Knowledge

Learner Attributes: I am knowledgeable, I am a global citizen 

Knowledge

Learner Attributes: I am knowledgeable, I am a global citizen 

Knowledge

Learner Attributes: I am knowledgeable, I am a global citizen 

• To develop their knowledge different types of marks
• Discuss, compare and respond to different artwork
• To know what mark making is and how it is used
• To know tone is how light or dark something is
• Understand who Jim Dine was and how he uses marks
• Understand how artists create and use texture and tone within their art
• Develop a basic understanding of how printing works and that there are different ways to print (impressed printing andrelief printing) (line)

• Know and name the primary colours confidently
• Begin to understand what secondary colours are and how they are made
• Understand how a colour wheel works
• Begin to recognise the importance of proportions within paintings
• Know what a self-portrait is and recognise the features
• Understand how to select and mix simple colours
• Know who Georgia O’Keeffe is and recognise her work
• Begin to understand the difference between closed and open composition
• Understand what a still life is
• Know who Cezanne is and how he uses colours
• Begin to understand how to use tints and shade to create depth
• How to build up the tones, colours, shapes and textures of the objects to form a still life

• Know that we can join materials in a variety of ways
• Know what weaving is and why it is used
• Understand what manipulation is and that paper can be manipulated in different ways
• Explore the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
• Know that sculpture is and that it can be made from different materials
• Know materials can be moulded to create a sculpture based on observation and imagination

Skills

Learner attributes:  I am knowledgeable, I am an innovator, I am a global citizen, I am an individual

Skills

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen,  I am an individual

Skills

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen,  I am an individual

• To explore a variety of mark making techniques (Kindah Khalidy)

• To Experiment with a range of mediums (pastels, paint, charcoal, graphite, chalk, pen, pencil) using a variety of tools and media to create marks (Lichtenstein, Yayoi Kusama) Can I use a mark to fill a space?

• Explore a range of tone by using different media and marks (Geometric line, organic lines) playing around with orientation

• Explore tearing, cutting, overlapping and layering paper

• Record and explore ideas from observation and imagination
• Draw a simple object from observation thinking about how to break it up into basic shapes.
• Apply appropriate marks to create tone to represent an object (Jim Dine)

• Begin to explore creating perceived and actual texture
• Pick and take interesting rubbings (Max Ernest)
• Use a variety of media to explore texture

• Begin to explore impressed printing: drawing into ink, printing from objects
• Begin to explore the idea of mono and relief printing

• Explore with a variety of media; different brush sizes and tools
• Use experimental approach to mix a range of secondary colours, moving towards predicting resulting colours.
• Explore lightening and darkening paint with the use of black or white (tint and shade)

• Draw a self portrait from observation, breaking it down into the shape of each feature.
• Use contour lines to create organic and geometrical shapes that make up the face.
• Begin to think about proportions of the face and its features

• Think carefully about choice of colour, mixing tints and shades
• Select appropriate size brush
• Begin to show control over types of marks made

• Discuss the work of Georgia O’Keefe
• Draw an open composition from observation
• Think carefully about matching shapes, marks and lines

• Discuss the work of Paul Cezanne

• Think about why someone would paint a still life
• Think about what objects would you include in a still life, and why

• Draw a basic still life, breaking it down into shapes using contour lines
• Begin to apply knowledge of tone to painting to create depth
• Select appropriate colours and brushes

• Create a weave using paper

• Use different techniques to manipulate paper, experimenting with folding, cutting, constructing and tearing paper

• Begin to join different materials in different ways to create flowers

• Manipulate newspaper to create the shapes that make up the body parts of a chosen minibeast
• Select appropriate mediums to connect the different body parts together
• Choose and manipulate materials (wire) to add detail or legs to minibeast

• Use tissue paper to add appropriate colour

Vocabulary

Learner attributes: I am a good communicator, I am knowledgeable 

Vocabulary

Learner attributes: I am a good communicator, I am knowledgeable 

Vocabulary

Learner attributes: I am a good communicator, I am knowledgeable 

Key Individuals to Study

Learner attributes: I am a global citizen 

Key Individuals to Study

Learner attributes: I am a global citizen 

Key Individuals to Study

Learner attributes: I am a global citizen 

Jim Dine

Max Ernest

Kindah Khalidy

Lichtenstein

Yayoi Kusama

Charmion Von Wiegand

• Has opportunities to make creative decisions about the content of their work, select appropriate media to work with and making choices about outcomes
• Develop skills in orally describing their thoughts, ideas and intentions about their work.
• Form opinions about the process of their work saying what went well & how they might improve it.

