Year 3 Project 1 Cave art

1

Curriculum Planning- Art

Medium Term Plan – Year 3

This year group will complete their art studies in a slightly different way to the rest of the year groups. This is so they focus on art history. Instead of complete two or three units throughout the year,

they will complete nine much shorter units. This is so they can look at art over a long period of time and discuss how it has changes and how society has influenced those changes.

Year 3 Project 1 – Cave art Within this unit, children will look at cave art, in particular their architecture. They will then create a chalk drawing of a stone age structure such as Stonehenge.

Knowledge Categories

Skills and techniques Visual Elements Materials and processes Artists / Craftspeople/ Designers Styles and periods

Links back

(art)

In year 1 children have drawn simple

geometric shapes and in year 2 they develop

their drawing skills by drawing small objects..

They have also been introduced to tints and

shades.

Children have basic understanding of

depth as they created a seascape in

year 2.

During year 1 children discuss the how the

invention of the paint tube effected the way

artists work.

In year 2, children have commented on simple

likes and dislikes of others work and look an

Aboriginal art.

Links to

other

learning

Year 3 history – Iron age, bronze age and stone age.

Year 4 history – Egyptians

New

Learning

(D) Select a range of ideas which show

curiosity, imagination and originality.

(D) Start to develop my own ideas to make a

response to a stimulus

(RE)Develop practical skills to experiment

using a range of materials

(PE)Use appropriate techniques to create my

own work.

(PE)Reflect on my ideas visually and verbally

through discussion, writing and practical

artwork

(r)Experiment with techniques to use

the key elements of colour, pattern,

texture, line, shape, form and space

(R)Develop drawing skills to respond

to an object or an artists work

developing my control of materials

(RE) Investigate and use relevant materials

and skills to refine and experiment

(D) Start to understand that ideas can be

expressed in artwork for great artists,

architects, craft makers and designers in

history.




history.

(PE)Reflect upon my work and say what likes

and dislikes about it in order to improve it.

2

(PE) Reflect upon my work and say what I

like and dislike about it in order to improve

it.

Children will create a sketch of Stonehenge

and learn to sketch lightly (no need to use a

rubber to correct mistakes) and use shading

to show light and shadow. They will then

experiment with using chalk pastels by

drawing shapes and adding highlights and

shadows. After which, children will create a

chalk drawing of a stone age monument.

Children will explore the concept of

depth and how to draw in perspective.

They will also be introduced to

proportions when they will draw basic

objects in proportion. They will then

use shading to show light and shadow

(with chalks).

Children will discuss the qualities and Use of

chalk pastel. They will also look at where art

materials come from throughout history e.g.

natural resources to made in factory. They

will look at the way life was document in stone

age time and how things have changed e.g.

although cave artists used natural materials,

the chalk pastel was not invented until the

16th Century and the Renaissance ear.

Children will understand how to use smudging

and line to create shadows (chalk pastel)

which is unlike other mediums.

Explore Cave art in particular its architecture

(Stonehenge) and cave painting. Refer to the

use of natural resources/pigments and how

the work with either practical or depicted

everyday life. They will also link the style of

work to the medium used. Express likes and

dislikes and describe the style.

Next

Learning

During project 4, children will develop their

ability to sketch lightly before adding colour.

During project 2 they will improve their

ability to use tone when shading a portrait.

Later in the unit children will develop

idea of proportions when they draw a

face. They will develop this

understanding of proportion when

they create figures in project 7 and

in year 4 unit 3 and year 5 unit1. In

year 5 they will also develop their

ability to use shadows effectively and

even further in year 6 when they

create an effective, piece

independently.

In the next project, children will improve

their knowledge of the qualities of paint when

they discuss the work of Rembrandt. They

will then use this knowledge in the following

years when they use a range of paints and

mixed media.

They will use their knowledge of mediums for

different purposes in year 4 when they

create a mixed media collage. In the next

year 3 project they will develop their ability

to make links by linking art and science.

Aspiration

Cultural

Capital

Vocabulary

Red – new

vocab

Depth

Perspective

highlight

Pigment

figure

medium

architecture

NC Links

Become proficient in drawing, painting,

sculpture and other art, craft and design

Produce creative work, exploring their ideas

and recording their experiences.

Create a sketchbook 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



Produce creative work, exploring their

ideas and recording their experiences.



revisit ideas

To improve their mastery of art and

design techniques, including drawing,

painting and sculpture with a range of

materials

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.

About great artists, architects and designers in

history







history

3

Year 3 Project 2 – Rembrandt This unit focuses on the Dutch artist Rembrandt. Children will look at his portraits, how he was influenced by the Italian masters (even though he never went abroad), the tactile quality of his work and

the emotions portrayed. They will create a drawing showing the proportions of the human face and use tone and texture to add detail. They will them take and pose for a series of photos in the style of

Rembrandt (ensuring they capture the emotion), they will then develop their painting skill by painting a blended background over one of the photos.


Links back

(art)

In year 2, children begun to

practice drawing lightly to

create observation studies.

The have created a tonal

ladder using chalk.

Children have some knowledge of texture and

tone, which was discuss when they created work

in the style of Klee in year 2.

Children begun to discuss the qualities

of materials during the Cave art

project. They have also discussed

composition in this unit and explored

the idea of depth in the previous

project.

Children have discuss light in artwork during year 1

unit 2 and discussed natural light in year 2.

In the previous unit, children made links between

everyday life and art.

Links to

other

learning

Year 1 history – Victoria and Florence

New

Learning

(D)Start to develop own

ideas to make a response to

a stimulus

(RE)Develop practical skills

to experiment using a range

of materials

(R)Experiment with

techniques to use the key

elements of colour, pattern,

texture, line, shape, form

and space

(PE)Use appropriate

techniques to create my own

work. (blending)

(R)Develop drawing skills to

respond to an object or an

artist’s work developing my

control of materials

(RE)Investigate and use relevant materials and

skills to refine and experiment

(RE)Understand how the primary colours, and

black and white are used to mix a full range of

hues, shades and tones.

(D)Start to understand that ideas can be expressed

in artwork for great artists, architects, craft

makers and designers in history.

(PE)Reflect upon own work and others work, and say

what I like and dislike about it in order to improve it.

During this section, children

will develop their drawing

skills. They will begin by

drawing a tonal ladder using

pencil. Then use different

hardness’s of pencil to show

line, tones and textures in

the form of a texture grid.

They will learn to measure

accurately with a ruler. This

will lead to them Sketch

lightly (no need to use a

rubber to correct mistakes)

to create a portrait and

Children will learn how to draw a portrait in

proportion using the grid system. They will then

develop the drawing by using tone and texture to

create detail and depth, using shading to show

light and shadow and using hatching and cross

hatching to show tone. They will then explore

composition by creating a range of portrait

photographs in the style of Rembrandt. Children

will learn to mix hues to create a range of paint

colours (ready-mix)

Children will investigate blending paint

and be introduced to the different

types and qualities of paint e.g. oil

paint is thick and create lots of

texture but watercolours are think and

need to be layered. Acrylics can be

used to replicate both types of paint.

They will then look at a range of

portraits and discuss proportions. They

will me introduced to the proportions

of the face. They will learn the grid

method for drawing a front view

portrait. They will be introduced to

the terms Golden Section and rule of

Explore the work of Rembrandt – look at expression

and lighting (he wanted to capture the true

character of the individual).

Children will be introduced to the work of the

Renaissance artists (including Di Vinci) and their use

of proportions. This will include a link between

science and art (the anatomy of the human figure)

and how they had to take illegally steps to

understand the figure (dissect bodies without

permission).

4

building up layers of texture

and tone.

They will then build on this

knowledge and transfer the

skill to blending paint to

create the background for a

Rembrandt style portrait.

thirds and how they are used for

composition.

Children will also be introduced to the

process of taking a photograph and how

it has changed overtime.

Next

Learning

Children will develop their

understanding of texture in

year 4 when they create a

collage and a painting of an

animal. They will develop

their accuracy measuring in

year 6 when they create a

profile portrait. During

year 4 unit 3they will

develop their ability to

blend paint, which will be

improve and become more

independent in years 5 and

6.

During the Giacometti project, children will

develop their understanding of proportion when

they create figures. This will continue to develop

then they draw animals in year 4 and 5 and

profile portraits in year 5. They will use hatching

and cross hatching effectively during the

printing un it in year 4 and creatively in year 5.


understanding of the qualities of paint

in the Picasso project when they blend

effectively and use this knowledge

during the Kandinsky unit when they

blend with other media. Children will

develop their ability to draw using the

grid method in year 5 when they draw a

profile portrait. They will improve their

understanding of using the rule of

thirds in the next project and use it

independently in years 5 and 6.

Children will develop their understanding of a range

of artists work throughout the rest of year 3. They

will be able to describe characteristics and explain

their likes and dislikes.

Children will develop their ability to analyse art

movements throughout the rest of year 3 by

describing characteristic of a range of styles.

Aspiration

Cultural

Capital

Art for the elite only

Why most artists used to be men – sexism

Virtual tour of the National Gallery Renaissance art - https://www.nationalgallery.org.uk/visiting/virtual-tours/google-virtual-tour

Vocabulary

Red – new

vocab

Portrait

Tone

Texture

Composition

blending

Proportions

Features

hue

Golden section

Rule of thirds

perspective

Silhouette

Anatomy

pigment

Renaissance

figure

classical

NC Links

Become proficient in

drawing, painting, sculpture

and other art, craft and

design

Produce creative work,

exploring their ideas and

recording their experiences.

