Art And Design Progression

Outcomes:Children will observe, identifyand draw simple shapes torepresent objects observed inthe world around them. Theywill know how to interpret animage using materials andmark.Pupils will create a still lifepicture of fruit. They will usemark making to interpret andrepresent pattern and texture.Observe still life: Fruit withdifferent textures and patternsPupils will complete a pencildrawing of one of GiuseppeArcimboldo 1522 portraits. Pupilscan explore his style and how heinterprets his work throughcovering the whole image withfruit.Pupils will draw faces to scaleusing:grids andproportion.Half and half facesUse artistJohn BramblittA blind artist. As a stimulus for thepupils.Equal opportunities fordisabled people to berespected as artists.Pupils will draw 3-D objectswhilst studying viewpoints.Perspective drawing 1Perspective drawing 21 viewpoint2 viewpointsDraw boxes looking atdirection of light for shadingand use of different pencils toestablish this.Pupils to create an image ofa 3D box sculpture using 2points of perspective.Pupils to apply viewpoint skillsby drawing a street with a viewpoint.Pupils will draw a range of figures.They will watch videos of figuresmoving (slowed down). They willstudyFigures in movement:Edgar Degas 1834- 1917Pencil ballerina drawingsThey will study and draw a figuremoving.Pupils will explore illusionthrough studying:How to draw figures in proportionLife and workReptilesEscher 1898-1992Following works:Day and nightInfinite worldWaterfallDrawing handsDrawing movementThey will produce a drawing of afigure moving.Look at how the artist hasused viewpoints, shading,line, tone to create illusions.Pupils will plan and prepare adrawing using illusion.Look at the work ofStephen WiltshireEqual opportunities fordisabled people to berespected as artists.Painting: Enjoy using a variety oftools including differentsized brushes and tools,i.e. sponge brushes,fingers, twigs. Know and name theprimary colours beingused. Explore working with painton different surfaces andindifferent ways. Explore what happenswhen they mix colour. Know what a cave paintingis, who made them andwhy. Experiment with paintusing a range of tools, e.g.different brush sizes,hands, feet, rollers andpads. Begin to show controlover the types ofmarks made with apaint brush. Stippling,different brush strokes. Know different sizebrushes will givedifferent thickness oflines. Paint on differentsurfaces witha range ofmedia. Know and name theprimary colours and mixsecondary colours fromthese. Know how to mix andidentify warm and coldcolours from the primaryand secondary colours. Begin to control the types ofmarks made in a range ofpainting techniques e.g.layering, mixing media, andadding texture. Know and understand thecolour wheel. Be able to mix all thesecondarycolours usingprimary coloursconfidently. Mix coloursfor a warm or coldfeeling. Know how to choose and usea suitable brush to produceappropriate marks e.g. a smallbrush for small marks. Demonstrate control over thetypes of marks made with arange of media such ascrayons, pastels,felt tips,charcoal, pen, chalk. Use a range of brushes todemonstrate increasingcontrol over the types ofmarks made andexperiment with differenteffects and texturesincluding blocking in colour,washes, thickened paintcreating textural effects. Know and understandhow to make tints usingwhite and tones byadding black to makedarker and lightershades. Build confidencein creating shades of thesame colour. Be able to start anddevelop a painting fromadrawing. Know which brush andeffect to use for themark/image beingpainted. Know the baroque Know how to controlmarks made and howto achieve differenteffects and texturesincluding blocking incolour, washes,thickened paintcreating texturaleffects. Begin to chooseappropriate materialsto work with. Know how to use lightand dark withinpainting. Mix colour, shadesand tones withincreasingconfidence. Work in the style of aselected artist (notcopying). Know how to paintusing perspective. Know how Van Confidently control thetypes of marks made andexperiment with differenteffects and textures inc.blocking in colour, washes,thickened paint creatingtextural effects. Mix and match colours tocreate atmosphere and lighteffects. Mix colour, shades andtones with confidencebuilding