Art in our school makes a major contribution to the emotional and creative development of our pupils. We aim to encour-age children to question, reflect and become inspired through studying the works of artists, craft workers and designers from a range of cultures and contexts, time and places. For each year group there is a detailed outline of the topics covered as they relate to the art and design National Curriculum.

In each year, pupils study three units of art: drawing or painting; printing or collage and textiles or 3D sculpture.

The Art and Design curriculum has been developed to stimulate creativity and imagination and enable all pupils to develop skills in using a wide range of media and techniques. Each art topic covers the requirements of the National Curriculum yet also links in with the overall topic being studied.

Art Week Pupils at Princess Frederica participate and celebrate different types of art and media in a vibrant and creative week known as 'Art

Week'. Each art week has a unique theme and pupils are given an art project to study and create end products which are then

presented in an exhibition at the end of the week. Parents and carers are also invited to view and appreciate the pieces of art

created.

Subject Overview

Art and Design

Curriculum

Explore and record ideas for creating their own 2D and 3D work.

Develop skills and confidence in drawing, painting, 3D work and other art, craft and design techniques.

Evaluate and analyse creative works using artistic terms.

Know about great artists, craft makers and designers from different times and cultures.

Implementation

Impact

Weekly art and design or DT (Design Technology) lessons.

Art week once a year.

Homework projects sometimes require the application of creative skills

Christmas cards are made by all children in the school and are sent off for printing so that parents/carers can buy sets.

Field work in the local area and wider areas of London such as the River Thames.

Pupils have learnt drawing and shading techniques.

Pupils have experimented with mixing colours and using different brushstrokes.

Pupils have used a range of different printmaking processes.

Pupil’s will have experimented with a range of tools, materials and techniques to create 3D

art .

Pupil’s have a knowledge of, and appreciation for, the work of a wide range of artists, sculp-

tures and printmakers.

Pupils regularly reflect upon their own work, and use comparisons with the work of others

(pupils and artists) to identify how to improve.

Intent

Portraits Pupils make a self-portrait to communicate ideas about themselves. They talk about images of children in drawings, paintings and photo-graphs and artists’ self-portraits in order to develop ideas about how they will portray themselves. They investigate a range of drawing materials and techniques and learn how to mix and use colour in a painting.

Printing Pupils explore direct printmaking with a variety of objects. They investigate the possibilities of di-rect and overprinting using primary colours and make, and print with, negative stencils. Pupils use colour, light to dark tones, to produce a layered printed image. They make a clay slab relief block for printmaking and print onto a variety of different surfaces. Pupils also make a collograph block from a range of materials and use it to make rubbings and for printing onto a range of surfaces.

3D Sculpture Pupils investigate and respond to the work of Andy Goldsworthy and Richard Long and their use of pattern and line. They explore a range of starting points for work using natural objects in the local environment. Pupils investigate the possibilities of working with clay and use story as a starting point and record from imagination in 3D form. They manipulate clay to produce balls and coils. and explore a range of marks which can be made by pressing found objects into clay. Pupils make a clay slab and use different tools to make impressions in the surface.

Year 1

Printing with negative stencils. Rubbing from collograph block.

Impressed clay tile made with natural forms.

Self Portrait

Painting Pupils respond to the work of Wassily Kandinsky through use lines, shapes and colours .They use his work as a starting point for their own shape images. Pupils investigate and use the visual elements of line, colour, shape, pattern and space in a painting. Pupils construct a surface in the style of abstract artist Anthony Frost and develop ideas from his images. Pupils also use a story as a starting point for imaginative work.

Collage Pupils develop knowledge and understanding of the work of Henri Matisse. They cut, tear and arrange painted shapes on a background in response to ‘The Snail’. Pupils investigate and respond to Op Art and the work of Bridget Riley. They focus on her use of line, and the optical effects of her images. Pupils explore flowing and curving lines in their sketch-books and then develop these ideas using scissors as a ‘drawing tool’ by cutting wide and narrow linear strips to create a collage. Pupils investigate and develop responses to the work of the artist Kurt Schwitters They use 'non-art' materials, e.g. bus tickets, theatre tickets, labels, receipts to make a collage.