Create a sketchbook 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

Become proficient in drawing, painting, sculpture and

other art, craft and design

Produce creative work, exploring their ideas and


Create a sketchbook 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

Evaluate and analyse creative works using

the language of art, craft and design.




materials

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.

About great artists, architects and designers in history





of their art forms.


https://www.nationalgallery.org.uk/visiting/virtual-tours/google-virtual-tour

5

Year 3 Project 3 – Van Gogh Van Gogh is one of the most famous artists in the world. Within this unit, children will look at his life and how he uses colour and texture within his work to create depth and emotion. They will then use

these ideas to create a landscape image (to be used as a background for their Giacometti work later). They will also create a textile flower image based on Van Gogh’s ‘Sunflowers’ .

Key Drivers


Links back

(art)

Children have some understanding of

the qualities of materials including

textiles when they painted and layered

them in year 2. In year 2, they have

started to colour given shapes neatly

with paint and pencils.

In year 1 and 2, Children have begun to

layer materials to create depth when

creating a collage. They also explored

primary, secondary and hot and cold

colours.

During year 1 and 2 children have layered

fabrics and added colour. They have basic

understanding of form from when they

created a tree in the style of Klimt.

Children have basic understanding of the

style created by a few artists. They have

begun to give their opinion and describe

artists work. During year 2 they discuss

symbols in rt.

In year 1 children looked at the work of

Monet and the impressionists which lead to

the work of the post-impressionist. In year 2

children because to share their thought on

different styles and in the previous project,

they began to make links.

Links to

other

learning

In PSHE children will be looking at mental health – this relates to the struggles faces by van Gogh and his own mental health (depression was not recognises as much when he was around so many thought he was insane.

In geography they will be looking at Europe in year 4.

New

Learning

(PE)Reflect on own ideas visually and

verbally through discussion, writing and

practical artwork

(RE)Investigate and use relevant

materials and skills to refine and

experiment

(R)Develop drawing skills to respond to

an object or an artists work developing

my control of materials

(RE)Understand how the primary colours,

and black and white are used to mix a full

range of hues, shades and tones.

(R)Experiment with techniques to use the

key elements of colour, pattern, texture,

line, shape, form and space

(PE)Reflect upon own work and others work

and say what I like and dislike about it in

order to improve it.

(D)Start to understand that ideas can be



history.

(PE)Reflect upon own work and others work

and say what I like and dislike about it in

order to improve it.

Children will begin this unit by exploring

the tactile qualities of different

fabrics. They will layer fabrics (and

other materials) and photograph to

create flowers. They will then build on

the drawing skills from the last unit to

create observation studies of flowers,

followed by designs for a textile, van

Gogh inspired flower image. This will be

developed into a final textiles image

where they will paint fabrics and shape

and stich materials (including cross

stitch and back stitch). The second

piece they will create will be a collage in

which children need to use the rule of

thirds (explained in the last unit) to

create a striking composition. When

designing children need to colour design

neatly following the lines (own work)

When creating their final textile image

and collage, children need to use their

understanding of colour, texture and

materials to select and arrange (including

overlapping to create depth) appropriate

materials for a striking effect. This needs

to be done with precision. They will

develop their understanding of colour

theory by discussing complementary

colours.

Children will look at different textiles pieces

be shown embroidery, applique and felt

making. They will be shown the techniques of

Cross stitch, straight, stitch, back stitch,

blanket stitch and use one of more in their

work. They will develop their understanding of

the rules of thirds when they use it to

compose a landscape.

Children will begin by investigating the work

of Van Gogh (landscapes and sunflowers).

They should be Van Gogh describe key

characteristics e.g. vivid textures and bright

colours. Discuss Symbolism of flowers e.g.

sunflower representing happiness. This

reflects how Van Gogh felt about his

relationship with Gauguin but also indicates

his fragile mental state as he suffered with

depression most of his life. After this,

children will discuss a range of textiles

artists who have created works based on

flowers using vivid colours, such as Karen

Wyeth, Joanne Frankel, Natalie Margulis,

Michael Brennand-Wood, Marion Browning and

Lindsay Walden’s photography of Van Gogh

flowers. They will discuss the aesthetics and

techniques of each.

Children need to describe how the Post

impressionist used colour, light and shadow to

express their thought and see things from a

new perspective.

6

Next

Learning

Children will continue to develop their

understanding of the qualities of

materials by explore a range of medium

in year 3 and 4, this will then lead to

children selecting and using materials

more independently when they create a

dream catcher in year 5. In year 4 they

will develop their textiles skills by

learning to weave.


ability to use materials effectively, which

will lead to working more independently in

year 4. The will also be more independent

with their use of colour (including

complementary colours)when they create

advertising posters in year 4.

Children will explore embroidery and applique

in more detail in year 5 when they create a

dream catcher and use a range of embroidery

stitches I year 6 when they create a batik

image.

Children will develop their understanding of a

range of artists work throughout the rest of

year 3. They will be able to describe

characteristics and explain their likes and

dislikes.

Aspiration

Cultural

Capital

Virtual visit of Van Gogh’s homeland - https://www.vangoghbrabant.com/en/home discuss similarities and differences with here. What might have influenced him?

Vocabulary

Red – new

vocab

Movement

Leading lines

Texture

Complementary colours

Tactile

Background

Foreground

Middle ground

Embroidery

Applique

felt making

cross stich

back stitch

straight stitch

Rule of thirds

analyse

NC Links







revisit ideas




materials







revisit ideas















history







history

Year 3 Project 4 – Kandinsky Kandinsky is known for his abstract works. Children will learn about his influences from music and colour. They will then develop their drawing skills to create an oil pastel pieces based on the music of

Holst’s The Planets. This piece has been chosen because it is a classical piece with no lyrics. It conveys a range of emotions and reflects the nature and colour of each planet, therefore children can select

shapes and colours which reflect each emotion and planets (including its temperature).

Key Drivers


Links back

(art)

In the previous projects in year 3,

children have learnt to draw lightly

before adding colour. They have also used

chalk to blend colours. They have created

art based on the natural world and

observation, in year 2.

Children have explored primary and

secondary colours, how and cold

colours, tints and shapes and

complementary colours in precious

units. They discussed leading lines in

the last unit.

Children have discussed the qualities of paint

and chalks in previous projects

Kandinsky was looked at in year 2 and can be

compare with Mondrian and Matisse (year 1) –

use of bright colours and simple shapes.

Children have begun to state their likes and

dislikes.

https://www.vangoghbrabant.com/en/home

7

Links to

other

learning

Year 6 history looking at WW2 – Kandinsky was discriminated again by the Nazis

New

Learning

(D)Select a range of ideas which show


(D)Start to develop own ideas to make a




experiment



(PE)Use appropriate techniques to create

my own work.

(RE)Understand how the primary

colours, and black and white are used

to mix a full range of hues, shades and

tones.

(R)Experiment with techniques to use






history.

(PE)Reflect upon own work and others work and

say what I like and dislike about it in order to

improve it

Children will begin this project by

developing their blending skills by

creating a tonal ladder using a new

medium – oil pastel. They will then develop

this further by blending within a shape.

Children will develop their designing skills

by using a different source of inspiration

– music. They will create a range of

designs in the style of Kandinsky

(sketching lightly) based on music and

annotate sketches to explain and

elaborate ideas. When creating the final

image they will effectively press lightly

with the pencil before adding colour using

colouring pencils.

When creating their designs and final

image, children need to use leading

lines and layering of shapes and lines,

to show movement within a piece. They

also need to use their understanding of

colour theory (gained from previous

units) to create a striking image.

Children will discuss the qualities of oil pastels

and compare to chalk pastels, including the

suitability for different purposes and how new

they are in comparison to chalk pastels because

they combine materials and use commercial

manufacturing processes.

Children will gain understanding of the work

of Kandinsky in particular his inspiration from

music and emotional. They need to be able to

state their opinion of his work and compare to

another e.g. Mondrian (both use simple

shapes).

Within this unit, children will be introduced to

four art movements: Modern art,

Abstract, De blue Reiter and

Fauvism. They will be able to find similarities in

their styles and show understanding of the

links between movements.

Next

Learning


ability to blend when creating a portrait

in the Picasso project and lead to more

effective blending to show depth in year

5 and 6. They will continue to develop

their ability to draw inspiration from

different sources in year 4 (place) and 6

(dreams). All future designs are

annotated.

Children will continue to explore

movement within art and create

movement in a sculpture during the

Giacometti project. They will also use

their knowledge of colour to create

effectives pieces in projects 5 and 8.

Children will use their knowledge of the

qualities of pastels effectively in year 4 and

select materials for their qualities

independently in year 6.

Children will make links between Kandinsky

and Picasso in the next project. During the

next projects in year 3, children will develop

their ability to discuss work by adding more

detail. This will then lead to the use of art

terms in year four and fluent discussion in

year 6.

In the next project, children will develop their

understanding of abstraction further by looking

at the work of Picasso. They will also begin to

express how they would change others work. In

year 5 they will be able to link artist work

directly to their own.

Aspiration

Cultural

Capital

Discuss music in particular Holst – how does music create emotion? Why do people listen to music?