• Compare their art to appropriate works of art recognising what is the same and what is different

• Come up with an idea linked to a theme or topic they are studying.
• Draw events and things that have happened to them, things they know and love or imagining far away, imagined places.
• Begin to Draw from observation

• Make art for expression and pleasure

 How can I explore different cultures around me through print?

Concepts: pattern, line, shape, texture

How do artists use shape and colour to depict a still life?

Concepts: line, shape, colour

How do artists combine media in response to the landscape?

Concepts: pattern, texture, line, shape

Knowledge

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen

Knowledge

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen

Knowledge

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen

• Understand that pattern is a repeating motif.
• Understand how pattern is used within art
• Understand the importance of symbols, patterns and objects within Indian culture
• Develop an understanding of different mediums and how they can be used together
• Understand that observational studies can be used as a starting point for inspiration

• Understand what shape is and name the different types (organic, geometric)
• To know that shape takes different forms
• Understand how artists use shape to create a picture and know that artists use shape differently
• To begin to understand that collage is a technique used in art
• To know that paper can be used to create shape
• To know that imagination and memory can be used as a starting point
• Understand what collage is
• Know that art does not need to be realistic

• To know what textiles are
• To know that textiles can be dyed
• To become aware that pattern can be added to fabric.
• Develop an understanding of actual texture within textiles
• Know how to apply a running stitch
• Understand how artists create artwork using textiles
• Know that there are a variety of ways we can modify and change fabrics.
• Know that there are different ways to join fabrics.

Skills

Learner attributes: I am knowledgeable, I am an individual, I am an innovator, I am emotionally intelligent

Skills

Learner attributes: I am knowledgeable,  I am an individual, I am an innovator, I am emotionally intelligent

Skills

Learner attributes: I am knowledgeable, I am an individual, I am an innovator, I am emotionally intelligent

Lesson 1

What is pattern?

• Explore pattern
• Think about line (contour) and shape (paisley, flowers) draw from a secondary source

Lesson 2

Can I experiment with pattern?

• Explore the resist technique
• Apply pattern intentionally thinking about repetition and composition

Lesson 3

How can develop my pattern to create a final design?

• Draw from observation, thinking about shape and line (contour)
• Apply pattern intentionally

• Explore tearing, layering and overlapping paper (texture)
• Explore the use of colour to create pattern (oil pastels and pen)
• Use a combination of media together

Lesson 5

Can I apply one of my patterns to a print?

• Carefully apply my Indian pattern to a print block
• Print and repeat my pattern with accuracy

Lesson 1

How is shape used in art?

• Identify and record different shapes (organic, geometrical) accurately
• Experiment drawing different forms of shape
• Identify shapes in artists’ works

Lesson 2

How does Paul Klee use shape to create an picture?

• Break up an image into basic shapes. Drawing one shape at a time

Lesson 3

How does Matisse create shape with paper? 

• Begin to invent/create shape from imagination
• Begin to think about composition and placement/layering of shapes
• Cut different geometric and natural organic shapes from source material and imagination.

Lesson 4, 5 & 6

Can I create a composition using shape and paper?

• Design a composition thinking about shape
• Intentionally and carefully cut out a variety of shapes varying in size
• Use shape to create an image from memory and imagination.
• Think about the effect colours have when placed next to each other (complimentary colours)
• Create, arrange and layer shapes with effect

   

Lesson 1

How do artists create art using textiles?

• Collect ideas from source material

Lesson 2 & 3

How can Fabric be coloured?

• Apply colour and pattern to fabric by printing, painting, dipping fabrics (tie-dye)

Lesson 4

How can use line and pattern to decorate textiles?

• Cut out shapes from fabric
• Sew on buttons to add pattern
• Apply a basic running stitch to add pattern and join fabric

Lesson 5 & 6

Can I create a composition using textiles?

• Apply decoration using beads, buttons, threads and pens.
• Apply shapes using stitches and glue

Vocabulary

Learner attributes: I am a good communicator

I am knowledgeable

Vocabulary

Learner attributes: I am a good communicator, I am knowledgeable 

Vocabulary

Learner attributes: I am a good communicator, I am knowledgeable 

Key Country to Study

Learner attributes: I am a global citizen, I am an individual 

Key Individuals to Study

Learner attributes: I am a global citizen, I am an individual 

Key Individuals to Study

Learner attributes: I am a global citizen, I am an individual 

• Pupils develop skills in verbally describing their thoughts, ideas and intentions about their work.
• Talk about how they could improve their work and learn that it is normal to feel anxious about the outcomes.
• They offer critical advice to others understanding that all artists do this and give confidence and praise.

