| Autumn 1 | Pos | Autumn 2 | Pos | Spring 1 | Pos | Spring 2 | Pos | Summer 1 | POS | Summer 2 | POS |
YR 1 | Unit 1a Self portrait (artist CEZANNE)
Outcome:Self-portrait | 1a, 1b, 2a, 2b 2c 3a, 3b 4a, 4b, 4c 5a, 5b, 5c, 5d | Extendrevisit, other activities | Unit 1b Investigating materials
Janet Bolton
Two hens in the long field
Outcome: weaving | 1a, 1b 2a, 2b, 2c, 3a, 3b. 4a, 4b, 4c 5a, 5b, 5c, 5d | Extend, revisit, other activities | 1a, 1b 2a,2b, 2c, 3a,3b. 4a,4b, 4c 5a,5b, 5c, 5d | Unit 1c What is sculpture?
Alexander Calder 1898-1976
Calder Fish Outcome: Relief Collage/Sculpture | 1a, 1b, 2a, 2b, 2c, 3a, 3b, 4a, 4b, 4c 5a, 5b, 5c 5d | Extend, revisit/ other activities | 1a, 1b, 2a,2b, 2c, 3a,3b, 4a,4b, 4c 5a, 5b, 5c 5d | |
YR 2 | Unit 2 a Picture this Books by Raymond Biggs or Jill Burton
Outcome:photography/collage | 1a, 1b, 2a, 2b, 2c 3a, 3b, 4a, 4b,4b, 5a, 5c, 5d | Extendrevisit, other activities
| 1a,1b, 2a,2b, 2c 3a,3b, 4a,4b,4b, 5a,5b, 5c, 5d | 2b Mother Nature www.art.unt.edu/ntieva/artcurr/alsp/matisse.htm
Henri Matisse(1869 1954) Ivyon flowers 1950
Outcome: observational drawings/collage/appliquwork | 1a,1b 2a,2b, 2c 3a,3b 4a,4b 4c 5a,5b, 5c, 5d | Extendrevisit other activities
| 1a, 1b 2a,2b, 2c 3a,3b 4a,4b 4c 5a,5b, 5c, 5d | 2c Can BuildingsSpeak?
Hundertwasser
Outcome: create a relief panelusing diff techniques/materials | 1a, 1b, 2a, 2b, 2c 3a, 3b 4a, 4b, 4c, 5a, 5b, 5c, 5d | Extend, revisit, other activities
| 1a,1b, 2a,2b, 2c 3a,3b 4a,4b, 4c, 5a,5b, 5c, 5d |
Yr 3 | 3a - Portraying Relationships Antony Van Dyck
Lord John Stuart and his brother Lord BernardStuart", 1638 Outcome: painted composition showingrelationship | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisit, other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | 3b - Investigating Patterns
Baptistery, Florence Roman mosaics
Outcome: make a two-colour printed pattern | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extendrevisit, other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | 3c - Can we change places?
Anthony Gormley
Angel of the North
Outcome: to make a sculpture | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisit, other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d |
Yr 4 | 4a Viewpoints Marc Chagall 1911
Rain 1911
Outcome: printing | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisit other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | 4b Take a Seat Vincent Van Gogh
Chair with pipe 1888
Outcome developing their own imaginative designsfor a chair | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisit other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | 4c Journeys Kandinsky
WWII black death (mixed media) Outcome: mixed-media work, combining drawing,painting, collage and print-making techniques | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/ revisit, other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d |
UPPER KS2 ART
Yr 5 | 5a Objects and meaning Picasso
Outcome: still life painting | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisitother activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | 5b Containers Ed Rossenbach
Eskimo pie 1987
Outcome: a three-dimensional form to represent avessel or container
| 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisit other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | 5cTalkingTextiles Arthur Spooner
Goose Fair Outcome:two- or three-dimensional work rangeof materials, techniques and textile processes to create surfacepatterns and textures | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisit, other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d |
Yr 6 | 6a People in Action Muyabridge
Daisy jumping a hurdle
Outcome: - photography | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisit, other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | 6b What a performance
http://www.allposters.com/-st/Leon-Bakst-Posters_c22372_p3_.htm
Outcome: designing and making a piece ofheadwear | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisit, other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | 6c A sense of place David Hockney &
Heron boats
Outcome: drawing/photography ofseascape/landscape | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d | Extend/revisit, other activities | 1a,1b,1c 2a,2b 2c 3a,3b 4a,4b,4c 5a,5b,5c,5d |
| Autumn 1 | About the Unit/Key Objectives | Spring 1 | About the Unit/Key Objectives | Summer1 | About theUnit/Key Objectives |
YR 2 | Unit 2a PictureThis!
Books by Raymond Biggs or Jill Burton
Outcome:photography/collage | ABOUT THE UNIT Inthis unit children explore an issue or event in their lives. Theylearn how to use a viewfinder and record theirobservations and ideas using a variety of methods, includingphotography and collage. They look at and comment onthe work of photographers and illustrators.