WW2- discrimination

Vocabulary

Red – new

vocab

Leading lines

Annotate

Tones

Hues Pioneer

Trend

Geometric

Contrast

outline

NC Links







revisit ideas







revisit ideas












history







history

8







Year 3 Project 5 – Picasso The style of Picassos’ work changed over his lifetime. Within this unit children will look at the different phases including his blue period, rose period and more abstract works. They will then use what they

have learnt previously to create a portrait. This time however, it will be abstract in his style. Children need to convey a feeling within their portrait e.g. anger, confusion, happy etc.

Key Drivers


Links back

(art)

Previously in year 3, children draw a

portrait in proportion. They have also

create abstract work and drawn form

sketches. They have experiment with

some brush techniques in year 1 and 2.


pattern in particular repeat pattern

(year 2 unit 1). They have also

expressed emotion in work in the

previous Van Gogh project.

Children have develop basic drawing skills and

can use a ruler to draw straight lines and

measure.

In year 2, children were introduced to the

work of Kandinsky – link colour and emotion.

They have also begun to state their opinion

(basically)/

Children have compares artists and art

movements in year 1 and 2.

Links to

other

learning

Year 4 geography – Africa – Picasso’s inspiration

New

Learning



(D)Start to develop my own ideas to make

a response to a stimulus



experiment



practical artwork

(R)Experiment with techniques to use






history.



improve it.

Children will begin by drawing abstract

facial features by combining shapes to

make recognisable forms (abstract). They

will annotate sketches to explain and

elaborate ideas. These will lead to them

designing and creating a Picasso inspired

portrait (drawing on their knowledge of

portraits from a previous unit). They will

explore and use a number of brush

techniques (such as stippling), think and

thin brushes to create lines, shapes and

textures and layer shapes to create a

form. They will mix colours effectively

Within their designs and final piece,

children will explore and use pattern

and texture to add detail: colour and

texture to help create emotion and

feelings. They will also experiment with

creating mood with colour.

Children will explore the process of drawing

from different angles and combining them to

create an image.

Introduce the work of Picasso – creating work

by drawing from multiple angle. They will be

able to see the differences between the

different periods in his work and see how his

ideas and inspiration changed (he was inspired

by African art). Children will also make links

to the work of Kandinsky – use of colour and

shapes.

Children will look at Cubism - drawing for

different view points and be able to identify

characteristics to be used in their work. They

will also see how one art movement can have

many variations within it e.g. the difference

between Picasso and Braque.

9

and use a framework to provide stability

for their sculpture.

Next

Learning

Children will develop their ability to write

clearly about their own work during year

3 and begin to use art terms in year 4.

They will explore a wider range of paint

techniques in year 4.

Children will use repeat and rotating

pattern effectively in the next unit

and develop their understanding of

using colour to create mood in year 4

when creating an advert.

Children will develop their ability to combine

shapes when creating a sculpture in project 7

and further more in year 5 and 6 when creating

sculptures from recycled materials.

Children will develop their understanding of

African art in year 4. In the following project

they will develop their ability to make links.

In the following project, children will continue

developing their understanding of different

view points when designing a sculpture.

Aspiration

Cultural

Capital

Virtual tour of Picasso Museum in Barcelona http://www.museupicasso.bcn.cat/ca/colleccio/sales-de-la-colleccio/index_en.html African culture

Vocabulary

Red – new

vocab

Armature

Framework

Form

shape

Mood

Emotion

Movement

proportions

recycle Analyse analysis

NC Links







revisit ideas










revisit ideas















history







history

Year 3 Project 6 – Escher This unit links work completed in year 2 based on William Morris (wall paper) and Peter Blake (commercial art). Within this unit, they will design wallpaper based on the pattern of Escher, they create a

final version on computer.. They will look at his varied works from postage stamps, graphical fine art and woodcuts.

Key Drivers


Links back

(art)

In year 1, children created basic images

using a computer. They developed this

further in year 2 by layering shapes and

using a wider range of colours.

In year 2, children explored the basics

of pattern including repeat, rotating

and reflective pattern. In addition,

they have created prints using simple

colour.

In year 1, children have printing using block

printing and in year 2 by printing repeat

patterns.

Children have already looked at pattern within

art - Aboriginals art and

Morris

Links to

other

learning

New

Learning



(D)Start to develop my own ideas to make




practical artwork

(R)Experiment with techniques to use the key

elements of colour, pattern, texture, line,

shape, form and space




history.


say likes and dislikes about it in order to

improve it.

http://www.museupicasso.bcn.cat/ca/colleccio/sales-de-la-colleccio/index_en.html

10



experiment

Children will develop their understanding

of pattern by using repeating and

overlapping shapes to generate prints and

a computer images based on the work of

Escher. Children will use their knowledge

of mono - printing to create a print,

photograph it and use CAD to create a

repeating pattern which could be used as

wallpaper and explain why they are

created.


understanding of pattern by replicate

shapes found in built environment to

make precise repeat patterns. They will

also experiment with rotating pattern

and gain understanding of reflective

pattern.


mono printing by experimenting with creating

repeat patterns. They will consider industrial

used for their techniques (such as wallpaper).

They will also be informed about lithographs

and woodcuts as printing processes.

Children will be introduced to the work of

Escher. They will explore his influences

(nature and maths). They will make

connections between Escher’s work and the

influence it has had on present day design e.g.

the stairs in Harry Potter.

Children will explore the connections between

Escher’s work, Op art and cubism – looking at

people’s perspectives and multiple viewpoints.

Children will begin to shape their opinion and

give some reason.

Next

Learning

Later in year 3, children will develop their

understanding of pattern for a dramatic

effect by creating repeating prints in the

style of Andy Warhol. This will then lead

to using pattern for graphic commercial

design in year 4. Children will continue will

explain

Children understanding of texture and

pattern will develop further in year 4

when they look at the work of Durer

and use pattern and texture

effectively.

In year 4, children will use their understanding

of materials and processes to create a mixed

media piece. They will also develop their

understanding of industrial printing process in

Project 8 and year 4 unit 1 and 3.

In project 8 children will continue to develop

their ability to make links between styles

when they look at Picasso and the influence he

had from African art.

Understanding of multiple viewpoints will be

developed in project 8. They will also discuss

controversial work in year 5 unit 1.

Aspiration

Cultural

Capital

African culture

Vocabulary

Red – new

vocab

CAD Tessellation

pattern

Lithograph

Woodcut

Optical illusion

Architecture

Graphic artist

Lithograph

Brayer

Printing press

controversial

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history

Year 3 Project 7 – Giacometti Giacometti is well known for his elongated figure which cast dramatic shadows. In this unit, children will learn about the proportions of the figure (how he figure has been sculpted in the past) and

elongate them to create a Giacometti style figure which can then be placed in front of their van Gogh landscape and filmed/photographed,

Key Drivers


Links back

(art)


proportions of the face and creating

movement using leading lines.

Children have combined shapes to

create an image and abstracted

images in the previous project.

Children gained understanding of the

importance of support within a sculpture in the

previous project.

Children have been introduced to the work of

Da Vinci.

Children can express likes and dislikes of

different styles and they have begun to give

reasons for their opinion.

11

Links to

other

learning

Year 3 history – iron age and bronze age

New

Learning



(R)Experiment with techniques to use the



(PE)Use appropriate techniques to create

my own work.



experiment




history.



improve it

Children will explore the proportions of the

figure by drawing stickmen. This will lead

to a short film/stop motion animation to

explore ways of creating movement within

art. This will be developed further into a

piece of sculpture which coveys movement,

shows lifelike qualities and is textured.

In this unit, children will develop

their understanding of proportions by

investigating the proportions of the

human figure which they will then

elongate. They will use this knowledge

to create and combine shapes to

create recognisable forms.

Children will explore the process of casting

(used by Giacometti) and gain understanding of

the use of an armature. They will use this

knowledge to create their own sculpture in his

style, which has a framework to provide

stability and form.

Introduce the work of Giacometti -

figurative sculpture showing movement.

Leonardo Da Vinci – proportions of the human

figure. Children will express their pinion with

some reason.

The thinking behind surrealism will be

introduced to the children during this unit.

They will explore the idea of uncommon imagery

and how it is perceived.

Next

Learning


proportions in year 6 when they draw a

profile portrait and a room and they will

develop their ability to create a digital

image/film with editing.


understanding of shape and form by

producing effective sculptures in

year 5 and 6.

Children will use their knowledge of support and

the use of an armature in year 5 and 6.

Children will become more fluent at

describing work in the other projects and

express their opinion more clearly.

In year 6 children will explore Surrealism in

depth and it will also mentions during a portrait

unit in year 5. During year 4 children will begin

to make links and discuss emotions in more

detail.

Aspiration

Cultural

Capital

Casting - https://www.youtube.com/watch?v=Z_ItlAwnqew

Vocabulary

Red – new

vocab

Lifelike

Poise

Wire frame

Elongated

Proportions

Texture

Armature

Casting

Giacometti

Anatomy

mechanics

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history

Year 3 Project 8 – Warhol Andy Warhol is famous form bringing art to the general public by using mass production techniques such as printing. Contemporary design is important as it is all around us, from logos to furniture.