Textiles Pupils investigate dip dye materials and processes. They experiment with using folding and pegging techniques on square pieces of fabric. Pupils work over dip dyed fabric with rubbings from a range of surfaces. They are introduced to Indian relief printing blocks. And take rubbings from the blocks on paper and then onto a piece of fabric. Pupils use matchsticks and rubber bands to produce their own relief-printing blocks.

Year 2

Individual responses to the

work of Anthony Frost.

Collage based on ‘The Snail’.

Cut paper collages in response to Bridget Riley.

Dip dyed fabric squares.Elastic band relief printing block.

Drawing Pupils investigate different marks that can be made using pencils. They compare their own work

with marks made by Vincent Van Gogh in his work.

Pupils explore shading techniques and talk about and investigate light/medium/dark tone. Pupils work from imagination and explore ideas using a story as a starting point. Pupils select an interesting section of a patterned paper. They focus on the lines and shapes in the pattern and produce drawings in their sketchbooks. Pupils develop and enlarge their work with a focus on pattern, line and shape. They select colours to finish the image.

Printing Pupils use a roller and printing ink to experiment with mark making and develop the use of tools and techniques . They experimenting with mono-printing on a range of colours and surfaces of their choice . Pupils collect pictures of animals which have distinct skin colour patterns i.e. tiger, leopard, zebra etc. Also any examples where this patterning has been used as a basis for design i.e. papers, tex-tiles, ceramics etc. They use these patterns as a starting point, record designs and select suitable ideas for making mono- prints. Pupils use plasticine to produce a relief stamp and print coloured, repeated patterns onto selected surfaces.

3D Sculpture Children produce a bowl, painted in response to the work of a famous artist. (Howard Hodgkin) Pupils use brown, gummed tape to produce a 3D form. They cover and prime the base coat with white. Pupils focus on Hodgkins’ use of marks, shapes and colours and make their own design for the bowl. Then they transfer their designs onto the bowl form. Pupils roll and form clay slab dishes and inlay different coloured clay designs.

Year 3

Sketchbook work – different marks be-tween drawn lines and hatching experi-ments.

Developing and enlarging patterns.

Exploring marks that can be made with a roller. Mono-prints inspired by animal skin patterns.

Bowl in response to Howard Hodgkin.

Clay slab dishes.

Painting Pupils mix colour tints using primary and secondary colours + white . This understanding of tint and tone is applied to create a colour wheel. Pupils experiment with the techniques of ‘tonking’ and ‘sgraffito,’ where areas of moist paint may be scratched away using sticks or pieces of card to reveal the surface underneath. They then make a sgraffito picture inspired by a Pablo Picasso still life.

Pupils develop an understanding of and make practical responses to techniques used by J.M.W. Turner. They use a wash - wet on wet - technique to experiment in the style of Turner . Pupils paint the view of London from their classroom window, in the style of Turner.

Collage Pupils respond to the work of Henri Matisse and explore the way in which he recorded the position of each part of the dancers’ bodies. Pupils tear pieces of paper to represent parts of the body and experiment with the arrangement of the paper pieces to describe the ‘frozen’ position of a figure in motion. Then they explore the making of an image of a group of figures on a single background. Pupils respond to the facial images produced by the artist Francis Bacon. They select an undistort-ed photograph and stick it onto a piece of paper. They then mark and cut a series of straight or curved lines on the reverse side and reassembling the pieces to produce a distorted facial image. Pupils explore the purposes and intentions of the artist Andy Warhol. They use objects from every-day life as a starting point and the techniques of reworking and overworking.

Textiles Pupils investigate materials and processes used in producing a mono-print on fabric. They use a variety of folds to produce dip dyed pieces and then use resist methods on the dip dyed fabric. After selecting an interesting part of a feather, onion, wood grain or another natural object with strong linear marking, they make drawings focusing on lines and shapes, proportion and direction. The drawings are used to develop a design for a mono-print. Pupils learn about and respond to the work of the textile artist Michael Brennand-Wood. They ap-ply their experience of materials and processes to explore wrapping, knotting and binding.

