Art Curriculum ​ Statement of Curriculum Intent What do we want for our pupils? At Beck our curriculum engages, inspires and challenges pupils, equipping them with the knowledge and skills to develop creatively. The curriculum is designed to be varied. It is designed to build skills incrementally with careful mapping across key stages and between year groups. This curriculum engenders creativity, independence, judgement and self –reflection. We want our pupils to love, appreciate and be able to evaluate art as well as create their own art, craft and design that they are proud of. Art underpins many areas of the curriculum as pupils “draw to learn”. They draw different concepts to secure their understanding. Pupils will have many opportunities to follow the art sequence where they will generate ideas, make or draw a piece of art, evaluate it. Alongside this, pupils will continually have the opportunity to experiment with different media building a secure knowledge and understanding. This begins in Y1 and is present up until Y6. Pupils are encouraged to take risks during art lessons and every child has a sketchbook they take through school. This is a place for drawing, experimentation , note taking, appraising the art of others and practising skills. The art curriculum is balanced to ensure that both traditional and experimental art work is covered as well as large and small scale work. Children have many chances to produce artwork individually, in pairs, groups and as a class. From EYFS to Y6, pupils produce 2d and 3d work that is age appropriate to support the development of creativity and motor skills. During their time at Beck, children are introduced to a range of artists and styles of artwork with the opportunity to use this work to inspire their own pieces. Local and world artists are studied and celebrated to give pupils a broad understanding of what it is to be an artist. This learning is supported through visits to art galleries and chances to look at art in real life. What is our end goal? When our pupils leave Beck, we want them to leave us feeling confident in their artistic ability, able to draw to demonstrate understanding and having produced a range of quality artwork. Pupils will develop painting, drawing, sculpture and digital art skills that will prepare them for their secondary education and life outside of school. As the creative industry grows, we want our children to have the resilience, problem solving and creativity to succeed. Each year group studies specific , relevant artists and styles meaning that pupils leave Beck with an interesting and well rounded knowledge. Pupils will be able to give their opinion about a piece of artwork and communicate this using the correct artistic vocabulary. Art Curriculum ​ Progression overview Autumn Spring Summer Little Nursery Rhymes Clothes Food Transport Pets Farm Animals Beck FS1 Ourselves People Who Help us Who’s afraid of the Who’s afraid of the Farm animals and Farm animals and Who helps us? big bad wolf? big bad wolf? produce produce FS2 What’s your story? Who can help me get there? How does your garden grow? Drawing and painting Sculpture - Paper and wire Portraits Insects Y1 What does it mean to be alive? Where can the sea take us? What happened once upon a time? Drawing, printing, wax resist Painting, Colour mixing Textiles, collage Henri Rousseau The Impressionists Bayeux tapestry, Breugel, Lowry Y2 Why travel the world? What makes a perfect home? What will my great achievement be? Painting, Paint techniques, colour Sculpture - Modroc Drawing/ Digital art African Art - Tingatinga Bourgeoise Portraiture, Pete Mckee Y3 What is the power of water? Does what we eat really matter? How have humans survived and thrived? Painting, Watercolour Printing - Inverse lino Textiles/ Fashion Turner, Hokasai Morris, O’Keefe Dying, embellishing Y4 What makes a building iconic? Should everyone be heard? Why were the Romans powerful? Drawing - line, perspective Sculpture - Clay Sculpture - Large-scale cardboard Joe Scarborough Greek pots Boccioni, Benin statues, Gormley Y5 How is the world connected? How does the universe work? Does change always lead to progress? Printing - Collagraph, two-tone Drawing/ Painting - Abstraction Craft - Islamic Art Calder, Kandinsky, Miro Anglo-Saxon art Y6 Are humans good for the planet? How did it all start? Will the show go on? Digital Media/ Street Art Drawing, Sculpture Graphics Banksy, BobandRoberta Smith, Kobra Paleontological sketches Art Curriculum ​ What do pupils learn and how does learning progress? EYFS Knowledge: Exploring using Media and Materials At the end of reception the Early Learning Goal is: They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. - Children talk about features in their drawings, paintings, sculptures, collages. -Children talk about the steps they took to paint their picture e.g. first I used the yellow paint to make the lines for the sun flower. -Children can talk about their observations of paintings by various artists e.g. Van Gogh and