Children will look at the work of Rob Janoff (Apple logo designer), and then create a logo of their own for an everyday product. They will use printing in the style of Warhol to create a repeating pattern.

https://www.youtube.com/watch?v=Z_ItlAwnqew

12

Key Drivers


Links back

(art)

Children have already created a block print

and layered colours (year 2) They have also

considered background colours (year 1)

Children have basic knowledge of

colour theory including the colour

wheel, primary and secondary colours,

hot and cold colours (year2). They

have also mixed colours with support

(project 4). They have basic

understanding of pattern (project 6)

Children have explored the printing process

and followed a chemical free process in year 1

ad 2.

In year 2 children were introduced to mass

production and commercial design when looking

at William Morris who were against using

machines.

In year 2, children were introduced to Pop Art

and looked at the work of Peter Blake and his

use of colour and shape. They have also looked

at hoe art influences everyday life e.g. Morris

wall paper and Escher stairs.

Links to

other

learning

In year 4 children will be looking at trade and tourism – links to logo design

New

Learning



(D)Start to develop my own ideas to make a


(RE)Investigate and use relevant materials




practical artwork

(RE) mix a range of hues. (RE)Develop practical skills to experiment


(R)Experiment with techniques to use the key

elements of colour, pattern, texture, line,

shape, form and space

(PE)Use appropriate techniques to create my

own work.




history.



improve it.

During this unit, children will design and

create their own printing block (polyprint).

They will use this to create a repeating

print using layers of colour which will then

be drawn over to add detail. Children will

annotate their work and give reasons for

their choices.

Children will use their understanding

of colour theory when layering

materials and prints. They will create

a series of prints in a repeat pattern

of more than one colour.

Recap previous printing e.g. mono and

introduce using polyprint – discuss how

printing has changed over time e.g. poly print

– quick and easy, no chemicals in the printing

process

Children will explore the work of Warhol with

an emphasis on commercial design – giving art to

the masses and away from elite society or

religion. This will lead to looking at the

contemporary work of Rob Janoff (Apple logo)

and children will discuss the characteristics of

a successful logo with some reasoning.

Children will explore Pop art in more detail,

such as the impact on society, commercial uses

and the impact on the current day. They will

also discuss the benefits of machinery when

printing.

Next

Learning

Children will develop their printing skills in

year 4 when they use mixed media, where

they will layer materials and drawing.


understanding of colour when printing

in year 4 when they will create a

print using a analogous colours.

In year 4, children will move from basic

printing to missed media printing.

In year 5 children will develop their

understanding of commercial design and give

clear reasons for their opinions. This will lead

to a wider use of art terms in year 5.

While looking at the work of Hattie Stewart in

year 5, children will explore art and society in

more detail.

Aspiration

Cultural

Capital

Images in the media/everyday life – is it going back to stained glass windows and hieroglyphics (communicating through images)?

Vocabulary

Red – new

vocab

Poly print

Printing block

Tertiary colours Etching

brayer

engraving

silk screen

Mass production

Logo

Advertising

multiple

Commercial

icon

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history

13

Year 3 Project 9 – Mattison Ceramics pieces have been both practical and purely an art form for thousands of years. During this unit, children will look at a range of ceramics pieces (old and new) and how they are influenced by

everyday life. They will then focus on the work of Courtney Mattison and Chris Gryer. Both are influenced by the natural world, particularly the sea, and are keen conservationist. Children will create a

clay tile based on their world around them.

Key Drivers


Links back

(art)

Children have developed basic drawing skills

while drawing from observations. They have

also begun to annotate sketches.


shape and form and have layered

shapes.

Children have been shown the process of

casting. During which, heat is applied to

change materials.

Children have given their opinions of a range of

artist’s works.

Links to

other

learning

In geography, children will look at rivers and seas. Links can be made to the artists in this unit as they focus on saving the oceans and preserving our natural world. In PSHE they will also be introduced to saving the environment.

New

Learning

(D) Select a range of ideas which show


(D) Start to develop my own ideas to make


(RE) Investigate and use relevant materials


(R ) Develop drawing skills to respond to an

object or an artists work developing my


(PE) Use appropriate techniques to create

my own work.

(PE) Reflect on my ideas visually and


practical artwork

(RE) Understand how the primary

colours, and black and white are used

to mix a full range of hues, shades

and tones.

(R) Experiment with techniques to use the



(RE) Develop practical skills to experiment


Art and science




history.

(PE Reflect upon own and others work and say

likes and dislike about it in order to improve own

work.

(PE) Reflect upon own and others work and say

likes and dislike about it in order to improve own

work.




history.

Children will begin this unit by creating

observation drawings from nature or the

built environment. While doing this, they

will use different harnesses of pencils with

some accuracy to show line, tones and

textures. Then they will explore the

properties of clay and experiment with

imprinting found object to replicate

patterns found in nature or the built

environment. This will lead to a series of

designs and a clay tile inspired by either

the natural world or nature. Designs will be

annotated with some reasons.

Children will learn to add pattern and

texture to produce interesting detail

within a drawing and ceramic work.

Children will learn about the process of

producing a ceramic piece of art – form, dry,

fire, glaze. They will gain understanding of

where clay comes from and how it has been

used in history.

Children will explore the work of Courtney

Mattison and Chris Gryer –who focus on natural

forms and conservation/protecting the

environment. Children need to states their likes

and dislikes of the artist’s work as well as how

they would change it. They will also discuss their

own work and state likes and dislikes.

Next

Learning

Children will continue to draw ideas form

nature in year 4,5 and 6.

In year 4 they will develop their

understanding of surface pattern

when they make a Greek style pot.

While making a pot in year 4, children will

explore coil, slab and pinch techniques.

In year 4, children will begin to use art terms and

discuss materials in more detail.

Aspiration

14

Cultural

Capital

Plastic prolusion and conservation

Where is Greece – different climate make ceramic production easier.

Vocabulary

Red – new

vocab

Ceramics

Imprint

clay

tile

Surface pattern Fire

glaze

Surface texture

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designers, and understand the historical and cultural

development of their art forms.


history








Medium Term Plan

Year 4 Unit 1 – commercial design

This project is a development of the Peter Blake unit in year 2. Children will develop their knowledge of commercial art - with a focus on advertising and pattern. They will create a design to advertise a

holiday destination using ICT. They will also look at designing a wacky teapot which could be sold to tourists at that destination.



Links back

(art)

Children have already looked at the

design process for commercial art (year 1

Morris and 3 Warhol). They have also

drawn basic shapes and patterns using

CAD (Computer aided design) and added

colour. They can mix paint and use some

of paint techniques.

Children will have a good understanding

of primary and secondary colours as they

have been studied in year 1,2 and 3. They

have also explored hot and cold colours

and been introduced to complementary

colours in year 3. They have created

simple colour wheels and been introduced

to how colour can change a mood (Year 3

Van Gogh).

Children looked at the process of creating

ceramics in year 3 when they looked at the

work of Mattison. They need to use this to

inform their design for a teapot.

Children have already been introduced to mass

production with the work of William Morris -year

1, Blake in year 2 and Warhol in year 3. They have

also gained understanding of whimsical designs

when looking at the architecture of Gaudi. When

discussing work children can list similarities and

differences and as well as likes and dislikes (with

limited reasons)

Children have explored work for a specific

purpose (Year 3 Warhol)

Links to

other

learning

In year 4 geography, children are looking at Europe and the tourism. They can link this unit by selecting a place in Europe to base their design on.

15

New

Learning

(d)select a range of ideas which show


(d)Use my own ideas to make a response

to a stimulus

(RE)Select and use relevant materials

and skills to refine and experiment with

(Re)Use technical skills to experiment


(RE)Understand how the primary colours

and black and white are used to mix a

full range of hues, shades and tones

(PR) Reflect on own ideas visually and


practical artwork

(RE) Describe how my practical work

developed

(R)Examine techniques to use the key

elements of colours, pattern, textures,

line, shape, form and space,

(PR)Apply and choose particular techniques

for a given purpose

(d) Understand that ideas can be expressed in

artwork of great artists, architects, craft


Children will learn to produce designs for

a commercial process. They will use a

holiday destination/location as their

focus to design a graphic style poster and

a wacky teapot for

advertising/commercial purposes. They

will draw (in pencil) a range of designs and

annotate sketches to explain ideas using

some art terms. The final poster will then

be created using CAD making sure

repeating patterns and overlapping of

shapes are used. The final teapot image

will be created using watercolour paints.

Children need to mix primary, secondary

and tertiary colours effectively while

using a range of brush techniques to

produce shapes, textures and patterns.

This will be completed in a style suitable

for commercial use (as if they are selling

it to a company for production) and detail

will be added with biro. Children will be

able to give some reason for their

choices.

When designing children will discuss

colour association and how to create a

mood using colour e.g. red can represent

love or warmth. They will also be

introduced to tertiary colours and mix

them when adding watercolour to their

teapot image.

Children will gain understanding of ceramic

techniques e.g. coil, pinch and slab. This

will inform their teapot design so they can

consider commercial production.

Children will research the work of Alex Center in

particular his bill boards and explore how he

creates bold designs for advertising. They will

discuss the visual elements that make the images

memorable and suitable for advertising. Children

will also explore a range of Wacky teapot

designers and discuss function verses form e.g. a

chocolate teapot

Children will explore contemporary advertising

for specific purposes e.g. travel industry. What

makes a suitable design e.g. why summer holiday

advertising contains lots of red, yellows and

oranges.