Year 4

Painting in the style of Turner. Sgraffito

A response to the images of Andy Warhol.

Coloured tissue response to

‘Dancers’ by Henri Matisse.

Responses to the work of Michael Brennand-Wood.

Individual dip dyed and mono-printed fabric.

Drawing Pupils investigate and collect visual information from Hundertwasser images to develop ideas. They select and draw a section of one of his images into their sketchbooks, choosing colours and experimenting with combinations of colour. Pupils use pens and oil pastels to add colour to the image and produce a layered effect. Pupils use positive and negative drawing techniques in response to the work of Frank Auerbach. They use charcoal to draw a portrait in the style of Frank Auerbach.

Printing Pupils learn the process of reduction printing using press-print. They understand the principle of working from light to dark colours. Pupils experiment with the batik process using a paper surface. They then produce batik images in response to the work of the artist Chinwe Chukwuogo –Roy.

3D Sculpture Pupils respond to the figurative sculptures of Alberto Giacometti. They produce sculptural stick forms and use modroc (plaster bandage) as a sculptural material. Pupils use tissue paper and PVA to produce a coloured 3D form. They develop the use of a limited palette and apply their understanding of translucent materials in exploring colour mixing.

Year 5

Drawing based on the work of Hundertwasser.

Portrait in the style of Frank Auerbach.

Figures in the style of Alberto Giacometti

Experiments with tissue

and bowl forms.

Press-prints in response to leaves.

Paper batik.

Painting Pupils explore ideas in response to the work of Patrick Heron who used simple natural forms as a starting point for the lines and shapes in many of his paintings. Pupils apply their knowledge and understanding of line, shape, colour and texture in developing an abstract image using brushwork techniques used by Patrick Heron. Pupils respond to Patrick Caulfield’s use of contour and flat colour and work collaboratively on a large scale to produce a group piece. Pupils develop an understanding of the work of the Cubists and develop their own work in the Cub-ist style. They adapt and refine their compositions to portray multi-viewpoints of objects on a single 2D surface.

Collage Pupils learn about and respond to the work of Gustav Klimt. They combine visual and tactile quali-ties of materials and match these to the purpose of their work. Pupils respond to the work of Pablo Picasso. They produce a figurative image in the Cubist style using collage and painting techniques. Pupils develop images and incorporate inks, dyes and stains to enhance work and produce a multi media image. They discuss work produced and suggest modi-fications and future developments.

Textiles Pupils develop an understanding through direct experience and manipulation of materials and pro-cesses. They investigate and reform visual and tactile qualities using construction and destruction processes. Pupils use a variety of methods and approaches to make a hanging. They apply their experience of materials and processes to form fabric relief panels. Pupils look at and discuss the strong linear structural aspects of the work of architect Norman Foster. They develop a linear design for a textile relief print and transpose their designs into relief print blocks.

Year 6

Image in response to the work of Patrick Heron

Large chair image in the style of Patrick Caulfield.

Responses to the work of Gustav Klimt.

Collaged response to

the figurative work of

Pablo Picasso.

Fabric relief panel

with Brusho colour

Image based on response to architecture designed by Norman Foster.

National curriculum in England: Art and Design pro-

grammes of study

Purpose of Study

Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and de-

sign education should engage, inspire and challenge pupils, equipping them with the knowledge and

skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they

should be able to think critically and develop a more rigorous understanding of art and design. They

should also know how art and design both reflect and shape our history, and contribute to the culture,

creativity and wealth of our nation.

Aims

The national curriculum for art and design aims to ensure that all pupils:

produce creative work, exploring their ideas and recording their experiences

become proficient in drawing, painting, sculpture and other art, craft and design techniques

evaluate and analyse creative works using the language of art, craft and design

know about great artists, craft makers and designers, and understand the historical and cultural

development of their art forms.

Subject content: Key Stage 1

Pupils should be taught:

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

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

tion

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

form and space

about the work of a range of artists, craft makers and designers, describing the differences and

similarities between different practices and disciplines, and making links to their own work.

Subject content: Key Stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials,

with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils should be taught:

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture

with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.