• Pupils describe their work and the work of others, describing the formal elements of colour, line, shapes, decisions textures and patterns.
• Develop skills in orally describing their thoughts, ideas and intentions.

• Work should be continued over longer periods of time.
• Pupils discriminate between choices and express their ideas & thoughts about the type of art they want to make.
• Study the work of artists and cultures and use elements of it to influence their own work.
• Have opportunities to work from imagination, such as inventing or creating imaginary things and places.

• Make art for expression, imagination and pleasure

How can I use art to convey a message?

Concepts: Line, Shape, colour, pattern

Disciplines: drawing, textiles, painting

How do artists respond to each others work with shape, line and colour? 

Concepts: Line, Shape, colour

Disciplines: drawing, painting, collage, printing

How can I re-tell or re-invent a story through making?

 Concepts: Line, Shape, Form (3D sculpture), texture

Look back at Year 2 for collage and Mattise in Block 2

• To know the features of Toyism
• To know how pattern is used within art
• To know that there are different movements within art
• To know that textile designers are inspired by the world around them
• To know that batik can be used to add pattern
• To know how fabrics are dyed
• Understand that paint acts differently on different surfaces.

• To develop an understanding of the Cubism movement
• To know techniques artists have used and beginning to replicate some of the techniques used by artists.
• To know the viewpoints of others
• To know how to use other artists work to influence and inspire my own
• To talk about and compare different artists work
• To know how artists are feeling and what they are trying to express in their work
• To know artists that have inspired them and why.
• Understand that we can combine collage with other disciplines such as drawing, printmaking and making.

• To respond to and capture the world around them
• To know that artists interpret the world around them from different perspectives
• That we can take inspiration from other artforms such as film and literature and make work in 3 dimensions in response.
• That through making work in another medium we can make the work our own, re-interpreting and re-inventing. 
• That we can explore character, narrative and context and create objects (sculptures) which convey these qualities through their form, texture, material, construction and colour.

Skills

Learner Attributes: I am knowledgeable, I am an individual, I am an innovator, I am emotionally intelligent 

Skills

Learner Attributes: I am knowledgeable, I am an individual, I am an innovator, I am emotionally intelligent 

Skills

Learner Attributes: I am knowledgeable, I am an individual, I am an innovator, I am emotionally intelligent 

Lesson 1 and 2 What is Toyism?

• Use line to draw from a secondary source

To recognise the features of Toyism

Lesson 3 Explore inventing motifs

• Copy, invent and create simplified pattern motifs (look at Romero Britto)

Lesson 4 Design a simple motif

• Design a simple motif that carries a meaning
• To simplify my initial drawn motif design
• Use a paste to create a resist of my repeating motif

 Lesson 5 Dye fabric

• Dye fabric to add colour to my motif.

•  

  Lesson 6 Reflet and discuss

  • I can reflect and share how the way I made my piece helps capture my feelings about my message
  • I can enjoy looking at the pieces made by my classmates and see ways in which their messages are individual to them

   

  

Lesson 1 Respond to a painting using my sketchbook

• Name some of the features of the Cubism movement
• Respond to an historic (or contemporary) painting art piece(like Therese James) “Show me what you see”
• Discuss shape, colour and composition.
• Use line in sketchbooks to describe shapes, also use colour (pastel, crayon, pens etc).
• Use observation as a starting point

Lesson 2 Explore the work of other artists though different disciplines

• Use observation, secondary source material and imagination as a starting point.
• Discuss and compare Romare Bearden’s work to Picasso and Matisse
• Begin to cut basic shapes from paper
• Explore the same painting from last lesson through drawing, painting and collage 

Lesson 3 and 4 Collaging with Cut Elements

• Explore layering and overlapping different materials
• Invent and purposefully cut or tear shapes from paper or card
• Cut accurately
• Experiment using different colours
• Experiment with a range of collage techniques; tearing, overlapping and layering
• Develops awareness of contrasts in texture and colour
• Experiments with creating mood, feeling and areas of movement.

