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Art Overview and Policy 2018/2019

OverviewAll topics covered in Art should now be cross curricular in some way. Each year group has specific artists to be covered as this is a requirement of the new curriculum. Additional artists can be looked at wherever you feel necessary – maybe compare one artists work with the artist you are studying, or compare with an artist that the children have already studied in a previous year. Due to swimming, Year 4 and 5 will only be required to cover 2 units of work.

During each unit of work: Observational work must take place. Art vocabulary must be developed, to link with a whole school focus. (attached) Artists work (or the specific movement) must be evaluated critically. English links should be covered (attached)

The overview plan shows the minimum that must be covered, you can add to this plan as you feel necessary.

The Art curriculum is split into 2 sections: The processes: Drawing, collage, painting, printing, digital media, 3D modelling / construction The visual elements: Line and shape, tone, texture, colour, pattern, 3D form.

Encourage the children to use this vocabulary and terminology to describe their own work and the work of others. Use the key questions attached to support this.

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Each Art lesson should have a WALT related to the specific Art skill being taught.

Sketchbooks (Plain Yellow A4)Sketch books should be used to collate ideas and experiment with different media and paper. These pieces should be annotated to explain their ideas, saying what has influenced their work, what worked well and what didn’t etc. Children should also be encouraged to create ‘final pieces’ that bring together all of their ideas and experimentation. These pieces of work should be given a title as if they were in a real Art Gallery.

AssessmentMost of the assessment will be child led, whereby children are evaluating their own and peers work - as all art work can be interpreted differently. As work is being done, teachers should assess specific art skills that may require work, and plan for this appropriately. At the end of the academic year, a top, middle and lower child must be assessed and examples of work given to the Art Co-ordinator.

SENDSEND children may not need the same level of support with art as with their academic work. Art could be an opportunity for them to express themselves and feel they have achieved the same as their peers, as there are no right or wrong answers. Children with SEND, may not be considered SEND in Art.

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YEAR 3 Vocabulary

Andy Warhol linked to Dragons ColourPatternChangesShapeRepeatPrintingEvaluateAbstractRepeating

Egyptian Art Marks (mark making)ShadowLightDarkTone

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SketchingShading3D

Georgia O’ Keefe linked to Plants ColourToneWarmCoolShadeObservationViewpointSketchingPrimary and secondary colours

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YEAR 4 Vocabulary

Roman Mosaics MosaicShapeTessellationOverlappingSketchingTexturePrimary and secondary colours

Picasso with animals linked to Animals including humans

RearrangeInvestigateShapeColourPhotographSelf-portraitSketchingSurrealismAbstract

YEAR 5 VocabularyIlluminated letters linked to Anglo Saxons

Pen

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LineshapePatternSketchingColour wash

Mayan Art SketchingSculptureSculptorCarve3DCompareViewpoint

YEAR 6 Vocabulary

Greek Art ObservationTexture

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3DPaper MachePaintControl

Monet linked to Paris visit / French LandscapeImpressionismMoodAtmosphereColour mixingViewpointPerspectiveColour palette

Leonardo Da Vinci linked to leavers PortraitRealistic / realismShadingCharcoalShadowViewpointPerspectiveSketching

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Year 3 Topic Art skills which need to be taught English links to be covered

Andy Warhol linked to Dragons -Respond to work of Andy Warhol.

-Experiment making changes to his work (e.g. change the colours, change the pattern

etc.)

-Use ICT to create a repeated pattern of dragons, rotate, change colours etc.

- Use questions (given out in staff meeting) when responding to Andy Warhol’s work, variety of reading

skills.

- When final Andy Warhol print has been created, imagine they are going to be selling their piece of art. Write

a persuasive piece of writing explaining why we should buy theirs.

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-Create printed pattern of own repeated dragon pattern, then evaluate.

Egyptian Art -Experiment with mark making, use different materials and investigate what different

marks each can make.

-Look at and respond to Egyptian tomb paintings.

-Create own Egyptian style tomb painting – link to Heironymus Bosch and paint a three part Egyptian tomb painting which tells a

story.

-Look at Egyptian pyramids, experiment with shading techniques and showing light

and dark.

-Look at Amulets, discuss and respond to.

-Create own design, showing control over coloured pencils.

-Create own with clay or plasticine, then evaluate.

- Look at storytelling artist – Heironymus Bosch, he painted three part stories. After

creating own Egyptian tomb painting in three parts, retell the story, apply whichever

sentence types etc have been learnt in English.

-Write a diary entry from the point of view of one of the Egyptians who had to create the

Pyramids, make inferences about their thoughts and emotions, thinking about how

huge the pyramid would need to be, how hot it would be, the fact they didn’t really

have proper tools etc.

-After creating amulet, photo for sketch books and describe using 2A, similes etc

(whatever has been taught in English at this stage)

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Georgia O’ Keefe linked to Plants -Respond to work of Georgia O’Keefe.

-Think about warm and cool tones, colour flowers, one in cool colours, one in warm,

decide which they prefer and which they will choose and explain why.

-Colour smaller images of flowers in different materials (e.g. one pencil, one oil pastels, one felt pen) in their chosen tone. Now choose which material they prefer and

why.

-observational sketches of flowers, choose one to enlarge and colour with chosen material and chosen shade. Evaluate.

- Use questions (given out in staff meeting) when responding to

Gerogia O’Keefe’s work, variety of reading skills.

-After looking at warm and cool tones, use descriptive techniques to describe each. Use thesaurus etc to improve vocabulary (rather

than just writing cold, warm)

-When labelling / annotating processes of plant or flower, use sketch and include

sentence types, conjunctions etc.


Roman Mosaics -Look at various Roman mosaics.

