Intent of Art and Design Education
Art and design stimulates creativity and imagination. It provides tactile and sensory experiences and a unique way of understanding and responding to the world. Pupils use colour form, texture, pattern and different materials and processes to communicate what they see, feel and think.
Through art and design activities pupils learn to make informed value judgements and aesthetic and practical decisions, becoming actively involved in shaping environments. They explore ideas and meanings in the work of artists, crafts people and designers.
Pupils learn about the diverse roles and functions of art, craft and design in contemporary life in different times and cultures. Understanding appreciation and enjoyment of the visual arts have the power to enrich our personal and public lives.
At All Saints the following media are used for the progression of skills, knowledge and understanding for each class. This forms the scheme of work for our school.
- 3D / clay / collage
All art activities promote the skills knowledge and understanding outlined in the scheme of work. Art plans and projects are based on the child’s achievements, which enable him/her to work with confidence and success.
Knowledge and appreciation of art is taught alongside practical activities and as part of project studies. Drawing is central to many art activities and all children have opportunity to use a range of tools and materials for drawing including pencils, crayons, pens and pastels.
Pupils have opportunity to develop a degree of mastery in a limited range of hand tools whilst avoiding the superficiality, which can come from working with too diverse an array of art materials and techniques.
Children undertake a balanced programme of two-dimensional and three-dimensional art activities, which give access to the traditions and language of art. Similar value and consideration is given to art from all cultures.
Pupils have opportunity to reflect upon and discuss their own work and the work of others and are also taught the safe and appropriate use of equipment and materials.
The working environment stimulates pupils into having ideas, for example, classrooms are visually stimulating where displays, books, actual works and visits by artists, designers and craft workers provide enrichment.
The national curriculum for art and design aims to ensure that all pupils:
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Art Assessment Ladders
|Year Group||Drawing||Painting||Clay / 3D||Textiles||Printing|
Handle pencil, pastel and felt pens.
Use drawing materials to create images, marks and record observations.
Mix primary colours.
Mix tones of primary colour.
Mix a variety of secondary colours by exploration i.e. brown, green, orange, purple and turquoise.
Create textural effects by adding sawdust, PVA etc.
Begin to understand how to set up and clear away.
Use paint to create images, marks and to record observations.
Be aware of backgrounds
Choose paper colour and size to match the subject matter.
Mould and create surface patterns
Vigorously squeeze pinch, pull and mould
Glue and decorate
Create patterns and textures by using yarns.
Explore colours found in natural yarns
Cut yarn to workable length
Thread some needles with yarn
Understand that stitches are made by going up and down through the fabric
Use a printing mat prepared by an adult.
Place body part or junk onto the printing surface and transfer the paint on to another surface.
Explore negative printing
Plan where the print should be placed e.g. in a line.
Record detail through careful observations of the subject and its setting.
Use different colours on different backgrounds to explore the effect.
Independently mix paint to the right consistency e.g. a smooth cream.
Mix secondary colours by intent.
Use paint to create compositions.
Choose appropriate colours and patterns.
Create base colour layers of paint in varieties of shades and tones for hot and cold moods.
Begin to take responsibility for setting out and clearing up.
Add surface texture and detail.
Use paper etc to create texture
Use scissors and cut carefully.
Change the materials by twisting, fraying, fringing, pleating etc.
Select, fix and balance boxes to give form.
Weave using various materials e.g. paper strips, ribbon, thread.
Use different colours to make patterns in weaving.
Use different frames for weaving e.g. rectangular, circles, and natural forms.
Card and hand spin wool or manmade materials to create yarn.
Create textures and decoration on the surface of the woven layer.
Create a printing mat using one colour.
Explore patterns made by the printing tools e.g. finger.
Target print with junk. E.g. finger inside circle made by toilet roll.
Know how to use drawing tools and the effect they make, e.g. pastels are useful for colour, pen for recording lines.
Use a strip of paper to find the tones from light to dark.
Fold a piece of paper to create squares and fill with dots, dashes and other patterns to show texture, line and tone.
Use pattern to reproduce texture e.g. dots, dashes.
Use observational drawing as a means of recording or as a first stage before exploration into other media, e.g. fruit recorded in pencil before it is created in textiles.
