All-through Curriculum Progression in Art 1 Art Curriculum Overview: Outline of taught and assessed content The table below outlines the whole curriculum overview for this subject area, and shows the journey that students take throughout Ark Kings. Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Giuseppe Piet Mondrian Katsushika Kadinsky Mark making Georges Seurat Nursery Archimboldo Squares and Hokusai Circles tools Pointillism Food rectangles Hiroshige - Wave Light Art Vincent Van Gogh Henri Rousseau Reception Diwali and Bonfire Flowers Jungle Andy Jeff Koons Lucy McLauchlan Goldsworthy Eugène Séguy Romero Britto Childe Hassan Year 1 Shape, texture, Line, shape, Shape, texture, texture colour colour space pattern, space space Pablo Picasso Estha Mahlangu Ed Fairburn Andy Warhol Kathe Kollwitz (blue period) Michelle Stitzlein Year 2 Line, shape, Line, shape, colour Line, tone Shape, form, Shape, form pattern, colour texture texture Katsushika Kathryn Gerhardt Damian Hirst Antoni Gaudi Gustave Jackson Pollock / Hokusai Year 3 Line, shape, shape, texture, Form, colour, Caillebotte Mark Rothko Line, shape, texture, pattern pattern shape space colour pattern Architecture Wayne Thiebaud (Leonardo Di Grayson Perry Paul Cezanne Jacob Lawrence L.S Lowry Year 4 Shape, colour, Vinci) Form, colour Form, colour colour Shape form, tone Shape, form, line, space Barbara Christopher Pablo Picasso Banksy Hepworth Richard Long Richard Wynne Kat Flynn Year 5 Shape, line, Space, line Shape, form, line, Shape, texture Nevinson Form, space colour space Shape, line Faith Ringgold Leonid Afremov Barbara Kruger Georges Seurat Neil Shigley Christian Year 6 Shape, colour, Colour, form, Line, shape, Colour, space, Line, tone Boltanski space space, tone space. colour tone 2 Space, line, tone, colour Cakes Large colour Still life Investigation exploration Pencil skills Introducing colour Watercolour Clyde Semler, through artists painting Matisse, (Watercolour) painting Year 7 Cezanne (Sarah Graham & Gordon Bennett kandinsky, Kate Osborne Looking at various Accuracy of line & Wayne Thiebauld) Contemporary Line, shape, tone Limited palette artists tone Line, Shape, Line, Colour, Colour Form Creepy Crawlies Book Illustration Creepy Crawlies View finder Prep studies Various artists Fruit faces Pencil, watercolour sections leading to large Creepy Crawlies Literacy within Art Arcimboldo Various sources – Investigating the scale painting Year 8 3D construction Typography, Line, colour, artists & detail through Carolee Clarke space, collage observational detailed work Line, colour, form juxtaposition Line, tone, colour, Line, tone, detail, texture Artist appreciation Exploring other artists work through Artist appreciation experimental Preparatory Observational Observational Caricatures Portraits techniques studies leading to drawing drawing Da Vinci Various artists Various artists – a large scale Preparatory Further Year 9 Jeff Stahl Abstract Art, students guided interpretation studies leading to Experimental Line, tone contemporary, towards suitable from chosen artist large scale techniques and Line, tone, form artists and given Independent observational processes the option to practice, line, piece Printing, textiles research others tone, form, Independent practice, line, tone, form, Artist appreciation Observational Sketchbook Final response Observational Students studies project Students working Artist appreciation studies Year 10 presented with a Prep work leading Artist research to strengths with Larger scale work Experimental variety of artists as to large scale piece Observations guidance. techniques a starting point (s) Annotations Students to select 3 and strongly appropriate media encouraged to to work with independently research other artists and revisit artists they have worked from previously to expand their portfolio Various techniques GCSE coursework Completing all observations, artist GCSE coursework interpretations, Year 11 Presenting final GCSE Set Task GCSE Set Task N/A N/A annotations, work & findings sketchbook work ahead of presentation 4 Progression in Art The threads of drawing, painting and analysing and evaluation have been chosen as they are the most pertinent threads that run through many, if not all, units and they are most important in order to develop proficient artists Drawing Page 6 • produce creative work, exploring their ideas and recording their experiences • become proficient in drawing, painting, sculpture and other art, craft and design techniques • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination • to improve their mastery of art and design techniques, including drawing • to use a range of techniques to record