Lesson 5 and 6  Create my own original piece of work

• Use different artists styles to influence my own original piece of work
• Work over the collaged elements. 
• Use carbon paper to add line drawings over the top of the collaged sheets.
• Create masks and stencils out of card, thinking about negative and positive shapes. Use the masks and stencils over the original collaged artwork, using oil pastel as a medium. (Claire Willberg)

Lesson 1 Be Inspired by Artists and Illustrators

• Use sketchbooks for “Making Visual Notes” about techniques and ideas which seem important to the class
• See how artists are inspired by other artists often working in other artforms.
• Understand how artists sometimes use sketchbooks to understand and explore their own response to an artists work.

Lesson 2 Using Quentin Blake's Drawings as Inspiration

• Begin to explore drawing from life, and exploring how they might use exaggeration as a tool to help them convey the intention of their drawing.
• Can use my own sketchbook to explore my response to the chosen book/film, making visual notes, jotting down ideas and testing materials.

Lesson 3 4 5 Begin Making

• Choose a piece of literature or poem and take inspiration from
• Use my sketchpad alongside the making process to reflect, evaluate and improve.
• I can make a sculpture using materials to model or construct which is inspired by a character in a book or film.
• Translate text into imagery.

Lesson 6 Reflect and Discuss

• I can take photographs of my work thinking about focus, background and lighting.
• I can reflect and share how the way I made my sculpture helps capture my feelings about the original character.
• I can enjoy looking at the sculptures made by my classmates and see ways in which they are different and similar to each other and to the original character.
• I can share my feedback about my classmate's work

Vocabulary

Learner Attributes: I am a good communicator, I am knowledgeable 

Vocabulary

Learner Attributes: I am a good communicator, I am knowledgeable 

Vocabulary

Learner Attributes: I am a good communicator, I am knowledgeable 

Primary colour, secondary colour, observation, collage (words from Year 2)

Key Movement to Study

Learner Attributes: I am a global citizen 

Key Individuals to Study

Learner Attributes: I am a global citizen 

Key Individuals to Study

Learner Attributes: I am a global citizen 

Primary: Romare Bearden

Compare Artists' work

• Has opportunities to make creative decisions about the content of their work, select appropriate media to work with and making choices about outcomes
• Develop skills in orally describing their thoughts, ideas and intentions about their work.
• Form opinions about the process of their work saying what went well & how they might improve it.

Awareness of thought process

Compare their art to appropriate works of art recognising what is the same and what is different

Starting Points

• Come up with an idea linked to a theme or topic they are studying.
• Draw events and things that have happened to them, things they know and love or imagining far away, imagined places.
• Begin to Draw from observation

Purpose

• Make art for expression and pleasure

How do artists and designers use nature to inspire their work?

Concepts: Line, Shape, colour, pattern, Form (3D

sculpture)

What is still life and how can I make my own creative response?

Concepts: Line, Shape, colour 

Concepts: Line, Shape, Pattern, Colour

Knowledge

Knowledge

 Knowledge

Learner attributes: I am knowledgeable, I an a global citizen 

• That artists can learn from the world around them. That artists can draw parallels with other beings/events to help us understand things about ourselves.
• That artists take creative risks. That artists try to say new things by manipulating and representing the materials of the world.
• That we can feel safe enough to take creative risks in our own work. That we can explore materials and ideas feeling free from criticism.
• That we can express our personality through the art we make.
• That we can use materials, tools and the ideas in our head to explore line, shape, form, balance and structure.
• That making art can be hard, but that doesn’t mean we aren’t doing it right or aren’t good at it. It just means we are doing it.  
• Understand that artists can re-present objects, in a particular context with a particular intention, to change the meaning of that object

• That when artists make work in response to static objects around them it is called still life.
  That still life has been a genre for many hundreds of years, and is it still relevant today.
• That when artists work with still life, they bring their own comments and meaning to the objects they portray.
  That we can make a still life creative response in many media: drawing, painting, collage
• That we can use line, shape, colour, texture, and form to help us give meaning to our work, and explore composition, foreground, background, and negative space.
• Understand that still life name given to the genre of painting (or making) a collection of objects/elements.
• That still life is a genre which artists have enjoyed for hundreds of years, and which contemporary artists still explore today.

•  That we can respond to a creative stimulus through lots of different media

• That we can use our knowledge and curiosity of line, shape, colour and form to make playful and inventive art. 
• That making art can be fun and joyful, and that we can find subject matter which inspires us all and brings us together.
• That artists embrace the things which make them who they are: their culture, background, experiences, passions – and use these in their work to help them create work which others can relate to.
• To know about the pop art movement and its impact on the art scene
• To recognise the pop art style
• To know the relationships between complimentary colours

Skills

Skills

Lesson 1 Who is Andy Goldsworthy?