Next

Learning

Children will developed their ability to

create images for a purpose using CAD in

year 5 when they create a magazine cover

in the style of Hattie Stewart. They will

also show and develop their range of paint

techniques in year 5 with some originality.

Later in year 4, children will be able to

use their knowledge of creating mood

within an images when they create a

mixed media piece based on an animal.

In the next unit, children will be using coil,

pinch and slab techniques to create their

own Greek pot. They will also considered

these techniques for mass production.

For the rest of this year, children will build on

their ability to discuss work. This will lead to

children giving a range of reasons for their

thoughts in year 5 with the use of art terms.

In the next unit, children will use their

knowledge of design for a specific purpose when

they design and make a Greek style pot. They will

develop their knowledge of suitability for design

in year 5 when they look at the work of Hattie

Stewart and consider the models opinion.

Aspiration

Cultural

Capital

Children can discuss media in society and the effect it can have on people.

Vocabulary

Red – new

vocab

Graphic

wacky

Colour association Coil

Pinch

slab

Slip

Advertising

Function

Form

Whimsical

media

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16

Year 4 Unit - 2 – Greek Art

Within this unit, Children will look at the practical yet ornate ceramics of ancient Greek and create their own. They will look at the practical design with decorative patterns.


Links back

(art)

Children have already created a design

for a ceramic piece in year 3 and

considered the detail.

Children have understanding of repeat

and rotating patterns from their Picasso

and Warhol work in year 3, also their

Aboriginal pieces and Blake pieces in

year2.

Children have basic understanding of the

process of creating a ceramic piece. They

have cut and imprinted into clay. In the

previous unit, they explore ceramic making

techniques to inform their design.

Children have explored art for commercial

purposes in the previous unit and year 3, to tell

stories (year 1 aboriginal art) and as

representations of natural forms (e.g. humans

and landscapes) in year 3). They have also

discussed art for everyday purposes in year 2

and how work influences everyday life (Year 3

Escher and Warhol).

Links to

other

learning

During history in year 4, children will be exploring ancient Greek culture.

New

Learning

(D)select a range of ideas which show

curiosity, imagination and originality

(D)Use own ideas to make a response to a

stimulus

(PR)Reflect on own ideas visually and

verbally through discussion , writing and

practical artwork

(R)Examine techniques to use the key

elements of colours, pattern, textures,


(PR)Describe how own practical work

developed

(RE)Select and use relevant materials and

skills to refine and experiment with

(PR)Apply and choose particular

techniques for a given purpose

(RE)Use technical skills to experiment


(D) understand that ideas can be expressed in

artwork of great artists, architects, Craft


(D) understand that ideas can be expressed in

artwork of great artists, architects, Craft


Children will create designs for a pot,

with influence from the Greek culture.

These will be annotate sketched to

explain and elaborate ideas including some

art terms. Later, they will be

transformed into a clay piece using coil,

pinch and slab techniques. Pattern and

texture will be added to provide

interesting detail by imprinting and

scratching.

When designing, children will gain

understanding of how to add pattern and

texture to provide interesting detail.

Children will build on their knowledge from

the last unit by using coil, slab and pinch

techniques and understand the benefits of

each. Consider if each would be suitable

for mass production.

Discuss why they pots are made from clay

(available sources).

Children will research the ceramic work of Greek

culture including the reason for their patterns

and images. They will discover the uses for the

pots and how they have influenced modern day

design. They will discuss art for different

purposes, including a description with reasons and

some art terms.

Next

Learning

Children will develop their ability to add

detail to add interest in the next unit

when they create a weave. This will be

developed further in year 5 when they

create a dream-catcher.

Later in year 4 children will develop

their understanding of pattern and

texture when they create a layered

print.

Children will use and develop their

understanding of constructing work in year

when they use shape (e.g. slab) and coils

of recycled materials to create a totem

pole and further in year 6 when they make

an insect from recycled materials.

In year 5 they will develop their ability to discuss

style using a range of art terms and justify their

reasoning.

Aspiration

Cultural

Capital

Vocabulary

Red – new

vocab

Scratching

ceramics

Coil

Pinch

Slab

Form

fine

Silhouette

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17





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Year 4 Unit 3 – African Art

This leads on from the pattern work of the Greek unit. Children will explore the work of traditional African tribal art including their weaving. Connections will be made to the year 3 unit looking at the

conservation work of Courtney Mattison. Children will then create an African style weaving made from recycled materials such as plastic. They will be influenced by the patterns found within the

traditional African style. This will lead to a study of African animals and their importance. Children will use their understanding of pattern to create an animal based on Durer’s rhino (rhinos are

endangered and Durer create the first know print of one in Europe , even though he has not seen one, the image looked like it had armour and was covered in pattern. This will then lead to a more realistic

painting of an African animal (either a card relief of work based on animal pattern or silhouette with pattern painted in the background). They will then combine all of the work completed to create an

African pattern inspired print/collage. They will then compare the architecture of African tribes and contemporary design . children will then create a papier mache or card building and use their print to

wrap the building in pattern (like a tribal hut).

Nb: The rhino which Durer based his image on was sent as a gift from Goa to the king of Portugal but never made it as it drowned when the boat sank.

Key Drivers

Skills and techniques Visual Elements Materials and

processes

Artists / Craftspeople/ Designers Styles and periods

Links back

(art)

In year 3 children were

introduced to photography

and have taken portrait

photos. They have looked at

creating mood within work

(year 3 Rembrandt and Van

Gogh). They are able to mix

paints and have used basic

stitches. children have

explore tone and texture in

year 3 by creating a texture

grid and tonal ladder and

layered shapes to create a

portrait (year3).

Children were introduced to

tints and shades in year 1.

They have also explored

pattern in year 2 and 3

including repeat, rotating and

reflective. In addition, using

it for commercial design.

In year 1 children were

introduced to the term wood

cut and in year 3 they looked

at the Wood cuts of Escher

and created a printing block.

They have drawn texture in

year 3 (texture grid and

portrait drawing), they have

also created textures in clay

– Year 3 tile and year 4 pot.

They have explored line

thickness for effect in year

3 (Kandinsky), 2 (Klee) and 1

(Mondrian)

In year 1 and 2 children have been introduced to architecture when looking at the

work of Mondrian and Gaudi. In year 3, children looked at and compared a range of

styles including (Van Gogh, Picasso, Kandinsky, Warhol and Rembrandt). Children have

created studies of flowers before creating a final piece in year 3.

In year 3 children look at the work of Picasso and

his influence from African Art. They also looked

at the work of Van Gogh and how he created

emotion within his paintings.

Links to

other

learning

18

New

Learning

(D) select a range of ideas

which show curiosity,

imagination and originality.

(D) Use my own ideas to

make a response to a

stimulus

(RE) Select and use

relevant materials and skills

to refine and experiment

with

(R ) Investigate drawing to

respond to an object, image

or an artists work

developing my control of

materials

(PE) Apply and choose

particular techniques for a

given purpose

(PE) Describe how my

practical work developed

(RE) Understand how the

primary colours and black

and white are used to mix a

full range of hues, shades

and tones

(R) Examine techniques to

use the key elements of

colours, pattern, textures,


(RE) Use technical skills to

experiment using a range of

materials

(D) Understand that ideas can be expressed in artwork of great artists, architects,

craft makers and designers in history.

Durer

African Art

Renaissance

(R) Examine techniques to use the key elements of

colours, pattern, textures, line, shape, form and

space,

(PE) Reflect on own ideas and others work visually

and verbally through discussion , writing and

practical artwork


designing skills using

silhouettes and

photography to generate

designs. They will

experiment with colour to

create a mood. This will be

developed into a painting of

an animal where they will

effectively mix a range of

colours and experiment

using a range of paint

techniques(such as dry

brush) and using thick and

thin brushes to produce

shapes, textures, patterns

and lines. The second part

of the unit will explore

weaving, where children will

create their own African

style weave from recycled

materials and thread

(including some applique).

Where they will to shape

and stitch the surface.

Following this, children will

use their understanding of

texture and printing to

design a print. They will

then use multiple skill

together by creating a

layered print/collage, using

a simple colour palette. In

which they will combine

printing techniques and then

Children will explore the

patterns and textures found

on African animals, they will

also explore the silhouettes

of these animals to gain

understanding of how it can

create a powerful image.

They will develop their

understanding of pattern and

texture by layering them and

using hatching and cross

hatching to add detail and

tone. This will include a range

of patterns including

reflective pattern. When

printing they will use

analogous colours.

Children will learn how to

create a range of textures

using paint. They will look at

how paint thickness can

affect the textures and

patterns created. This will

lead to a discussion on the

qualities of paint e.g. oils

verses watercolours. They

will also gain better

understanding of the collage

process by looking at the

work of Kirt Schwitters and

Crystal Renee. Children will

also develop their

understanding of creating a

woodcut when they look at

the work of Durer. Discuss

what African homes are

made from and why e.g.

availability of resources.

Explore the work of Lisa Walton – discuss her use of layering texture and pattern

within her work. Also refer to the work of Kirt Schwitters and Crystal Renee. Children

should be able to compare the style by discussing the patterns, textures and colours.

Children need to describe the patterns and textures used by Albert Durer and

understand the importance of detailed studies before producing a piece e.g. Durer’s

rhino image was based on a written description and a simple sketch. His image (even

though he had never seen a rhino) was then used (in Europe) for the next two

centuries as a true image of what a rhino looked like. Consider the impact on society

(what if the drawing looked nothing like a rhino).