their observations • to increase their proficiency in the handling of different materials Painting Page 20 • produce creative work, exploring their ideas and recording their experiences • become proficient in drawing, painting, sculpture and other art, craft and design techniques • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination • to improve their mastery of art and design techniques, including painting • to use a range of techniques to record their observations • to increase their proficiency in the handling of different materials Analysing & Evaluation Page 42 • learn about the work of a range of artists, craft makers and designers. • evaluate and analyse creative works using the language of art, craft and design. • analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work. 5 National Curriculum for Art & Design • produce creative work, exploring their ideas and recording their Progression map overview experiences • become proficient in drawing, painting, sculpture and other art, craft and design techniques • to use drawing, painting and sculpture to develop and share their ideas, Drawing experiences and imagination • to improve their mastery of art and design techniques, including drawing • to use a range of techniques to record their observations ART DEPARTMENT • to increase their proficiency in the handling of different materials Drawing has creative, expressive and educational value; it remains fundamental to translating and analysing the world. It is a central and pivotal activity to the work of many artists and designers – a touchstone and tool of creative exploration that informs visual discovery. It fundamentally enables the visualisation and development of perceptions and ideas. The act of drawing is an integral means to translate, document, record and analyse the worlds we inhabit. The role of drawing in education remains critical, and not just to the creative disciplines in art WHY DRAWING? and design for which it is foundational. Conceptual and Beginning to consider Accurate scaling and contextual KS4 KS2 KS3 KS1 purpose for drawing appropriate methods EYFS for recording. understanding of Emphasis on basic Applying drawing drawing mark making Emphasis on developing the methods accurately Capturing form Focus on realism in application of line and using tone and to capture an object shape and other drawing Familiarity of directional shading drawing medium formal elements Promoting independent choices Emphasis on Beginning to identify More proficient and and exploration for independence and Representing objects and apply different expressive in drawing exploration both seen and tones. recording ideas imagined Taking creative risks Exploring creative Refne lines and Improving control of risks further shapes drawing medium 6 Progression Mapping: Art and Design - Drawing Drawing has creative, expressive and educational value; it remains fundamental to translating and analysing the world. It is a central and pivotal activity to the work of many artists and designers – a touchstone and tool of creative exploration that informs visual discovery. It fundamentally enables the visualisation and development of perceptions and ideas. The act of drawing is an integral means to translate, document, record and analyse the worlds we inhabit. The role of drawing in education remains critical, and not just to the creative disciplines in art and design for which it is foundational. Drawing: Knowledge Drawing: Skill Exemplar artwork Knows that pencils and pens can make marks on a surface. Knows which pieces of equipment are appropriate for Can hold drawing medium drawing. (ELG) (pencil, chalk etc) with some control using a full grip. They understand that closing lines will make a shape. Can close lines using some control to create a shape. They identify different Nursery components of what they see Can represent human forms such as human anatomy (eyes, and features using simple arms etc) and know that they shapes from memory or seen. can reference them using drawing. Can make marks on different surfaces such as carboard, Know that some drawing paper etc apparatus may look different. E.g. pencil, pen, felt tips, pencil crayons. Know that different types of Can hold drawing medium pencils or drawing utensils (pencil, chalk etc) with can make different marks on a increasing control, using a surface. consistent grip. (full grip of three fingered grip. Know which pieces of equipment are appropriate for drawing or making marks. Can create lines and shapes that more clearly reference a Can identify components of given shape or concept. Reception objects such as human anatomy (eyes, arms etc) and Using drawing apparatus, natural forms