- Children need to experiment with different ways of creating a mosaic - square pieces, triangle pieces etc. leaving spaces between

the mosaic pieces, overlapping mosaic pieces etc.

- Create own mosaic of Roman Soldier, using

- Look at a Roman mosaic, children to retell what happened before the image on the mosaic, (writing the beginning of a story) what events would have happened to lead

up to the image shown on the mosaic?

-After creating mosaic of Roman Soldier, infer what the soldier would say, think, feel

and explain reasoning.

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chosen method from above activity.

Picasso with animals linked to Animals including humans

-Respond to Picasso images.

-Cut up Picasso’s paintings and play with re-ordering the pieces and comparing to

original. Could also investigate how many different pieces of Art can be made from the

original.

-Digitally manipulate photographs to create Picasso style piece.

- Start working on ‘self- portraits with a twist’ www.buildyourwildself.com use to create a self portrait which is

a mixture of animal and human,

- Use questions (given out in staff meeting) when responding to

Picasso’s work, variety of reading skills.

- After creating animal/human self-portrait, create piece of descriptive writing with conjunctions etc ‘First I grew deeper antlers, eventually I

sprouted colossal ears.’

- Discursive writing, was Picasso an artistic genius or a poor artist?


Illuminated letters linked to Anglo Saxons -Respond to Anglo Saxon illuminated letters.

-Use an ink pen to copy various letters and the patterns.

-Experiment with different line drawing. (give children various lines and try to turn

-Use an illuminated letter to begin a story, story must begin with that letter and take inspiration from what can be seen on the

illuminated letter.

-Using: Daniel Maclise – Alfred the Saxon King Disguised as a Minstrel in the Tent of

Guthrum the Dane. It shows Alfred the Great invaded Viking army by pretending to be a

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http://www.buildyourwildself.com/


into pictures.)

-Experiment with how different materials make different lines, draw a letter in 4 different materials and evaluate each.

-Generate own designs for illuminated letter.

-Final design using colour wash background and whichever material they preferred. Only

line drawing.

-Evaluate.

musician. Make predictions, retell what they think is happening, research the actual

events, find out if it based on true events, evaluate various sources, whether they are

reliable or not.

-Look at Saxon word origins, root word, suffix, prefix etc.

Mayan Art -Look at Mayan sculptures.

-Generate own designs for own sculpture in the style of a Mayan Stelae.

-Create sculpture from clay, learning how to carve into the block of clay.

-Evaluate.

-Think of questions (use matrix grid) to ask the sculptor / A Mayan about the sculpture.

-Write diary entry from the point of view of a Mayan sculptor. Taking into consideration how hot it would be, how tall the Mayan

sculptures were, the fact they didn’t have proper tools and that they would be creating

a sculpture of a sacred ruler.

-Compare and contrast Mayan and modern sculptures.

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Greek Art -Observational drawing of Greek pots.

-Experiment with different papers (could collage outlines of small pots) which most

resembles the shiny surface of a Greek pot? Evaluate.

-Create paper mache pots in small groups.

-Paint and design front of pot.

-Evaluate final pot.

- Look at work of artist Hamish Fulton – his art is a ‘symbolic gesture’ he uses words in his art. Using an image from the front of a Greek pot, (the images tell some kind of

story) generate 4 letter words to retell what is happening. Could then use a pale / faded image of the Greek pot as the background

and arrange 4 letter words onto the page to create piece of Art.

-Using a Greek pot with a person on, use question matrix grid to generate questions

you would like to ask that character.

Monet linked to Paris visit / French -Respond to images of Claude Monet’s work.

-Discuss what a landscape is, sketch own of Paris skyline.

-Look at how the different colours can create different moods e.g. greys / bright blues. Create smaller images mixing colours to

create two different moods.

-Practise techniques used by Monet (small brushstrokes.)

- Use questions (given out in staff meeting) when responding to Claude Monet’s work, variety of reading skills.

-Write setting description of the Paris skyline, could also write / label in French vocabulary.

- Compare and contrast the gloomy painting to the bright painting,

explaining visually what can be seen, but also how each makes them feel.

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-Create own Paris skyline landscape aiming to create a specific mood by the colours

chosen and in the style of Monet.

-Evaluate.

-Translating sentences we would say… whereas Monet would say…

Leonardo Da Vinci linked to leavers -Respond to Da Vinci’s work.

-Sketch faces, thinking about shading and control. Use pencil and charcoal.

-Think about how light and shadows may change our sketches. Shine torches on faces and sketch partner, change

position of torch, what happens?

-Create self portraits.

- Use questions (given out in staff meeting) when responding to Da Vinci’s work, variety of reading skills.

-Research the carer of Da Vinci, he was also a Scientist / inventor. Compare and contrast the carers of an artist and a scientist –could link to future aspirations?

- To go with self-portraits, write about memories from their time at NIJ.

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What can you see in this piece of art?

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What words can you use to describe this piece of art?

How could you describe the lines in this art? The colours? The shapes?

How would you describe this art to someone who can not see it?

How would you describe the people in this picture?

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How would you describe the place depicted in this picture?

What does this piece of art remind you of?

Do you recognise anything in this picture? Is anything new to you?

How does this compare to (a piece of art you have previously looked

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at)?

How is this piece of art different to real life?

What interests you most about this piece of art?

Which objects in this picture seem closer to you? Further away?

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What can you tell me about the colours in this piece of art?

What colour is used most? Why do you think this is?

What do you think is the most important part of this piece of art?

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Why?

What questions would you ask the artist (if you could meet them) about

this art?

What title would you give this piece of art? What made you decide on

this title?

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If this piece of art made sounds, what would it sound like? Why?

Imagine you are inside the painting, how do you feel? Why?

What do you think it would be like to live inside this painting?

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