OBJECTIVES Section 1: Exploring and developing ideas(1)
| Unit 2b Mother NatureDesigner!
www.art.unt.edu/ntieva/artcurr/alsp/matisse.htm
Henri Matisse(1869 1954) Ivyon flowers 1950
Outcome: observational drawings/collage/appliquwork | ABOUT THE UNIT Inthis unit children explore line, shape, colour and texture innatural forms. They make observations of natural objects anduse their observations as the basis for textile design. They usetheir experience of fabrics to make a collage and learn anduse simple techniques for applique.
OBJECTIVES Section 1: Exploring and developingideas
| Unit 2c Can Buildings Talk?
Hundertwasser
Outcome: create a relief panelusing diff techniques/materials | ABOUT THE UNIT In this unit children exploreshape and pattern in buildings. They begin byproducing prints and rubbings of patternsfound in buildings and go on to look at, and record, the use ofshape, space and pattern in local buildings.They question how these features tell us something about thepurpose of the building. They work in groups to produce arelief sculpture for temporary display, using theirfirst-hand observations as a startingpoint.
OBJECTIVES Section 1: Exploring and developing ideas(1)
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| Autumn 1 | About the Unit/Key Objectives | Spring 1 | About the Unit/Key Objectives | Summer1 | About theUnit/Key Objectives |
YR 3 | Unit 3aPortraying Relationships
Antony Van Dyck
Lord John Stuartand his brother Lord Bernard Stuart", 1638
Outcome: paintedcomposition showing relationship between 2 figures | ABOUT THE UNIT Inthis unit children investigate how paintings, prints,photographs and other images that includefigures communicate ideas about relationships. They usecomposition skills to make a double portrait thatconveys ideas about themselves and their relationship with anotherperson in their lives.
OBJECTIVES Section 1: Exploring and developing ideas(1)
create a collaborativepicture combining a number of figures in a group composition work in a group to agreea plan for their composition organise and combineshapes, colours, patterns and textures, using mixed media
| Unit3b Investi- gating Patterns
Baptistery, Florence Roman mosaics
Outcome: make a two-colour printed pattern | ABOUT THE UNIT In this unit children investigate patternsin textiles from different times and cultures. They useideas from these as a starting point for developing their owndesigns. They investigate stencilling andprint-making techniques and explore ways of combining andorganising shapes, colours and patterns to make a decorativetextile piece.
OBJECTIVES Section 1: Exploring and developing ideas(1)
| Unit 3c Can we change places
Anthony Gormley
Angel of the North
Outcome: to make a sculpture | ABOUT THE UNIT Inthis unit children explore sculpture in public buildings andspaces. They explore and use shape, form, colour and pattern tomake a maquette or model of a sculpture for a site in the schoolor the local area. They compare the ideas, methods andapproaches used in the work of different sculptors. (examples of the work of sculptors who use 'found'materials in their work, eg Picasso, Louise Nevelson, TonyCragg photographs of sculpture in the environment, eg'Angel of the North' by Antony Gormley.
OBJECTIVES Section 1: Exploring and developing ideas(1)
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| Autumn 1 | About the Unit/Key Objectives | Spring 1 | About the Unit/Key Objectives | Summer1 | About theUnit/Key Objectives |
YR 4 | Unit4aViewpoints
Marc Chagall 1911
Rain 1911
Outcome: printing | ABOUT THE UNIT In this unit children explore how to conveythe atmosphere and story of a dream. They explore differentviewpoints in the school environment as a setting for their dream.They invent a number of characters who are photographed 'onlocation' and develop a narrative to describe the dream. They go onto make prints based on the narrative. They compare theideas, methods and approaches used in their own and other artists'and print makers' work.Suggested examples of art, craft anddesign photographs and film sequences showing ways ofconveying drama, build up of emotion or tension.
OBJECTIVES Section 1: Exploring and developing ideas(1)
| Unit 4b Take a Seat
Vincent Van Gogh
Chair with pipe 1888
Outcome developing their own imaginative designsfor a chair | ABOUT THE UNIT In this unit children explore the design ofchairs. They discuss what chairs tell us about everyday life andthe way people rest, eat and relate to each other. They look atexamples of designs in the past and in other cultures asinspiration for developing their own imaginative designs for achair for a particular character or occasion.
OBJECTIVES Section 1: Exploring and developing ideas(1)
| Unit 4c Journeys
Kandinsky
WWII black death (mixed media)
Outcome: mixed-media work, combining drawing,painting, collage and print-making techniques | ABOUT THE UNIT In this unit children explore how signs,symbols and metaphors can be used to communicate ideas and meaningsabout a journey. They produce a mixed-media work, combiningdrawing, painting, collage and print-making techniques. They learnabout artists, craftspeople and designers who communicate theirideas through signs and symbols. Kandinsky
OBJECTIVES Section 1: Exploring and developing ideas(1)
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| Autumn 1 | About the Unit/Key Objectives | Spring 1 | About the Unit/Key Objectives | Summer1 | About theUnit/Key Objectives |
YR 5 |
Unit 5a
Objects and meaning
Picasso
Outcome: still life painting | ABOUT THE UNIT In this unit children select, arrange andpresent objects in a still-life painting. They investigatethe work of artists who have used the theme of still life in avariety of ways to convey ideas and feelings. They develop skillsof observation and recording, and knowledge and understanding ofcolour, tone and composition.