on previousknowledge. Start to develop their ownstyle using tonal contrastand mixed materials. Know when the stylecubism first appeared andwhere it started. Be able to draw and painta figure in the style ofcubism. Know when the cubismperiod started and ended. Work in a sustained andindependent way todevelop their own styleof painting. This stylemay be through thedevelopment of colour,tone and shade. Purposely control thetypes of marks madeand experiment withdifferent effects andtextures inc. blockingin colour, washes,thickened paintcreating texturaleffects. Mix colour, shades andtones with confidencebuilding on previousknowledge. Understand whatworks well in theirwork and why. Know how to useperspective when

style and be able toexplain this (use oftones/hints/darkcolours for differenteffects includingemotions and tension).Outcomes:Children produce a cavepainting linked to somethingpersonal to them.Cave paintings 30,000BCPupils will study a piece ofRoman art and the artistCaravaggio. Plot this art on atimeline compared to the cavepaintings they looked at inReception. Look at how the artwork is different and similar.Pupils will study GiuseppeArcimboldo. Plot this artist on atimeline compared to the cavepaintings in Reception andRomans/Caravaggio in Year 1. Lookat how the art work is different andsimilar.The pupils will build on theirpencil drawings and start to addcolour. They will then producethis as a still life painting.Children will produce a painting inthe style of Giuseppe Arcimboldo.Still Life:Romans 1st Century PompeiiGiuseppe Arcimboldo 1522 -1593Still life to create portraits:Look at the following artists. Thepupils will gain knowledge of thebaroque movement (1600 – 1750).When this occurred and why. Theywill then study ‘Girl with a PearlEarring’ and compare this to twomodern (disabled) artists. Look athow the use of materials haschanged over time and how theartists’ styles are different (e.g.perspective, use of colour,texture).Baroque: Girl with a Pearl earringJohannes Vermeer 1665Modern day artists:John BramblittMariusz KedzierskiCaravaggio 1599Gogh’s style ofpainting changedover time (focus onlandscape paintings). Know and namesome paintings byVan Gogh. Know when theimpressionism periodstarted and ended.Study how Van Gogh’s stylehas changed over time(impressionism) with a focuson vanishing points andperspective and landscapes:1882 onwards1885 - 1990 Know some artists whoinfluenced cubism.drawing and paintinglandscape.Pupils will study cubism 2D-3DCarlo Carra - 1881-1966 (redhorseman 1913 )Pupils will explore how Escheradded colour to his illusions.They will than plan and addcolour to their illusiondrawings.Marcel Duchamps 1889-1968(lady down the stairs)Natalia Goncharova 1989- 1962Pupils look at Van Gogh’s BulbFields 1883. Explore the use oftone, texture, perspective.Pupils to reproduce the image.Colour could be added usingany medium.They will use their figure drawingand produce a painting using thecubism style.Pupils will create a landscapescene using their previousknowledge of viewpoints. Usetheir developing skills and stylelinked to pencil drawing(texture, detail, composition).Equal opportunities fordisabled people to berespected as artists.MixedMedia: Enjoy using a varietyof malleable mediasuch as papier-mache,salt dough. Cut shapes usingscissors and othermodelling tools. Build a construction/sculpture using avariety ofobjects. Enjoy playing with Experiment in avariety of malleablemedia such as,papiermache, salt dough,cardboard. Shape and modelmaterials for apurpose(e.g. animal facesculptures). Impress and apply simpledecoration techniques, Develop experience inchoosing the correct materialto represent surfacepatterns/textures and usethem when appropriate. Investigate textures anduse line and tone incollage to consider shape,shade, pattern andtexture. Express links betweenPupils will complete a portrait of aface using paint in a Baroque styleand a modern style for comparisonusing proportion skills. Use equipment andmediums with confidenceto create a structure. Begin to show anawareness of objectshaving a third dimensionand perspective. Learn to securework to continueat a later date. Know how to join two Mix materials, rough andsmooth, plain andpatterned. Explore the use ofmaterials to be usedthrough interpretation. Know how to use arange of materials anddevelop awareness ofthe use of textiles tocreate texture, pattern Know how to combinedifferent materials toproduce an end piece. Be able to create a 3-D freestanding structure using avariety of materials and objects. Use recycled, natural andmanmade materials. Combine a range of skills andmaterials studied so far. Demonstrate experience in Use chosen media forpurpose and style. Recognise sculpturalforms in theenvironment. Landmark (Angel of theNorth). Confidently create asimple humanabstract form usingwire, clay, papier-