Respond to artwork using my sketchbook

• I can use a variety of drawing materials to make experimental drawings based upon observation. 

• Explore how artists draw parallels with other beings so that we can learn about ourselves. 

• Create observed and expressive drawings
• Are able to express our personality through art

Lesson 2 Can I create sculpture in nature?

• I can feel safe to take creative risks when I work. I can enjoy the feeling of experimenting with materials.
• Develop our construction skills, creative thinking and resilience skills by making sculpture which combines lots of natural materials
• I can talk about the work I have made with my classmates, sharing the things I thought were successful and thinking about things I would like to try again.
• I can appreciate the work of my classmates and I can share my response to their work, identifying similarities and differences in our approach and outcomes. 

• Lesson 3 How does nature inspire Cath Kidston and William Morris?

  • Compare the work of Cath Kidston and William Morris
  • Discuss how nature inspired their craft
  • Explore their work through drawing

   

  Lesson 4 Design a tile

  • Design a simple balanced composition that will work on a clay tile
  • Take inspiration from nature and the artists we have looked at

   

  Lesson 5 Make clay tiles

  • Mould, manipulate and mark clay to create a simple image
  • Create a slip to attach two pieces of clay successfully

   

  Lesson 6 Reflect and discuss

  • I can reflect and share on the way I made my piece and what changes I had to make and why
  • I can explain which artists and source material inspired my tile and why
  • I can enjoy looking at the pieces made by my classmates and see ways in which their messages are individual to them

Lesson 1 Respond to artwork (Paul Cezanne, Hilary Pecism, Holly Coulis, Guy Yanai, Pedro Pedro) using my sketchbook

• I have explored the work of contemporary and more traditional artists who work within the still life genre.
• I have felt able to express my thoughts about other artists’ work and talk about the meanings of objects as artists present them.
• I can use my sketchbook to make visual notes, record and reflect (focusing particularly on colours, lines and shapes).

Lesson 2 Learning to see

• I can draw from observation and think about how I can use line, colour, shape, texture, form and composition to make my artwork interesting.
• Appreciate how seeing simple shapes can help improve drawing skills, and how one material can be used in a variety of ways to create different qualities of line.

Lesson 3, 4 and 5 Create

• Make their own still life compositions, before photographing and painting them.

• Lesson 6  Reflect and discuss

  • I can present and share my artwork, and explain how my sketchbook work helped build my knowledge and skills towards my final piece.

• Use sketchbooks for “Making Visual Notes” about techniques and ideas which seem important to them
• See how artists are inspired by other artists often working in other artforms.

Lesson 2 Photography

• I can think carefully about framing and positioning when taking a photo to capture an idea

Lesson 3 Digital art

• Explore making art using digital media; drawing & painting programmes, vector drawing, photo manipulation.
• To use current popular culture as a starting point
• I can think carefully about the complimentary relationships between colours

Lesson 4 and 5 Put together my ideas

• I can think carefully about composition to create a meaningful image all about me
• I can work digitally and physically to create a layered portrait to explore aspects of my identity, thinking about line, shape, colour, texture and meaning. 

• Lesson 6 Reflect and Discuss

  • I can share my work with my classmates, articulate how I feel about the journey, how I was inspired and the outcome.
  • I can listen to feedback from my classmates and respond. 
  • I can appreciate the work of my classmates and I can reflect upon the differences and similarities of their work (and experience) to mine.
  • I can share my response to their work.

Vocabulary

Vocabulary

Vocabulary

Key Individuals to Study

Learner attributes: I am a global citizen

Key Individuals to Study

Learner attributes: I am a global citizen

Key Individuals to Study

Learner attributes: I am a global citizen

Andy Goldsworthy
William Morris

Cath Kidston

Primary: Paul Cezanne, Hilary Pecis

Secondary: Holly Coulis, Guy Yanai, Pedro Pedro

Primary: Pop Art, Warhol, Lichtenstein, Peter Blake

Compare artist's work

• Has opportunities to make creative decisions about the content of their work, select appropriate media to work with and making choices about outcomes
• Develop skills in orally describing their thoughts, ideas and intentions about their work.
• Form opinions about the process of their work saying what went well & how they might improve it.