Within this unit, children will investigate how

artists have changed over time, they will look at

the struggles faced by many and how most artists

used to be men. They will also discuss how the

purpose of art has changed over time e.g. telling a

story/inform – decoration-to shock/make a

statement- to sell- to protect. Children need to

make links between how different types of art

convey different emotions depending on the

purpose.

19

draw over the image using

hatching and cross hatching

to create tone. They will

then develop their ability to

work in 3d by creating a

card African style building

from a net and adding

shapes. Their print will then

be placed onto to add

aesthetic quality to the

structure. All designs will be

annotated to elaborate

ideas and show links to

other artists works.

Next

Learning


photography skills in year 5

when they create portraits

in the style of Hattie

Stewart. They will also

improve their ability to use

texture effectively when

creating a collage.

In year 6, children will

develop their ability to use

silhouettes to create mood.

They will use their

understanding of

composition, texture and

pattern to create a powerful

image in year 5 (collage and

portrait).

While creating a Hattie

Stewart portrait in year 5,

children will develop their

understanding of how line

thickness can effect pattern.

Children will develop their understanding of the design process and creating studies

before a final piece when they create a batik image of an insect in year 6 and portrait

in year 5. They will looked at the impact art can have on society e.g. people opinions, in

year 5 when they look at the work of Hattie Stewart – controversial.

In year 5 and 6, children will use their

understanding of art for different purpose, when

they begin to select materials and design for

specific reasons e.g. collage to create emotion

(animal eyes) and print

Aspiration

Cultural

Capital

Vocabulary

Red – new

vocab

Net

Mood

Pattern

Colour palette

Thread

expression

applique

Layering

Colour palette

Analogous

Reflective pattern

Brayer

Weave

Printing block

strand

Flora

Fauna

Heritage

Mythical

Original

Clan

Tribal

Architecture

surface

NC Links

Become proficient in

drawing, painting, sculpture

and other art, craft and

design

Produce creative work,

exploring their ideas and


Create a sketchbook to

record their observations

and use them to review and

revisit ideas



including drawing, painting

and sculpture with a range

of materials

Become proficient in drawing,

painting, sculpture and other

art, craft and design

Produce creative work, exploring

their ideas and recording their

experiences.

Create a sketchbook 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

Evaluate and analyse creative

works using the language of

art, craft and design.



including drawing, painting and

sculpture with a range of

materials

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







of their art forms.



20

Medium Term Plan

Year 5 Unit 1 – Contemporary Design

During this unit children will develop their understanding of contemporary design and the impact it has on society (good and bad). They will look at the work of Hattie Stewart, who creates magazine

covers which can be controversial. Children will develop their understanding of portraits and then designs their own Stewart inspired Magazine cover on computer and then develop it into an artistic

painting.

NOTE – do not let children research Hattie Stewart independently as some work is very controversial



Links back

(art)

In year 3 children used photograph as

part of the design process when

creating Rembrandt style portraits.

They have also drawn natural forms

from observation (flower year 3) as well

as a portrait in proportion with detail.

They also created a block print in year 3

and have use a simple colour palette in

year 4.

In year 2 and 3 they learnt about primary

and secondary colours as well as

complementary colours. They have also

created patterns from different sources –

natural and the built environment.

Children have created a front view

portrait using the grid system (year3 –

Rembrandt project)

During year 4 children looked at how to

create emotion in commercials art. They also

looked at emotions in the work of Monet and

Van Gogh during year 2 and 3. They have

made simple links between artists e.g.

abstract shapes, bright colours and layering

used by Picasso and Kandinsky (year3).

In year 4, children created their own artwork

to be created as part of architecture. Also in

year 3 they looked at the work of Escher and

how it has influenced everyday life e.g. stairs in

Harry Potter. They have looked at work which

was shocking at the time. During year 1 when

they looked at Mondrian’s work and how it was

transformed into architecture.

Links to

other

learning

Year 3/4 geography – rivers

In PSHE children will be looking at the similarities and differences in people. Within this art unit, reference can be made to the media and how it represents individuals and groups of people e.g. why are most models thin – is this

ethically correct? Is Hattie Stewart trying to change that?

New

Learning

(d) Develop a range of ideas which show


(D) Use own ideas to create a response

to a stimulus

(R)Use drawing to respond to an object,

image or an artists work developing my


(R)Develop techniques to use the key

elements, of colour, pattern, textures,

lines, shape, from and space

(RE)With supervision show confidence

to experiment using a range of

materials

(PE)Explain how own practical work

developed

(RE)Use the primary colours and black and

white to mix a full range of hues, shades,

and tones

(PE)Communicate own ideas

visually/verbally through discussion,

writing and practical artwork

(RE)Investigate a range of materials and

skills

(PE)Knowingly chose particular techniques

for a given purpose

(D) Recognise that ideas can be expressed in


makers and designers in history




Within this unit, children will draw

natural forms from observation. These

will them be used as the base to be

traced over to form a pattern which will

then be transferred to a detailed

printing block. A multi-layered print will

When printing, children will build up layers

of colour (using knowledge of colour

theory when layering e.g. red and blue

make purple). Children will explore how a

limited colour palette can make an image

striking.

Children will gain understanding of the

glass blowing process used by Dale Chihuly.

This will be used to inform their designs

e.g. showing flowing lines found in nature.

They will also build on their understanding

of drawing a portrait using the grid

Children will research (with some

independence) the work of Dale Chihuly and

his use of the natural world and colour for

inspiration. Look at his work in situ, for

example Kew Gardens. This will inform their

printing design.

Children will briefly discuss how Chihuly’s work

becomes part of the architecture. Look at

other artists whose work become part of the

architecture e.g. Gaudi, gargoyles on churches.

21

be created building layers of colour in

which the palette is observed in nature.

Children will then build on their skills at

using photography as part of the design

process by taking portraits of each

other and drawing over the top of the

printed image to create designs for a

magazine cover. This will be made using

CAD in the style of Hattie Stewart.

Following on from this, children will

develop their understanding of lifelike

proportions by creating a drawn portrait

in profile. Children will then learn to

sketch lightly before painting to

combine line and colour. They will use

the qualities of paint to create visually

interesting pieces while create accurate

pattern showing fine detail and pattern.

All ideas are annotated to elaborate

ideas with some use of art terms and

obvious links to other artists.

They will also use their understanding of

design and pattern to create an original

painting. They will consider the quality of

lines and how it is used for effect e.g.

thickness, curves/angular and shape.

system by drawing form a different angle

(profile)

Children will explore the work of Hattie

Stewart with supervision (check before lesson

as some is not suitable). What would the

model think? What mood does it convey? Look

at how she creates doodles – these have

become more fashionable e.g. doodle for

google is an international doodle competition.

Link to the work of Keith Herring and MR

Doodle. Children will also discuss why they

think she doodles over magazine (changing the

face of the model – discuss how people are

seen in the media). They will give their opinion

of work while justifying their opinion and

referring to the visual elements.

Next

Learning

Children will practice their annotating

of ideas through year 5 and then refine

it further in year 6 by being fluent

with their terminology and links. They

will also develop their understanding of

CAD when they create a surreal

image/film.

Children will use their knowledge of

design and quality of line in year 6 when

they create their own collagraph. They will

continue to develop their own personal

style and understanding of originality when

creating an animal collage in the next unit

and during year 6.


understanding of how to draw portraits in

the next unit when they focus on eyes

(animals) and how they can follow the

viewer around the room.

During year 6, children will use their

knowledge of doodling when creating a surreal

image as they will use it in the design process.

Children will continue to explore architecture in

year 6 when they draw a room in perspective

and turn it into a surreal image.

Aspiration

Cultural

Capital

Kew Gardens

Vocabulary

Red – new

vocab

Doodle

Trace

Colour palette

profile

Contrast

layer

Brayer

Printing block

Illustrator

Doodle-bombing

Controversial

NC Links







revisit ideas




materials







revisit ideas















history







history

Year 5 Unit 2 – North American Art

Children will be introduced to the art work of Native American Indians, they will focus on their dream catchers to begin with (link back to year 2 Aboriginal story tellin). This will lead to creating their

own dream catcher using a range of textile techniques. After this they will explore animals of North America and the importance of them in their culture. They will create animal studies (from photos)

22

using chalk on black paper, so they can gain understanding of proportions. This will lead to children exploring the totem poles of the culture, how they tell stories, retell history etc. they will mate their

own from recycled materials and papier mache (commenting on the importance of recycling to endangered animals.) this will lead to a collage inspired by the work of Linda Israel who create collaged faces

of animals showing emotion.


Links back

(art)

Children have drawn in proportion in

year 3 (portrait) and in the previous

unit (portrait).They have combined

materials and used a range of paint

techniques in year 4 (collage). They also

gained an understanding of creating

work by coiling and pinching. During

years 3 and 4 they looked at creating

depth within an image (Van Gogh

landscape and African animal image).

During the collage project in year 4,

children used a range of materials to

create an interesting effect and stat to

create a personal style. They have good

knowledge of colours theory – primary,

secondary, tertiary, hot and cold, and

analogous colours.