Outcomes:and using a variety oftextiles and fabric.Use appropriatelanguage to describecolours, media,equipment andtextures.Create images throughcollage using picturesand recycled materials.Know what collage is.Know who Natasha Kerris.Know that art can bemade from recycledmaterials.including painting. Use tools andequipment safelyand inthe correct way. Experiment with howobjects can beconnected together toform simple structures. Know how to make asculpture. Know who TriciaGriffiths is and that sheis an artist who sculpts. colour and emotionthrough the use ofcollage.Know how to use paperto create a collage.Know who Megan Coyleis and explain her style.Explore how Meganused colour and tone inher images.Know how recycledpaper can produce acollage.CollageNatasha KerrSculptureTricia GriffithCollageMegan Coyle Painting with paper.Children to create images thatrepresent themselves or theirfamily using pictures andrecycled materialsPupils will create a 3Danimal face sculpture. UseTracia Griffith’s work asstimulus.Pupils will design and create acollage made from recycled paper.Use recycled paper from magazinesto find the right colour/patterns tocreate depth and colour in theircollage pieces.Effective use of recycledmaterials in order to reducewaste.materials successfully. Construct a simple basefor extending andmodelling faces. Understand and knowhow to work in relief. Explore and develop theuse of a range ofmediums such as papiermache, wire, mod rockand clay.SculptureBurt SimonLionel SmitMindy AlperCreating faces out of differentmediums.Use knowledge of perspectivelinked to drawing a face toplan and produce a 3-Dsculpture of a face. They canuse a range of mediums suchas papier-mache, wire, modrock, clay, cardboard.Effective use of recycled materialsin order to reduce waste.Digital Art: Know how to take a selfportrait or a photograph. Know how to interact withtechnology within thelearning space and use itcreatively and artistically. Begin to know how toshare their creations andexplain the process theyhave used. Start to use a simplepainting program to Know how to use a digitalcamera includingfeatures such as zoomand crop.Know how to use asimple paint program tocreate a picture, use toolslike fill and specificbrushes to achievedesired effect.Know how to save andreopen their work, and Within a paint package,know how to manipulateimages (rotate, change insize, align) to represent aportrait (linked toGuiseppe). Begin to understandanimation using simplepackage. Know how to use printedimages taken with a digitalcamera and combine them Know how to create apiece of art whichincludes integrating adigitalimage they havetaken. Know how to take aphoto from an unusualor thought-provokingviewpoint Know how to use a simplegraphics package to createimages and effects withand depth. Demonstrateexperience incombining andarranging materials tocreate an image withdepth. Continue to gainexperience incombining textures tocreate depth ofcolour. Study different artistslooking at style anduse of colour andtexture. Know some artistswho work in collage.CollageJane Perkins- artist in FoundmaterialsJeannie Baker - WindowPupils to create a collage ofthe view from theirwindow combining a range ofmaterials such as paper, wool,textiles and found objects.Use artists Jeannie Baker andJane Perkins as stimulus. Lookat and explore their differentuse of materials for effect.Effective use of recycledmaterials in order to reducewaste. Know how to scan animage or take a digitalphotograph and usesoftware to alter it,adapt it, animate it andcreate work withmeaning. Know how to composea photo with thoughtfor textural qualities,light and shade. Know how to combinethe understanding ofdifferent ways of finishingwork: glaze, paint, polish. Look at