 Awareness Of Thought Process

Compare their art to appropriate works of art recognising what is the same and what is different

 Starting Points

• Come up with an idea linked to a theme or topic they are studying.
• Draw events and things that have happened to them, things they know and love or imagining far away, imagined places.
• Begin to draw from observation

 Purpose

• Make art for expression, imagination, and pleasure. 

How do designers work to bring their own background, experience and culture into their designs?

Concepts: Line, Shape, colour, pattern

 How can I create sequential drawings to share or tell a story?

Concepts: Line, Shape, colour 

How can I use plinths and movement as devices to explore and inspire a sculpture?

Concepts: line, shape, form (3D sculpture)

Knowledge

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen

Knowledge

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen

Knowledge

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen

• To know about Charles Mackintosh and his influence in the art of craft.
• Understand how artists use their own experience and culture to inspire their work
• To know how fabrics are embellished, dyed and decorated
• To develop children’s understanding of the resist method
• I understand a motif is a focal point that captivates the artist and is a recurring fragment, theme or pattern that appears in a work of art.
• Understand how to use the colour wheel to select colours (analogous and complimentary)

• Understand that we can tell stories through drawing.
• Know that we can use text within our drawings to add meaning.
• We can sequence drawings to help viewers respond to our story.
• We can use line, shape, colour and composition to develop evocative and characterful imagery. 
• Understand how powerful monochromatic colour schemes can be

• Understand that artists think carefully not just aboutwhat they make, but also how they present what they make. 
• Know that when we view sculpture (or other art), the context (way it is presented) affects how we react to it. 
• That how something will be seen can help us shape what is made.
• That we can give thought to how we display the art we make, to help us understand how people will view our work. 
• To know how sculptors work and the different materials they work with

Skills

Learner attributes:  I am knowledgeable, I am an innovator, I am a global citizen, I am an individual

Skills

Learner attributes:  I am knowledgeable, I am an innovator, I am a global citizen, I am an individual

Skills

Learner attributes:  I am knowledgeable, I am an innovator, I am a global citizen, I am an individual

Lesson 1 and 2 Respond to artwork (Mackintosh) 

• I have explored the work of a designer and architect known for his unique style (nature motifs, geometric forms, curving lines) who creates artwork inspired by pattern, geometric and organic shapes thinking about the ‘rules’ he follows
• I have thought about where we use pattern in our life to make our worlds brighter.
• I can use my sketchpad to explore rules through drawing, writing and painting with different media

Lesson 3 Generate my own ideas

• I can work in my sketchbook to explore how I can make my own drawings inspired by “rules” and I can generate lots of different ideas and a final motif design
• I can use my sketchbook to explore and experiment. I have taken creative risks and been able to reflect upon what worked and what didn’t work. 

Lesson 4 Applying my design

• I can use paint to apply the outline of my design
• I have continued my exploratory work outside the sketchbooks, bringing my “sketchbook way of thinking” to different materials 

Lesson 5 Applying colour

• I can think choose colours to apply to my motif by carefully considering their relationships.

Lesson 6 Share, reflect and discuss

• I can share my journey and discoveries with others and am able to reflect upon what I have learnt.
• I can appreciate and be inspired by the work of my classmates, and I can share my response to their work.

Lesson 1 artists that tell stories through imagery (Charlie Mackesy, Laura Carlin & Shaun Tan)

• I have explored the work of artists who tell stories through imagery. 
• I can respond to the work of illustrators and/or graphic novelists, “reading” the visual images and sharing my thoughts. 
• I can work in a sketchbook to record my ideas and thoughts generated by looking at other artists’ work.

Lesson 2 Drawing Stories

• I can use a sketchbook to generate ideas about how I might respond to a piece of poetry or prose.

Lesson 3, 4 and 5 Create

• I can use line, shape, and colour using a variety of materials to test my ideas.
• I have taken creative risks and been able to reflect upon what worked and what didn’t work. 
• I have continued my exploratory work outside the sketchbooks, bringing my “sketchbook way of thinking” to lager paper
• I can think about how I might use composition, sequencing, mark making and some text in my drawings.
• I can create a finished piece which contains sequenced images to describe a narrative. 
• Explore different materials such as charcoal, graphite, ink or pastel.

Lesson 6  Present, Talk, Celebrate

• I can share my work with others and talk about my journey and outcome. I can listen to their feedback and take it on board.

I can appreciate the work of my classmates and think about similarities and differences

Lesson 1 and 2 What is a plinth?

