Progression In Art Skills, Knowledge And Vocabulary

Progression in Art Skills, Knowledge and VocabularyKS1Year 1DigitalmediaPrintingClayDrawingYear ear 3CoverageYear 4Year 5Year 6All art units include drawing and painting ture- ClayPrintingSculpture- ClayVocabularyEach year group has key art vocabulary linked to colour, pattern, texture, line, shape, form and space. This vocabulary must be taught within the year groupbut reference to previous year group’s vocabulary is essential in order for children to secure their understanding of the technical art vocabulary and skills.Children should use this art vocabulary when they are talking about artwork as well as when they are annotating work in their sketchbooks.KS1The art vocabulary; colour,pattern, texture, line,shape, form and space arereferred to in art lessons aswell as subject specificvocabulary linked to the artunit being taught.Year 3Primary- primary colours are red,yellow and blue.Secondary- secondary colours aremade by mixing two primarycolours. They make orange, greenand purple.Texture- what artwork feels likeor looks like it might feel like.Pattern- a design in which lines,shapes, forms or colours arerepeated.Perspective- depicting 3D objectson a 2D piece of paper.Year 4Tint- is a mixture of a colourwith white, which reducesdarkness.Tone- is produced either bymixing a colour with grey, or byboth tinting and shading.Complementary colours- areopposite to each other on thecolour wheel, so they create astrong contrast.Focal Point- is the area theviewer's eye is naturally drawn.Horizon- is a horizontal line thatruns across the paper torepresent where the sky meetsthe ground.Background and foregroundwhat is perceived as furthestaway and closest to the viewer.Year 5Shade- shade is a mixture withblack, which increases darkness.Atmosphere- a feeling or moodcreated pictorially.Geometric- the use of straightlines and shapes.Composition- the arrangementand placement of objects in apiece of art.Scale- refers to the size of anobject in relationship to anotherobject.Proportion- refers to the size ofthe parts of an object inrelationship to other parts of thesame object.Year 6Tonal contrast- is created whenlight tones and dark tones liealongside each other e.g.monochrome imagesMixed media- art form thatcombines a variety of media in asingle artworkForm- the shape in artwork.Negative and positive spacepositive space is the area taken upby objects in the picture andnegative space is the area around.

DrawingOn a range of surfaces, using a range of mediums e.g. pencil, crayon, chalk pastels, oil pastels, charcoal, felt-tips, ballpoint pen and water colour pencils.Possible Artists: Van Gogh, Seurat, Durer, Da Vinci, Cezanne, Picasso, Hopper, Goya, Sargent, Holbein, Moore, Rossetti, Klee, Calder, CassatEnd of KS1Year 3Year 4Select appropriateresources to create effect(from a variety of mediapencils, crayons, pastels, felttips, charcoal, chalk,graphics packages)Create patterns and textures witha variety of media.Create intricate patterns andtextures using different gradesof pencil and other media tocreate lines, marks and developtone.Work in a sustained andindependent way to createa detailed drawing, developinga key element of their work:line, tone, pattern, texture.Using a singlefocal point and horizon dodevelop further simpleperspective.Use different techniques fordifferent purposes i.e. shading,hatching within their own work.Can control the types ofmarks made with differentmedia on a range ofsurfacesCan produce a range ofexpanding patterns usingdifferent techniquesCan investigate tone bydrawing light/dark lines,patterns and shapesBegin to show an awareness ofobjects having a third dimensionand perspective in their drawings.Drawings include features of thethird dimension andperspective.Year 5Develop an awareness ofcomposition, scale andproportion in their drawings.Develop close observation skillspossibly using view finders.Year 6Draw for a sustained period oftime over a number of sessionsworking on one piece.Develop their own style ofdrawing through: line, tone,pattern, texture.Develop their own styleusing tonal contrast andmixed media drawing.Develop skills in arranging acomposition, observationaldrawing, drawing to scale and inproportion.

PaintingOn a range of surfaces, using watercolours or ready mixed paints as well as using a range of paintbrush sizes.Possible Artists: Klimt, Marc, Klee, Hockney, Pollock, Riley, Monet, Aboriginal, Rothko, Rivera, Indian Miniatures, O’Keeffe, Hopper, Turner*, Rambrant, Lowry, Matisse,Margritte, Seurat, KandinskyEnd of KS1Can control the types ofmarks made with a range ofpainting techniques e.g.layering, mixing media andadding texture.Can mix primary andsecondary colours toexplore the colour wheeland spectrum.Can experiment with tints(adding white) and shades(adding black).Year 3Mix primary colours andsecondary colours to achievecolour matching.Year 4Mix colour with increasingconfidence building on previousknowledge.Demonstrate increasing controlover the types of marks madewhen painting.Begin to explore complimentarycolours.Experiment with different effectsand textures inc. blockingin colour, washes, thickened paintcreating textural effects (addingPVA and/or sand, sawdust, flouretc.).Year 5Mix colour, shades and tones withincreasing confidence.Begin to plan work to makeeffective use of space and work ina sustained and independent way.Add white or black to colour totint or shade a colour foreffective colour matching.Confidently control the types ofmarks made and experiment withdifferent effects and textures.Confidently control types ofmarks made when painting.Begin to create atmosphere andlight effects (shadow andhighlights) through use of blackand white as well as colourmixing.Create different effects andtextures with paint according towhat they need for the task inc.blocking in colour, washes,thickened paint creatingtextural effects (adding PVA and/or sand).Year 6Mix colour, shades and toneswith confidence building onprevious knowledge.Understanding which workswell in their work and why.Plan work to make effective useof space and work in a sustainedand independent way to developtheir own style of painting.This style may be through thedevelopment of: colour, toneand shade.Purposely control the typesof marks made and experimentwith different effects andtextures.Confidently create atmosphereand light effects through use ofcolour mixing.