different ways ofmaking different forms (cubeetc. link to DT). Know how to plan, designand create a cubism image asa 3-D model. Know and be able to explainhow Omar Aquil recreatesworks for the cubism period.SculptureOmar Aquil – represented 6 Picasso3D cubism paintings into sculptures.Pupils to study his work forinspiration and ideas.Pupils to create a 3D model/representation of one of the cubismpictures studied in the paintingunit.Pupils to combine a rangeof materials and skills learnt such ascardboard, clay, junkmodelling, papiermache, wire etc. To produce 3-Dmodel.Effective use of recycled materialsin order to reduce waste. Know how to combine aselection of images usingdigital technologyconsidering colour, size androtation. Know how to create shapes bymaking sections to cut,duplicate and repeat – linked tocubism. Know how to create digitalimages with animation andincorporate sound tomache Solve problems asthey occur. Use languageappropriate to skill andtechnique. Demonstrateexperience infreestanding workusing a range ofmedia. Use knowledge offigure drawing todesign sculpture. Know who AnthonyGormley is anddescribe his work.SculptureAntony GormleyAngel of the NorthPupils to create a 3D freestanding structure of anabstract figure.Pupils to choose their ownstyle and medium to do thisPupils can use their figuredrawing skills when planningand designing theirsculpture. Know how to create apiece of digital art, whichcan be used as part of awider presentation andproject. Know that a digital imageis created by layering, andcreate layered imagesfrom original ideas. Know how to combinegraphics and text fromcommercial design to

explore tools and effectsthat can be made. Outcomes:Children will take a photo touse in their mixed media work.StickyKnowledge: Language:Respond,interpret andanalyse artthroughouttime:Know what you can takea photo with.Know what learn spaceis.Know how to use asimple paint program.Special effects, digital, selfportrait, photograph Look and talk aboutwhatthey haveproduced, describingsimple techniques andmedia used. Explore how image isused to depict everyday events in 3000BC. Interpret artwork bytelling us what yousee- shape, contentand recognizableobjects.how to edit/improvetheir image.Know how to print theirwork.with other media to produceart work.Pupils will use the zoom featureto take photos of fruit and stilllife linked to their drawing andpainting work. They can usethese images to create a digitalimage of their planned finalpiece. Know how to use zoomon a camera. Know how to use asimple paint program. Know how to save andprint their work.Pupils will produce a digital imagelinked to their final piece of workcompleted from studyingGuiseppe.Zoom, crop, fill, edit, specialeffect, printRotate, align, resize, combine,media Explore two differentimages over time of stilllife. Describe the differencesand similarities betweendifferent practices anddisciplines, and makelinks to their own work. Add simple annotationsto capture ideas. Explore art as a visuallypleasing/decoration. Interpret artwork and anartist’s style – use ofcolour, pattern, texture,choice of context andshape, choice ofplacement on the page. Know how to combineprinted images.Know how to manipulatedigital images.lines by changing the size ofbrushes in response toideas, use gradient tools toproduce desired effect,eraser, shape and fill tools. Know how to takephotographs andexplain their creativevision.Pupils to take and manipulateimages of faces to capturedifferent facial expressions. Lookat how light, colour can be used toalter these. Continue to explore thework of a range of artists,craft makers and designers,making comparisons anddescribing the differencesandsimilarities and makinglinks to their own work. Express thoughts andfeelingsabout a pieceof art. Reflect and explain thesuccesses and challengesin a piece of art created. Explain how a piece of artmakes them feel – link toemotions. Identifychanges they might makeor how their work couldbe developed further. Interpret artwork andartistic style - use ofcolour, shading and tone,choice of content andKnow how to take a photofrom different viewpoints.Know how to create a pieceof digital art.Know how to use a simplegraphics package.Viewpoint, graphics, effect,gradient, eraser, shape, fill, vision Continue to explore