Art and Design – "Love One Another As I Have Loved You"

Curriculum Overview – Art and Design 2023-2024

Our Lady of the Assumption Catholic Primary School

Intent

The aims of the Art and Design curriculum at Our Lady of the Assumption

To have knowledge of different artists through the ages and how art has changed over time.
To experience and master a variety of techniques and media as artists in their own right, which progress over their time in our school.
To be able to express their opinion of an artist’s work, including their peers, being able to give reasons for this.
To have an awareness of the vocabulary used to describe and evaluate techniques and pieces of art.

Implementation

In Early Years, Art and Design is taught within half-termly topics as part of the children’s development of their Expressive Art and Design. A focus is placed on the children experiencing different media and developing their growing independence. Children are exposed to different pieces of art by various artists to begin to develop their creative learning journey.

In Key Stages 1 and 2 art is taught through termly ‘pathways’ which focus on different skills and artists. Each pathway builds upon previous learning ensuring children’s skills and knowledge progress as they move through the school. Teachers use a mixture of the Access Art scheme alongside our tailored art curriculum, which is bespoke to our school.

When Art and Design is not the main focus for the half term, weekly 20 minute sessions take place to ensure the continuation of sketchbook and drawing skill development.

OLA Art and Design Long Term Plan Years 1-6:

Year Group	Autumn Term	Spring Term	Summer Term
1	Drawings of local area Sketch books Artist – George Shaw – local artist	Painting portraits Comparing portraits of Queen Elizabeth (I + II)	Sculpture Playful Making Access Art Link: Working in Three Dimensions
2	Painting African Sunsets	Drawing London Skylines/landmarks Artist – Stephen Wiltshire	Sculpture Be an Architect Access Art Link: Working in Three Dimensions
3	Collage Volcano Art Artist – Margaret Godfrey	Drawing Hieroglyphics	Sculpture Telling Stories Through Drawing and Making Access Art Link: Working in Three Dimensions
4	Painting (Printing) Mosaics	Drawing Victorian industrial art Artist – LS Lawry	Sculpture The Art of Display Access Art Link: Working in Three Dimensions
5	Drawing/Painting Designing their own family Coat of Arms	Drawing Northern Lights Artist – Richard Rowan	Sculpture Set Design Access Art Link: Working in Three Dimensions
6	Drawing Propaganda Art Artist – Banksy	Drawing Mountain sketches Dol-Y-Moch	Painting (Pointillism) Rainforest Art Artist – George Seurat
Whole school theme weeks		Art and Culture Week World Book Day – Illustrators work	Olympics? 70^th Anniversary of the school

Knowledge and Skills

Through the art curriculum, children build knowledge linked to core threads of learning, along with development of focus art skills.

Knowledge of Artists	Art Skills
Great Artists and their techniques	DrawingPaintingSculpturePrintingCollageEvaluating and Communicating

Knowledge of Artists and their Techniques

Nursery	Reception	1	2	3	4	5	6
Esther Mahlangu (Collage – using shapes to make patterns)	Esther Mahlango (Collage – using shapes to make patterns) Henry Rousseau (Jungle art – painting)	George Shaw (local images of Tile Hill)	Stephen Wiltshire (City scape art – drawing)	Margaret Godfrey (Volcano art – painting/collage)	LS Lawry (Life in the Industrial districts- drawing)	Richard Rowan (Northern lights – painting/pastels)	Banksy (Graffiti art – drawing/colour) George Seurat (Rainforest art – Pointellism)

Overview of Art and Design Skills:

Art and Design Skill:	Nursery	Reception	1	2	3	4	5 and 6
Drawing	Makes marks Draws circles and lines Draws faces, adding facial details	Draws with more detail, using a range of shapes and lines Draws people, including self, with more facial and physical detail Draws for a purpose with an outcome in mind	Draw lines of different sizes and thickness. Colour (own work) neatly following the lines. Create patterns by adding dots and lines.	Create different tones by using coloured pencils.	Use different grades of pencil shade to show different tones and textures. Use sketches to annotate and produce a final piece of work. Sketch lightly (no need to use a rubber to correct mistakes) Use shading to show light and shadow	Use hatching and cross hatching to show tone and texture	Choose a style of drawing suitable for the work (e.g. realistic or impressionistic). Use lines to represent movement. Use shading successfully to create mood and feeling. Explain the reasons for choosing specific drawing techniques.
Painting	Use pre made paints and are able to name colours Able to add white or black paint to alter tint or shade Enjoys using hands and fingers to paint Can hold paintbrush in the palm of their hand	Can use thick brushes Can use thin brushes to add detail Can hold a paintbrush using tripod grip and independently select additional tools to improve their painting e.g. rollers, stamps	Use thick and thin brushes. Mix primary colours to make secondary. Name the primary colours. Add white to colours to make tints and black to colours to make tones.	. Name the secondary colours. Create colour wheel.	Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. Mix colours effectively (predict with accuracy the colours I mix) Use watercolour paint to produce washes for backgrounds then add detail.	Experiment with creating mood with colour.	Develop a personal style of painting, drawing upon ideas from other artists.
Sculpture	Builds towers by stacking objects Begins to add walls to create enclosed spaces	Builds simple models using a variety of resources and joining techniques Constructs with a purpose in mind, can explain, refine and evaluate their product	Make different kinds of shapes Use rolled up paper, and straws clay as materials. Use techniques such as rolling, cutting and moulding	Add texture to the sculpture by using tools (markings/ lines)	Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials) Use clay and other mouldable materials	Include texture that conveys feelings, expression or movement. Add materials to provide interesting detail.	Use frameworks (such as wire or moulds) to provide stability and form.
Printing	Print with large blocks and larger sponges Print with small blocks, small sponges, fruit, shapes and other resources	Create patterns and meaningful pictures when printing Print with a variety of resources	Use repeating or overlapping shapes.	Mimic print from the environment (e.g. wallpapers). Use objects to create prints (e.g. fruit, vegetables or sponges) Press, roll, rub and stamp to make prints.	Use layers of two or more colours. Replicate patterns observed in natural or built environments.	Make precise repeating patterns.	Use a range of visual elements to reflect the purpose of the work.
Collage	Product is all one texture Additional textures are added Is beginning to weave	Use textures for effect and can describe the effect using adjectives	Use a combination of materials that are cut, torn and glued. Sort and arrange materials.	Mix materials to create texture.	Select and arrange materials for a striking effect. Cut accurately and overlap materials. Create a mosaic	Create a montage	Combine visual and tactile qualities.
Evaluating and communicating	Talk about which pieces of art I like best	Talk about which piece of art I like best and begin to give reasons for this	Describe what I can see and like in the work of another artist	Express clear preferences about artwork and reasons for these (say “I like that because…”) Ask relevant questions about a piece of artwork.	Take the time to reflect upon what they like and dislike about their work in order to improve it (for instance they think carefully before explaining to you what they like and what they will do next).	Regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve.	Provide a reasoned evaluation of both their own and professionals’ work which takes account of the starting points, intentions and context behind the work.