandDesignSkills/ Drawing Zentangle

Patterns


EVALUATION:

• Provide a reasoned evaluation of both their own and professionals’ work which takes account of the starting points, intentions and context behind the work.

• Discuss and review own and others work, expressing thoughts and feelings explaining their views and identify/ explain modifications/ changes and see how they can be developed further.


EVENTS:

Once a year - Visit to Shipley Art Gallery, or visit from an artist/educator from the Shipley.


Pencils for sketching of different grades, wax pastels, ready mixed paint, brushes of different sizes, mixing palettes, acrylics, watercolours, watercolour pencils, sketchbooks, chalks, charcoal,

water containers, aprons, tablecloths, felt tips, coloured pencils, black fineliners, printing rollers, printmaking ink, safe print polystyrene, string, paper for collage (tissue, crepe, cellophane, foiled,

coloured), cartridge paper/ watercolour paper, Sharpie or Posca pens

https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-joseph-wright-of-derbys-orrery/zv9n92p

https://www.bbc.co.uk/teach/class-clips-video/art-and-design-ks2-joseph-wright-of-derbys-orrery/zv9n92p

glynwood art image result for angel of the north image

Documents