OBJECTIVES Section 1: Exploring and developing ideas(1)
| Unit 5b Containers
Ed Rossenbach
Eskimo pie 1987
Outcome: a three-dimensional form to represent avessel or container
| ABOUT THE UNIT In this unit children explore the crafttradition of making vessels and containers. They developtheir own designs and build a three-dimensional form torepresent a vessel or container that will hold somethingspecial . They consider examples by contemporary designers andceramicists and look at work from different cultures.
OBJECTIVES Section 1: Exploring and developing ideas(1)
| Unit5c Talking Textiles
Arthur Spooner
Goose Fair
Outcome:two- or three-dimensional work rangeof materials, techniques and textile processes to create surfacepatterns and textures
| ABOUT THE UNIT In this unit children explore howstories have been represented in textiles in different times andcultures. They work together to make a two- or three-dimensionalwork based on a familiar story, myth or legend. They investigateand use a range of materials, techniques and textile processes tocreate surface patterns and textures and other visual and soundeffects.
OBJECTIVES Section 1: Exploring and developing ideas(1)
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| Autumn 1 | About the Unit/Key Objectives | Spring 1 | About the Unit/Key Objectives | Summer1 | About theUnit/Key Objectives |
YR 6 | Unit 6a People in Action
Muyabridge
Daisy jumping a hurdle
Outcome: photo-graphy | ABOUT THE UNIT Inthis unit children explore how to convey movement in their work.They explore dynamic activities such as sport, dance, drama andmusic as a starting point for making work in two dimensions. Theylook at how the idea of movement is shown in different kinds ofart, such as photography, illustrations, cartoons, paintings,prints, and experiment with different methods and techniques toshow movement.
OBJECTIVES Section 1: Exploring and developingideas
| Unit 6b What a performance
http://www.allposters.com/-st/Leon-Bakst-Posters_c22372_p3_.htm
Bakst-
Outcome: designing and making a piece ofheadwear | ABOUT THE UNIT Inthis unit children investigate headwear and costume worn indifferent times and cultures, including theatre costume. They usethis as a starting point for designing and making a piece ofheadwear for a character in a story, using a range of textiles andother materials.
OBJECTIVES Section 1: Exploring and developing ideas(1)
| Unit 6c - A sense of place
David Hockney &
Heron boats
Outcome:drawing/photography of seascape/landscape | ABOUT THE UNIT In this unit children explore the ruraland/or urban landscape as a starting point for two-dimensionalwork. They record their observations through drawing andphotography. They use shape, form, space, colour, texture andpattern to develop and communicate their ideas in a painting. Theyconsider the ideas, methods and approaches of artists who haveresponded to landscapes in different ways.
OBJECTIVES Section 1: Exploring and developing ideas(1)
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TO BE INCLUDED WITHIN THEPLANNING FOR EACH YEAR GROUP (3-6) TO ATTEND A MUSEUM, GALLERY ORSITE ART CO-ORDINATOR WILL BE ABLE TO ASSIST.
AUTUMN/ SPRING OR SUMMER | Art and design at key stages 1 and2 Unit 9gen: Visiting a museum, gallery or site |
(Year 3-6) | Visiting a Musium This unit provides a structure for a visit to amuseum, gallery or site, or any visit outside school. The visitwould be most effectively used at the start or in the middle of aunit of work, so that work back at school can be based on theinformation and experience acquired. If it is used at the end of aunit, it can round off work in an enjoyable and exciting way, butto be effective, children must be able to see it as the culminationof what they have been learning.
Section 1: Why are we visiting a museum orgallery?
|
Knowledge, skills andunderstanding
Exploring and developing ideas
1.Pupils should be taught to:
a) record from first-hand observation, experience andimagination, and explore ideas
b) ask and answer questions about the starting points for their work,and develop their ideas.
Investigating and making art, craft and design
2.Pupils should be taught to:
a) investigate the possibilities of a range ofmaterials and processes
b) try out tools and techniques and apply these to materials andprocesses, including drawing
c) represent observations, ideas and feelings, anddesign and make images and artefacts.
Evaluating and developing work
3.Pupils should be taught to:
a) review what they and others have done and say what they think andfeel about it
b) identify what they might change in their currentwork or develop in their future work.
Knowledge and understanding
4.Pupils should be taught about:
b) materials and processes used in making art, craftand design
c) differences and similarities in the work ofartists, craftspeople and designers in different times and cultures[for example, sculptors, photographers, architects, textiledesigners].
Breadth of study
5.During the key stage, pupils should be taught the Knowledge, skillsand understanding through:
a) exploring a range of starting points for practicalwork [for example, themselves, their experiences, stories, naturaland made objects and the local environment]
b) working on their own, and collaborating withothers, on projects in two and three dimensions and on differentscales
c) using a range of materials and processes [forexample, painting, collage, print making, digital media, textiles,sculpture]
d) investigating different kinds of art, craft anddesign [for example, in the locality, in original and reproductionform, during visits to museums, galleries and sites, on theinternet].