SculptureUse malleable materials like dough and clay within art lessons although other media such as Modroc- wire and papier-mâché can be explored in wider aspects of the curriculum.Possible Artists: Moore, African, Native American, Hepworth, Arp, Nevelson, Gabo, Calder, Segal, Leach, Kinetic, recycled/ found object sculptures, Egyptian Artefacts, Christo,Frink Balla, Matisse, PicassoEnd of KS1Can manipulate materials(mostly clay) for a variety ofpurposes e.g. pots, models,textured relief.Can impress and applysimple decorationtechniques; impressed,painted, applied.Can select the mostappropriate tools andequipment and use themwith increasing confidence.Lower KS2 (Yr4)Explore cutting, shaping and impressing patterns into clay/dough.Join pieces of clay using scoring, blending and slip.Upper KS2 (Yr6)Model and develop work through a combination of pinch, slab, and coil.As well as cutting, shaping and impressing patterns. Join clay effectivelyusing scoring, blending and slip.Explore different ways of finishing work: vanish, paint or shoe polishand varnish.Work around armatures (e.g. a wire frame or letting clay slabs dry overobjects like tubes to create interesting shapes).Experience working in relief (remains attached to a solid e.g. clay tileis relief) and freestanding (finished on all sides e.g. clay thumb pot).Combine medias to create a sculpture (e.g. incorporate glass pebbles).Recognise sculptural forms in the environment.Demonstrate experience in the understanding of different ways offinishing work: glaze, paint, polish and select the method mostappropriate for the purpose.Demonstrate experience in relief (remains attached to a solid e.g. claytile is relief) and freestanding (finished on all sides e.g. coil pot) work.PrintingIncluding rubbings, stencils, sponges, fruit/veg, wood blocks, press print, lino print, mono-print, stringPossible Artists: Warhol, Hokusai, Hiroshige, Escher, Morris, Labelling, Rothenstein, Kunisada, Advertising, Bawden, MatisseEnd of KS1Can explore and createdifferent patterns bychoosing appropriateobjects to create effect.Can explore pattern andshape by using techniquessuch as layering.Can carry out differentprinting techniques,including mono printing,block printing and resistprinting.Lower KS2 (Yr3)Create printing blocks using a relief/ impressed (carving into a printingblock e.g. polystyrene, vegetables etc.Upper KS2 (Yr5)Create printing blocks using a relief/ impressed (carving into a printingblock e.g. polystyrene, vegetables etc. or collagraphs (sticking onto aprinting block e.g. string) method.Develop mono-printing techniques (the process of making a printusing ‘mark making’)- additive and subtractive.Apply more than one colour to a print.Work into prints once they are dry with a range of media e.g. crayons,colour pens and pencils etc.Apply experience of working into prints with a range of media as well asexperience printing on fabric and embroider onto a print.Begin to understand what positive and negative shapes are.Refer to the positive and negative spaces of their print.

CollageUsing paper or photographs as well as their own painting and drawings to create montages, photomontages or mixed media compositions.Possible Artists: Kurt Schwitters, Picasso, Annegret Soltau, Ben Giles, Dolan Geiman, Megan Coyle, Robin Brooks, Matisse, Beatriz MilhazesEnd of KS1Lower KS2 (Yr4)Upper KS2 (Yr6)Can fold, crumple, tear andoverlap materialsSelects resources for their collage based on the suitability of thecolour, shape, texture and pattern suiting the purpose.Creates their own collage choosing, suiting, arranging and applyingmaterials focusing on colour, shape, texture and pattern.Can select the mostappropriate adhesive to useCut and tear materials with some accuracy.Accurately cuts complex shapes.Experiments with the surface of materials by; crumpling, creasing,folding, pleating, scoring, tearing, fraying etc.Draws on previous experiences to decide how to manipulate the surfaceof a material to achieve a desired outcome e.g. change to textures orcolour.Can embellish a basiccollage using a range ofmediaSticks with increasing accuracy, exploring overlap, mosaic or overlay.Decides how to arrange the materials in order to create a desired effectand sticks with accuracy.Textiles(weaving, sewing, fabric dye/paint, batik, threads, decorations, tie dye)End of KS1Possible Artists: Ashley, Fassett, African/Indian, Adire, Gillian Kyle*, StolzlLower KS2 (Yr3)Upper KS2 (Yr5)Can tie knots and stitchwith control.Experiment with dying fabrics and/or threads one colour. Usingnatural dyes and tie-dye methods.Explore resist paste (flour or wax) and batik as well as tie dye using oneor two colours.Can use stitchingtechniques and objects toembellish a piece of fabric.Weave fabrics using a frame.Print onto fabrics and add detail using fabric pens/crayons.Sew with straight stitches to create patterns and surface decorations.Use a number of different stitches creatively to produce differentpatterns and textures.Can experience colouringfabric by printing ordipping.Apply decoration such as beads, buttons, sequins, feathers etc. usingsewing skills or glue.Can create and use dyese.g. onion skins, tea, coffee,beetrootChanging and modifying threads and fabrics by knotting, fraying,fringing, pulling threads, twisting or plaiting.Apply decoration to meet a desired effect.Change or modify threads and fabrics to meet a desired effect.

colours. They make orange, green and purple. Texture- what artwork feels like or looks like it might feel like. Pattern- a design in which lines, shapes, forms or colours are repeated. Perspective- depicting 3D objects on a 2D piece of paper. Tint- is a mixture of a colour with w