• Explore some of the artists who have contributed to the Fourth Plinth Project in London. 
• I have seen how some artists choose to display their work on “plinths” and I have understood how the way a work is displayed can affect the way the audience sees the work. 
• I can use my sketchbook to collect ideas about how other artists consider how their work is displayed. 
• Explore and compare the work of different sculptors(Thomas J Price, Henry Moore and Alberto Giacometti)
• Explore clay or plasticene as a “short term” construction and modelling material

Lesson 3, 4 and 5 Me and my Plinth

• I can use my sketchbook to think about my interests/personality traits which I am proud of.
• I can imagine how I could create a version of myself that I would like to see on a plinth.
• I can make a sculpture/ plinth from construction materials (Modroc, wire, fabric) which shows a version of myself, using things like body position, clothes, props and fine details to give the sculpture character. 

Lesson 6 Share, reflect and Discuss

• I can share my work with others, and talk about my response to the project, my intention, what worked well and what I would like to try again. I can listen to the response to my work from my classmates and take on board their feedback.
• I can appreciate the work of my classmates, understanding where there are similarities and where there are differences. I can share my response to their work.
• I can take photographs of my artwork, thinking about focus, lighting, and composition. 

Key Individuals to Study

Learner attributes: I am a global citizen 

Key Individuals to Study

Learner attributes: I am a global citizen 

Key Individuals to Study

Learner attributes: I am a global citizen 

Primary: Chalie Mackesy, Laura Carlin & Shaun Tan

Primary: Thomas J Price, Henry Moore and Alberto Giacometti

Compare Artists' Work

• Has opportunities to make creative decisions about the content of their work, select appropriate media to work with and making choices about outcomes
• Develop skills in orally describing their thoughts, ideas and intentions about their work.
• Form opinions about the process of their work saying what went well & how they might improve it.

 Awareness Of Thought Process

Compare their art to appropriate works of art recognising what is the same and what is different

Starting Points

• Come up with an idea linked to a theme or topic they are studying.
• Draw events and things that have happened to them, things they know and love or imagining far away, imagined places.
• Begin to Draw from observation

 Purpose

• Make art for expression and pleasure

Concepts: Line, shape

How do artists explore aspects of their identity in life to inform their artwork?

Concepts: line, shape, colour and tone, texture 

How can 2D drawings transform into 3D making?

Concepts: line, shape, pattern, texture, form (3D sculpture)

Disciplines: drawing, making (sculpture) 

Knowledge

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen

Knowledge

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen

Knowledge

Learner attributes: I am knowledgeable, I am an innovator, I am a global citizen

• Gain an understanding of the history of perspective drawing
• To know how artists’ interpret 3 dimensions and incorporate this to a 2 dimensional piece
• Understand how artists use perspective in their artwork to create depth and create a convincing illusion of reality
• Know with linear perspective parallel lines move together as they recede away from you. The point at which the lines appear to meet is called the vanishing point.

• That artists embrace the things which make them who they are: their culture, background, experiences, passions – and use these in their work to help them create work which others can relate to.
• That people are the sum of lots of different experiences, and that through art we can explore our identity. 
• That we can use techniques such as working with layers to help create imagery which reflects the complex nature of our identities.
• That as viewers we can then “read” imagery made by other people, unpicking imagery, line, shape, colour to help us understand the experience of the artist. 

• That drawing and making have a close relationship.
• That drawing can be used to transform a two dimensional surface, which can be manipulated to make a three dimensional object.
• That when we transform two dimensional surfaces we can use line, mark making, value, shape, colour, pattern and composition to help us create our artwork.
• That we can use methods such as the grid method and looking at negative space to help us draw.
• That there is a challenge involved in bringing two dimensions to 3 dimensions which we can solve with a combination of invention and logic.
• Understand the history and importance behind Mayan masks

Skills

Learner attributes:  I am knowledgeable, I am an innovator, I am a global citizen, I am an individual

Skills

Learner attributes:  I am knowledgeable, I am an innovator, I am a global citizen, I am an individual

Skills

Learner attributes:  I am knowledgeable, I am an innovator, I am a global citizen, I am an individual

Lesson 1 What is perspective?

• Discuss and use sketchbooks to explore the work of other artists, thinking about how they have created perspective (Van Gogh, Paul Heaston, Julian Opie)

Lesson 2 and 3 Linear perspective

• Begin to create a basic one point perspective image using buildings.
• Reflect on what is working well and what needs to be improved.