Mix colours that match specific items.
Over-paint with detail or pattern.
Understand a colour wheel and colour families and use them to create mood.
Incise a pattern on a clay slab by pressing into the surface.
Use sprigging to create texture and different effects on a slab.
Use 2D and 3D where appropriate.
Match the colour, texture, and form of a closely observed subject.
Use the correct type of glue for the materials e.g. paste for tissue, PVA for material.
Choose right needle for threads and material for decorative effect, e.g. thick wool and a tapestry needle for canvas.
Thread a needle, start and end off.
Create lines and blocked areas by stitching E.g. running, cross, loop and knotting stitch.
Fasten textiles by appliqué, couching, quilting and seaming
Use fabric flexibility to gather, twist, plait, fold, knot and fray.
Collect rubbings of textures to explore pattern of areas of colour and spaces.
Create a printing mat using two colours
Create a pattern in a potato surface and use to make repeating patterns.
Create tonal differences to give a sense of depth. e.g. record the light and shadow effect on pipes using solid shading.
Use cross hatching, dots etc to describe dark and light without using solid colour for shade.
Rubbing a good amount of one colour next to another and moving the pastel by smudging to merge the two colours.
Estimate the right amount of paint required for an activity e.g. large amount for a 3D model or a small amount for a cameo.
Prepare composition in sketchbook and use as a basis to make a painting picture.
Use thumb pots as a method of construction.
Know how to join clay, using slip.
Use coiling as a method of construction.
Transfer design to material
Use natural dyes and man-made dyes and crayons to colour textiles.
Choose the right fabric for dyeing e.g. cotton for a strong effect.
Use a rectangular potato to tessellate patterns.
Invert twin colours to create further repeats.
Use the spaces inside patterns as part of the design.
|Year 4||Create textural differences. e.g. dots or lines in felt pen to give the appropriate quality to a drawing e.g. hardness, softness, transparency.||
Use texture to create added interest to a picture by using different paint finishes.
Apply knowledge of colour mixing to other media. E.g. printing, dyeing.
Use mixed media to create compositions.
Explore drawing inks as a medium for painting.
Use limited palettes of colour families to describe form - light and shade. E.g. brown, orange and yellow.
Construct working models involving mechanical and engineering skills.
Use the modelling capability of clay to create an object initiated in drawing.
Understand the process of firing clay
Knotting, plaiting, ruching, pleating, whipping, stuffing, fraying,
Pin material together
Use printing roller and container to prepare inks for printing.
Apply ink to pressprint using roller
Create patterns or images on pressprint to tessellate e.g. brick, leaves.
|Year 5||Create textural differences. e.g. dots or lines in felt pen to give the appropriate quality to a drawing e.g. hardness, softness, transparency.||
Understand the need to leave specific areas unpainted to create pale or white highlights.
Change colour tones by adding water.
Wire armature model with modroc or papier-mache as a skin.
Cardboard construction - decide on the shape and size of form to be constructed and then choose the most appropriate boxes.
Choose the most appropriate glue, method of fixing and outer surface skin.
Choose the most appropriate decoration method e.g. paint, paper, collage.
Use imagination to compose an environment that is constructed and decorated to fulfil the 3D design specification.
Apply decorative stitches to describe texture and pattern details.
Apply construction stitches and methods to create fabric forms.
Use colour to create background for stitchery.
Prepare a printing block using straws.
Create a pattern on fabric by printing
Consolidation of all skills.
Select when to apply different techniques.
|Create focus in painting by using detail and by softening less important areas.||
Use slabbing as a method of construction.
Incise surface to create a pattern.
Use knowledge of materials’ and their characteristics to make models to simulate real or imagined situations.
Recognise and explore the characteristics of resistant and plastic materials such as wood, metal, card, stone, clay, wire and plaster in constructing, carving, modelling and moulding.
Transfer designs onto material using large frames.
Choose textile media to compose a composition.
Use resist methods to create patterns e.g. tie and dye, starch resist, wax resist and batik.
Use on-fabric methods to colour fabric e.g. printing, painting, and screen-printing. (All printing skills will relate to the progression shown in the printing section.
|Apply known skills to book covers etc.|