In year 4 children looked at Greek and

African art and gained understanding of how

they environment aided their selection of

materials. They have used weaving and

stitching fabric year 4, building on

knowledge from year 3 (embroidery). They

have an understanding of creating art for a

range of different purposes including:

generated graphic ideas (year 4 Center),

practical (year 4 pot) and aesthetic (year 3

Van Gogh, Mattison and Picasso)

Children have previously looked at mood in the

previous unit when they looked at the work of

Hattie Stewart. They have also looked at the

use of colour and textures within painting

(Van Gogh year 3 and year 4 collage).

In year 2 children looked at art which tells a

story (Aboriginal) and in year 4 they looked at

Greek and African art for different purposes.

Links to

other

learning

In year 5 Geography, children study North America.

New

Learning

(D) Develop a range of ideas which show


(D) Use own ideas to create a response

to a stimulus

(R) Use drawing to respond to an object,

image or an artists work developing my


(PE) Knowingly chose particular

techniques for a given purpose

(PE) Communicate my ideas

visually/verbally through discussion,

writing and practical artwork

(PE) Explain how my practical work

developed

(RE) Use the primary colours and black

and white to mix a full range of hues,

shades and tones

(R )Develop techniques to use the key

elements, of colour, pattern, textures,

lines, shape , from and space

(RE) Investigate a range of materials and

skills

(RE) With supervision show confidence to

experiment using a range of materials




North American Indians




Children will begin the unit by drawing

images of animals native to north

America, in proportion. They will then

create a tonal ladder in chalk to develop

their blending skills which will lead to a

final piece showing personal style,

ensuring it is suitable for purpose.

Following this, children will combine

materials and techniques with precision

and use a range of stitches to create a

dream catcher. During the next project,

children will create a painting in their

They will explore how drawing on a

surface which is not white, will affect

the colour of the piece. Children will

create a range of work in different

mediums showing originality, personal

style and effective use of materials.

When creating work they will use a full

colour palette.

Children will develop their understanding

of Cultural lineage and heritage

carving (Totem poles). They will be able to

describe their purpose and how they are

created. They will then use this knowledge

to create a contemporary totem pole using

construction techniques. Discuss why totem

poles are made of wood e.g. availability of

materials, long lasting, easy to work with

etc.

Children will research the work of Linda

Israel. They will be able to comment on her

use of colour and texture to add emotion to a

piece. They will also be able to describe how

placement of eyes within a piece can affect

the mood and give their own opinion of her

work (using art terms).

Children will independently research North

American Indians and totem poles and show

understanding story telling within the work.

They will make links with their own designs.

23

own style; combining colours, tints and

tones to enhance the mood of a piece

and use brush techniques to create

texture. In the final project, children

will develop their ability to create a

sculpture using a range of techniques

e.g. pinching, coil, combining shapes,

while using recycled material to create

effective visual effects showing depth.

Next

Learning

Children will use and develop their

understanding of proportion and depth

in year 6 when they create a surreal

room and insect Batik (in which they will

use embroidery effectively). They will

continue to build on their ability to use

colour and black silhouette to create a

powerful image.

In year 6 they will build on their

understanding of colour by selecting an

appropriate colour palette and using it

effectively.

Children will develop their ability to use

sculptural techniques to create insect and

build on their textiles skills when creating a

batik image in year 6.

Children will develop their ability to fluently

discuss others work in year 6, with reference

to their own work, other styles, the viewer’s

perspective and visual elements.

Children will use their knowledge of telling a

story when they create a surreal image based

on dreams.

Aspiration

Cultural

Capital

Vocabulary

Red – new

vocab

Binding

weaving

Full colour palette Carve

Flora and fauna

Culture

Lineage

heritage

tradition

NC Links







revisit ideas




materials







revisit ideas















history







history


Medium Term Plan

Year 6 Unit 1 – Landscapes

24

This unit will begin with introducing negative space. Children will then look at WW2 photography (Frank Hurley) and how the artists used silhouettes to create emotion. They will then create their own

silhouette of trees to convey the emotions of war (like Band of Brothers (TV show) silhouette). Develop further to create a collage/with painted background of South American rainforest sky to line to

next project.



Links back

(art)

Children have created a range of

observation studies (year 3 flowers).

Children have used watercolours in year 2

(Morris inspired wax resist) and year 4

(wacky teapot designs).

They have used a full colour palettes and

a limited palette using bold colours and

black – Hattie Stewart (year 5) and a

basic natural colour palette year 4 and

silhouettes. They have also created a

colour wash in year 2. They have an

understanding of composition –rules of

thirds (year 3)

Children have considered composition (year

3 portraits and landscape: year 4 advert:

and year 5 portrait and collage)

Children have looked at a range of artists and

how they create emotion within their work

(Van Gogh, Hattie Stewart, Alex Center,

Monet). They have also begun to make link

between their work and that of other artists.

In year 3 and 5 they have used at portrait

photography. During year 4 they looked at

African animals in their natural environment

drawing attention to the sunset/sunrise.

Over the Key Stage, children have explored a

range of art movements and styles. They have been

able to discuss the style including their opinion,

making links between them and their impact on

society including:

Cubism, Pop Art, Greek, African, Aboriginal Art,

Contemporary design.

Links to

other

learning

In history, children will be looking at WW2 – make connections to the work of Frank Hurley who photographer WW1 an 2

Geography – comment on the fragility of the rainforest and how natural environments are easily wiped out by humans (everyday And in war)

New

Learning

(D)Independently develop a range of

ideas which show curiosity, imagination

and originality

(D)Independently use own ideas to create


(R)Choose and develop techniques to use



(RE)Use drawing styles to respond to an

object, image or an artist’s work

developing my control of materials

(PE)Explain how own practical work

developed.

(RE)Use primary colours and black and

white to mix a full range of hues, shades

and tones. Communicate my ideas

visually/ verbally through discussions,

writing and practical artwork.

(RE)Try out a range of materials and skills

(RE)Experiment with increasing confidence

using a range of art and design techniques

and materials


for a given purpose with increasing

awareness.

(D)Independently recognise that ideas can be

expressed in artwork about the work of great

artists, architects, craftmakers and

designers in history.



artists, architects, craftmakers and designers in

history.

Children will begin this unit by improving

their observations skills by drawing trees

observed from nature in proportion. This

will then be developed into a sketch

lightly to before painting. They will then

experiment independently to create

colour palette based on nature and use

qualities of watercolours to create

visually interesting pieces in the form of

a watercolour image. Following this,

Throughout this unit, children will

explain how own work has developed

using some art terms, referring to the

artists they have studied and their own

work. They will also gain understanding

of negative space and use this to

Draw negative space among trees

(primary observation drawing) and

photograph trees to inform designs.

Children will be introduced to the term

negative space and explore how it is used in

art (painting, photography and for optical

illusions). They will describe how negative

space can add emotion to a piece of art.

Investigate the work of Frank Hurley (the

main (photographer). Explore how he used

black and white photography to capture

expeditions and war. Look at his use of

silhouettes and contrast in tone to create

dramatic images. Compare this to the work of

Ansel Adams (look at the contrast within his

work and how it creates emotion). Then

compare to Jim Zuckerman who create

silhouettes on landscape backgrounds. Look at

Children will investigate how negative space is used

in photography and art (mention optical illusion).

They will be able to describe how negative space

can impact the aesthetics and mood of an image.

Children will be able to explain how they have used

influences from other artists, style and

movements within their work (including the use of

art terms) and give reason for their opinions.

25

children will combine visual and tactile

qualities to create a collage background

for a silhouette using built up layers of

colours (considering the negative space

among the shapes).

the silhouette from the TV serves Band of

Brothers – powerful image (the silhouette

takes away the identity of each person but

the full image gives life to the soldiers and

emotion to the piece).

Next

Learning

In the next unit, children will develop

their designing skills by creating designs

for work in a range of media. They will

also independently select and use a

colour palette.

In the next unit, children will develop

their knowledge and use of colour by

working on a surface other than white.

They will also develop their

understanding of layering colour from a

natural palette.

Children will improve their ability to create

effective negative space and emotion within

art in the next unit.

Children will develop their knowledge of

contrasting tone to create a dramatic image

in the next two units.

Use understanding of negative space when

designing. Children will be able to develop their

ability to discuss their work fluently and how it

connects to others.

Aspiration

Cultural

Capital

Vocabulary

Red – new

vocab

Contrast

Colour wash

Negative space

Silhouette

Primary observation

Foreground

background

Tone

expedition

Aesthetics

Surrounded

analyse

NC Links







revisit ideas










revisit ideas















history





of their art forms.


Could create an additional unit on photography – children create war silhouettes using toy soldiers on the mound in the playground.

Year 6 Unit 2 – Insects and animals

Children will develop their understanding of silhouettes by creating a watercolour and ready mix silhouette of a rainforest. This will lead to a study of rainforest animals and the work of Henri Rousseau.

Children will create drawing animal studies and then create a painting of a rainforest animal. This will lead to exploring how these animals have been used in fashion (good and bad) They will look at the

work of Alexander McQueen and Hendrik Vermeulen and their use of animal patterns. Children will then create a batik insect tile (they can be joined to create a large patchwork piece. Children will then

26

study the wok of Hasan Norouzi and John Lopez (stem puck recycled animals) and create their own animal or insect from recycled materials.


Links back

(art)

In year 1, children learnt the fundamentals

of line thickness which they can draw upon

when creating their collagraph. They have

drawn animals with some detail in year 5. In

the previous unit they have layered colours.