Lesson 4 and 5 Create

• Create a final piece using reflections from previous lessons to guide
• Use my sketchbook to help me work towards my final outcome

Lesson 6 Share, reflect and discuss

I can reflect and articulate about my own artwork and artwork made by my classmates

Lesson 1 Discover Artists & Approaches

• Explore artists (Bisa Butler) who work with notions about identity and make visual notes
• I have seen how artists explore their identity by creating layered and constructed images. I can share my response to their work with my classmates.

Lesson 2 Portrait Club

• Begin to have experiment with open and intuitive observational drawing.
• I can use my curiosity to think about how I might adapt techniques and processes to suit me.

Lesson 3, 4 and 5 Making Layered Portraits

• Begin to physically (using drawing materials, paper, collage), or digitally explore how to make a layered portrait which captures aspects of your personality and identity. 
• Use sketchbooks throughout to help explore and focus, test and reflect.
• I can use my sketchbook to record, generate ideas, test, reflect and record.
• I can work digitally or physically to create a layered portrait to explore aspects of my identity, thinking about line, shape, colour, texture and meaning. 

Lesson 6  Present, Talk, Celebrate

• I can share my work with my classmates,  articulate how I feel about the journey and outcome. I can listen to  feedback from my classmates and respond. 
• I can appreciate the work of my classmates and I can reflect upon  the differences and similarities of their work (and experience)  to mine. I can share my response to their work.

Lesson 1 and 2 What are Mayan Masks?

• Explore Mayan masks making visual notes.
• Think about shape, colour, pattern, symbols, line, materials that have been used to create them and the significance behind them.
• Explore Mark Making, Tonal Value & Structure
• I can use my sketchbook to record and reflect, collecting the ideas and approaches I like which I see other artists use. 
• I can use line, mark making, tonal values, colour, shape and composition to make my work interesting. 

Lesson 3, 4 and 5 Design and Create

• Design their own mask thinking about it’s purpose.
• Break down drawing into shapes in order to cut and layer shapes to create structure
• I can transform my drawing into a three dimensional object.
• Think about decoration, use of pattern, colour, symbols carefully

Lesson 6 Share, reflect and Discuss

• I can share my work with others, and talk about my intention and the outcome. I can listen to their response and take their feedback on board.
• I can appreciate the work of my classmates. I can listen to their intentions and share my response to their work.
• I can photograph my three dimensional work, thinking about presentation, lighting, focus and composition. 

Vocabulary

Learner attributes: I am a good communicator, I am knowledgeable 

Vocabulary

Learner attributes: I am a good communicator, I am knowledgeable 

Vocabulary

Learner attributes: I am a good communicator, I am knowledgeable 

Key Individuals to Study

Learner attributes: I am a global citizen

Key Individuals to Study

Learner attributes: I am a global citizen

Key Individuals to Study

Learner attributes: I am a global citizen

Compare Artists' Work

• Has opportunities to make creative decisions about the content of their work, select appropriate media to work with and making choices about outcomes
• Develop skills in orally describing their thoughts, ideas and intentions about their work.
• Form opinions about the process of their work saying what went well & how they might improve it.

Compare their art to appropriate works of art recognising what is the same and what is different

• Come up with an idea linked to a theme or topic they are studying.
• Draw events and things that have happened to them, things they know and love or imagining far away, imagined places.
• Begin to Draw from observation

 Purpose

• Make art for expression and pleasure

What are the primary colours?

What does an artist do?

Line, tone, pattern, shape, colour, form

Can you name any famous artists?

I am an artist

Line, tone, pattern, shape, colour, form

How are drawings and paintings created?

Line, tone, colour

Portraits and Still Life

Line, tone, colour

Wildlife Sculptures

Pattern, shape, colour, form

What is Indian Art?

Line and tone, pattern, shape, colour

Shape and me

Pattern, shape, colour, form

Textiles

Pattern, shape, colour

Toyism and Textiles

Line and tone, pattern, shape, colour

Collage and Me

Line and tone, pattern, shape, colour

Flowers

Line and tone, pattern, shape, colour, form

Sculpture

Pattern, shape, colour, form

Landscapes

Pattern, shape, colour, line and tone

Pop Art

Line and tone, pattern, shape, colour

Japanese Textiles

Pattern, shape, form

Henry Moore

Wire Sculpture, pattern, shape, form

Henri Rousseau

Line and tone, pattern, form, colour

Cityscapes

Line and tone, pattern, shape, colour

Portraits

Line and tone, pattern, shape, colour

Masks

Pattern, shape, colour, form