thework ofa range of artists,craft makers and designers,describing the differencesand similarities betweendifferent practices anddisciplines, and makinglinks to their own work Discuss own and others’work, expressing thoughtsand feelings, and usingknowledge andunderstanding of artists andtechniques. Respond to art from othercultures and other periodsoftime. Interpret artwork andartistic style - use of colourfor mood and expression,shading and tone, choice ofcontent and placement ofitems.graphics and text toproduce effectiveartwork. Know how to use tileand drop tool to createa background or wallpaper.Pupils can take a photo lookingthrough a window. This canlink to their mixed media work.Can they take a photographfrom an unusual perspective?What does this do toproportion and view? Know how to usesoftware to alter andchange an image. Know how to add abackground andwallpaper. Know how tocombine graphics. Know how to plan andcompose a photo.Scan, alter, adapt, animate,compose, textured quality,light and shade Discuss and reviewown and others’ work,expressing thoughtsand feelings, andidentify modifications/changes and see howthey can be developedfurther. Begin to explore arange of greatartists,architects anddesigners in history. Interpret artwork andartistic style - lookingat changes in styleover time and use ofcolour for expression. Explain what is meantby the termimpressionismcommunicate their ideas.Pupils will take photos of objectsand create a digital image of their 3D design linked to their sculpturework. They will look at how toanimate their image. Know how to combine aselection of images usingdigital technologyconsidering colour, sizeand rotation. Know how to create shapesby making sections to cut,duplicate and repeat – link tocubism. Know how to create digitalimages with animation andincorporate sound tocommunicate their ideas.Cut, duplicate, animate, repeat,cubism Recognise the art of keyartists and begin to placethem in key movements orhistorical events. Discuss and review own andothers’ work, expressingthoughts and feelings, andidentify modifications/changes and see how theycan be developed further.Identify artists who haveworked in a similar way totheir own work. Explore a range of greatartists, architects anddesigners in history. Compare the style ofdifferent artistic stylesand approaches. Explain howimpressionismmoved to cubism. Analyse how theinfluence the layout andimpact of their artwork.Pupils can explore creating adigital image through layeringand incorporating differentmedia together. Can theycreate a design thatincorporates photography anda pencil drawing?Yr.6?Presentation, layering,commercial design, influence Discuss and reviewown andothers’ work,expressing thoughtsand feelings andexplaining their views. Identify artists whohave worked in asimilar way totheirown work. Explore a range ofgreat artists,architects anddesigners in history. Explore opticalillusions and the useof shading and markmaking to createtexture and depth. Explore how the role ofwomen has changedthroughout the history ofart and is there still moreto do?

placement of items.artist has use line,form and shape torepresent an image.Equal opportunities fordisabled people to berespected as artists.Women feel valued andempowered to dowhatever they have apassion to do.Historical andculturaldevelopmentof art:Cave paintings 30,000BCStill Life:Romans 1st Century PompeiiStill life to create portraits:Guiseppe Arcimboldo 1522 -1593Caravaggio 1599Compare Baroque portraits withmodern artists (disabled):Johannes Vermeer 1665John BramblittMariusz KedzierskiStudy how Van Gough’s stylehas changed over time(impressionism) with a focuson vanishing points andperspective and landscapes:1882 onwards1885 - 1990Cubism 2D-3D 1907 - 1920Carlo Carra- 1881-1966 (redhorseman 1913 )Marcel Duchamps 1889-1968(lady down the stairs)Natalia Goncharova 1989- 1962Figures in movement:Edgar Degas 1834- 1917Pencil ballerina drawingsEscher 1898-1992Stephen Wiltshire

Pupils will draw 3-D objects whilst studying viewpoints. Perspective drawing 1 Perspective drawing 2 1 viewpoint viewpoints ooking at direction of light for shading and use of different pencils to establish this. Pupils to create an image of a 3D box sculpture using Look at how the art2 points of perspective. used viewpoints, shading,