Children have been able use their skills to

create a sculpture (totem pole, year 5) and

use a range of paint techniques and colour

palettes. In year 3, they were able to use

an armature for sculpture and have

experimented with a range of stitches in

year 3 and 5.

Throughout KS2 children have gained

understanding of colour including, hot

and cold colours, complementary

colours, primary, secondary and

tertiary colours, limited and full

colour palettes In year 5, they have

also used repeat and rotating pattern

to create bold designs in the style of

Hattie Stewart. They have an

understanding of composition

including negative space and rule of

thirds.

Children have a good understanding of the

printing process as they have created poly

prints/layering colour in year 5, and mixed

media poly prints in year 4.

Sculptural techniques year 5. Children have

used a range of paints over the key stage and

have knowledge of their qualities and

suitability. During year 4 they designed a

quirky teapot showing understanding of

construction techniques and they have used

recycled materials in year 4 and 5.

Printing process year 2 Morris and year 3 Escher

During the first unit in year 1, children looked at

artists work influencing fashion (Mondrian). In

year 2 and 3 they described their likes and dislike

of artists work and began to develop onions in year

4, which lead to a more fluent opinion in year 5

with the use of art terms.

Children are able to describe the

characteristics of art work and express their

opinion using art terms and justify their

thoughts. They have also looked at in the

influences of technology and industry on

artwork (year 3 pop art, year 1 Monet (paint

tube), year 5 Stewart).

Links to

other

learning

In Geography children will be learning about South America – all the animals drawn in this unit will be from the same area.

New

Learning

(D)Independently develop a range of ideas

which show curiosity, imagination and

originality

(D)Independently use my own ideas to

create a response to a stimulus

(R)Choose and develop techniques to use



(R)Use drawing styles to respond to an

object, image or an artist’s work developing

my control of materials

(PE) Explain how own practical work

developed.

(PE)Communicate own ideas visually/

verbally through discussions, writing

and practical artwork.

(RE)Experiment with increasing confidence

using a range of art and design techniques and

materials

(PE)Knowingly chose particular techniques for

a given purpose with increasing awareness.



artists, architects, craftmakers and

designers in history.

Children will begin this unit by sketching

from nature and use this to create a

collagraph plate by mixing textures and

materials. This will be used to create a

series of prints using a range of media.

They will then use this image as inspiration

to create a batik piece, showing precision

and using a colour palette based on nature.

In the second section they will design and


understanding of pattern and

composition by creating an original

and imaginative print, batik image,

painting and sculpture, while

combining visual and tactile qualities.

They will be able to explain how

their own work has developed using a

range of art terms. Children will

Children will develop their printing knowledge

by exploring collagraph printing. They will

create their own block and create a range of

prints. Children will be able to describe the

pros and cons of a collagraph print verses poly

print.

Children will also develop their ability to

create a sculpture form recycled materials

and learn a range of ways to join materials

Children will begin by investigating the fashion

work of Steve Mcqueen and

Hendrik Vermeulen. They will be able to describe

how the designers have used natural to inform

their work and how they can use nature in their

own designs. Following that children will look at the

work of Henri Rousseau. They will be able to

discuss his choice of subject matter (jungle) and

how it might have changed now. Following on from

Children will be able to describe the

characteristics of steam punk and make links

between the art and changes in technology

and aesthetic design. The will be able to state

their opinion fluently with the use of art

terms and link their work to that of others.

27

create an image of an animal using a medium

of their choice. They will sketch lightly

before painting initial design using

watercolours. This need to use a variety of

techniques to add interesting effects e.g.

reflection, shadows and direction of

sunlight, and draw accurately in proportion.

Children will then develop their

understanding of sculpture by designing a

quirky sculpture from recycled materials

showing understanding of the use of an

armature if needed. All ideas will be

annotated, showing use of art terms and

links to others work.

select their own colour palette. They

will add detail to batik using pattern

and textures in the form of

embroidery. They will use a full

colour palette.

e.g. glue, wrap, bind, pin etc. They will also be

able to create a mock-up of their design and

explain the importance of creating one. They

will be introduced to the process of welding

by looking at the work of John Lopez and Tom

Samui. Children will be able to explain the

pros of welding materials.

this, children will look at the work of John Lopez

and Tom Samui. They will be able to verbalise their

opinion of the work and what might have influenced

them. They will also describe how they believe

others might view the work. Refer to visual

elements when discussing work.

Next

Learning

In the final unit, children will generate

personal style while using a range of skills

of their choice.

Children will use for visual elements

confidently to create an original

composition.

In the last unit, children will develop their

ability to analyse and discuss their own and

others work fluently, justifying opinions and

using a range of art terms confidently.

Aspiration

Cultural

Capital

Vocabulary

Red – new

vocab

Mock-up

armature

Colour palette

Composition

Negative space

Rules of thirds

Plate

brayer

Subject matter

Botanical

imagination

Steam punk

Exotic

Unique

exaggerating

NC Links







revisit ideas










revisit ideas




materials










of their art forms.


history







history

Year 6 Unit 3 – Surrealism

Their understanding of landscapes will lead to children drawing a street in perspective. This will lead to a study of Surrealism and the work of Salvador Dali. Children will then create a surreal room (on

the computer) using their drawing as a background. They will develop this further to create a surreal building. Followed by a surreal film/animal.

Key Drivers


28

Links back

(art)

In year 5, children have learnt to layer

images using CAD and perform simple

edits such as colour change and resizing.

They have also shown depth within their

work (year 5 collage, year 4 collage and

year 3 landscape). They are able to

drawing in proportions (year 3 face, 4

animals and 5 animals)

Children have an understanding of

proportion as they have drawing

portraits in year 3 and 5. In years 1

and 2children were introduced to the

layering of landscapes – foreground,

middle ground and background. They

also have an understanding of layering

the foreground, middle ground and

background when creating a landscape

(year 3). As well as creating

compositions using the rules of thirds

(year 3).

In year 5 children created a print inspired by

Dale Chihuly, where they layered prints and

colours using a polyprint block. In year 4 they

have also combined materials and drawings to

create a layered print. Children have also

explored printing in and the commercial

industry in year 3, 4 and 5 – exploring

suitability of design for purpose.

In year 2 and 5, children looked at art which tells a

story (aboriginal art and native American art).

They are able to make links between their work

and that of other artists using art terms.

In year 3, children were introduced to

abstraction in art by looking at the colourful

work of Kandinsky. In the previous unit in

year 6, they have also looked at how art can

influenced everyday design (they looked at

Steve Macqueen’s fashion). They have also

explored controversial art in year 5 (unit1)

and 2 (unit2)

Links to

other

learning

In year 6, children study WW2 – Surrealism was present at this time.

New

Learning


for a given purpose with increasing

awareness - for example, when designing,

selecting an appropriate medium and

style.

(D)Independently develop a range of

ideas which show curiosity, imagination

and originality.

(D) Independently use own ideas to

create a response to a stimulus

Communicate

Perspective

(RE) Try out a range of materials and

skills

(PE) Communicate my ideas visually/

verbally through discussions, writing and

practical artwork. (PE) Explain how my

practical work developed.

(PE)Fluently communicate the

development of their ideas verbally

through discussion and visually through

writing and practical artwork.

(RE) use primary colours and black and

white to mix a full range or hues,

shades and tones

(R ) chose and develop techniques to

use the visual elements

(R ) use drawing styles to respond to an

object, image or artists work –

developing control of materials

(RE) use a range of materials and techniques

confidently

Perspective

(RE) Experiment with increasing confidence

using a range of art and design techniques and

materials

(D) Independently recognise that ideas can be


artists, architects, craftmakers and designers in

history.

(d) Compare the work of a range of artists from

around the world. ,Salvador Dali

(D) Compare different styles of art from

different periods.

Children will begin this unit by showing

depth within drawing by creating a street

and in perspective showing accurate

proportions. They will select one of these

and transfer it to a digital format in

which they will use CAD to add,

manipulate and editing images to create a

surreal room/landscape.

While doing this they will be able to

explain why they are created and their

influences. This will lead to a film or CAD

of a surreal animal or scene. Children will

use doodling to help develop ideas for a

surreal image/film. They can explain their

work confidently, using art terms and

make links to others work.

Draw building and a room in

perspective. Use understanding of

composition to create an imaginative

and original piece. Select own colour

palettes and use it effectively.

Children will explore CAD in some detail. They

will be able to explain the benefits of the

process within a commercial setting.

Children will research the work of Salvador Dali

and Rene Magritte. They will be able to identify

the characteristic of and inspiration for their work

e.g. from dreams and the subconscious. They will

be able to express their views of the work and

replicate the style. When discussing they will be

fluent, refer to visual elements using art terms and

make links to their own and others work.

Children will be able to identify the

characteristic of surrealism and how it

influences everyday life and architecture e.g.

the work of Frank Gehry or MoPOp. They can

give their own opinion of their own and others

work and how other might view it.

Next

Learning

Aspiration

29

Cultural

Capital

Vocabulary

Red – new

vocab

CAD

Horizon

Orthogonal

Vanishing point

Foreground, middle ground, background

Colour palette

Composition

Negative space

Rules of thirds

Distort

Subconscious

Enigmatic

Automatic

Surrealism

combination

NC Links







revisit ideas










revisit ideas













of their art forms.


history







history

Year 3 Project 1 Cave art

Documents

Transcript of Year 3 Project 1 Cave art