Kandinsky, likes and dislikes. -They know the colours of coloured pencils and paint that they use. -They know when they colour mix another colour is produced. -They have an understanding that when you manipulate playdough, plasticine or clay the media will change shape. Skills: -Children can manipulate playdough, plasticine and clay using different media e.g. rolling pin, cutters and their own hands. -Children can explore and use different marks when drawing. -Children can colour mix independently. -An introduction to handling new tools and media e.g. chalk, rolling pins, pastels, different sized paint brushes, plasticine. -Children can record their ideas from observation, a source, materials and their imagination. -Children are beginning to use specific language e.g. mould, change, draw, paint. -Children can manipulate different materials to make their own desired outcome. -Children will begin to talk about the similarities and differences of their own masterpiece compared to famous artists. Drawing: As part of a study of Van Gogh’s sunflowers the pupils will learn how to use a range of media to record their ideas from observation, ​ source material and imagination. They will explore line, marks and texture that dry media can produce. Art Curriculum ​ Painting: Pupils will experiment with primary colour and discuss what happens when these are mixed. Pupils will build ​ upon this understanding at year 1 and throughout KS1 and KS2. Pupils will examine the work of Van Gogh and compare the physical use of brush strokes compared to finger marks. Pupils will evaluate the experience. Sculpture: Pupils will learn how to manipulate malleable materials in different ways (kneading/rolling) to make simple 3D structures and models. ​ They will build upon these taught skills at year 1 and year 3 when making pots. (pinch and thumb) Printing: Pupils at EYFS will be encouraged to explore the tactile and physical nature of printing- creating and developing their awareness of shape ​ and form. This process of printmaking will feed into their study of both Van Gogh and Kandinsky. These skills will be developed in year 1 where their knowledge of press-printing will be refined. Textiles: Pupils will be encouraged to explore the tactile and physical nature of printing- creating and developing their awareness of shape and ​ form. This process of printmaking will feed into their study of both Van Gogh and Kandinsky. These skills will be developed in year 1 where their knowledge of press-printing will be refined. In Year 1, pupils learn to: Year 1 ​ -Record and explore ideas from first hand observations -Ask and answer questions about the starting points for their work -Develop their ideas – try things out, change their minds -Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities -Review what they and others have done and say what they think and feel about it. -Identify what they might change in their current work or develop in future work Drawing: At year 1, pupils will be taught to experiment with dry media specifically oil pastel and chalk pastel - this will help them prepare for the ​ ​ ​ tonal properties of charcoal taught in year 2. Year 1 pupils will learn about the tonal qualities of these two media investigating how to create dark and light marks lines and patterns through experimentation and observation. Pupils at year 1 will further investigate texture through rubbings (introduced at EYFS) as part of their study of Andy Goldsworthy and their science study of seasonal changes Experiment with a variety of media; pencils, rubbers, crayons, pastels, felt, tips, charcoal, ballpoints, chalk ​ Control the types of marks made with the range of media Lines & marks name, match and draw lines/marks from observations, invent new lines, draw on different surfaces with a range of media ​ Shape observe and draw shapes in between objects, invent new shapes ​ Tone investigate tone by drawing light/dark lines, light/dark patterns, light/dark shapes ​ Texture investigate textures by describing, naming, rubbing, copying ​ ​ Art Curriculum ​ Painting: Pupils will learn how to select the correct size brush when painting. They will be taught the names of the ​ primary colours and have recall of this. They will be taught how to create primary shades by adding black to a pure hue. They will learn how to mix primary tones by adding grey to a pure hue. This key knowledge is first taught here and will be extended and built upon across KS1 and KS2 -Use a variety of tools and techniques including different brush sizes and types -Mix and match colours to artefacts and objects -Work on different scales -Experiment with tools and techniques e.g. layering, mixing media, scrapping through -Name different types of paint and their properties Colour Identify primary colours by name Mix primary shades and tones Texture Create textured paint by adding sand, plaster Textiles: Pupils will learn how to change and modify fabric when studying African textiles and making adire cloth (paste relief and homemade ​ dyes).