Art Curriculum Passport Intent: Art, craft and design embody some of the highest forms of human creativity. Teaching and learning of art and design should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. A variety of opportunities should ensure that all pupils are able to experience a wide range of artistic opportunities, these should enable pupils to produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques, evaluate and analyse creative works using the language of art, craft and design. The children will know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. Types of ART TYPE OF ART Sculpture painting print drawing textiles portrait landscape abstract still life figurative Annotating your Art LINE TONE COLOUR straight SENTENCE STARTERS confident light constant deep clean faint This piece of work is about… curved smooth contrasting bright cold fine bold soft bold vibrant dark I created this piece by… sharp soft shadow brash hue soft The colours I have used are… thin broken shading glowing mix shade I have used these colours to show… wavy horizontal dark muted tinted harmonious jagged The technique I have used is… vertical faded complimentar flat conflicting fluent The title of this piece is … because… expressive harsh y pure monochrome flowing I have learnt how to… curved blended dynamic soft contrasting dull I wanted to make this to show… SHAPE TEXTURE PATTERN My artwork was inspired by… because… natural simple silhouette confident hard even The part I like the most is… plain complicated organic curved smooth soft The easiest part of the artwork was…. intricate crosshatch abstract bold furry scaly symmetrical zigzag To develop further I could… block soft cracked grainy stamped spiral Next time I would… symmetrical broken dry wet irregular stripes proportion horizontal matt glossy continuous repeat figure vertical bumpy shiny Key questions Art History: dense expressive coarse rough *What attracts you to this work? tessellation flowing curved flowing silky *What is it about the work that keeps you looking? *Does the work introduce a thought, concept, idea and/or COMPOSITION structured make you think on a higher level? Design simple complex centred background foreground perspective middle-ground symmetry asymmetricaloverlapped focus PAINTING PAINTING: EYFS: Children focus on the three primary colours and Skills end points: apply these to create images based on Piet *Continuous provision - mixing colours. Modrian and George Seurat. They recognise and *Explores what happens when they mix colours. name the three primary colours and build up their understanding of colour by applying paint with a *Explores colour and how colours can be changed. varying degree of accuracy. They began to mix *Captures experiences and responses with a range of colours and explain what will happen when specific media, such as paint and other materials or words. colours are mixed to form secondary colours. *Create simple representations of events, people and objects. Wider Vocabulary Meaning Key facts to remember: Abstract Abstract art is modern art which does not represent images of Pointilism was created by George Seurat in 1886. It involves our everyday world. It has colour, lines and shapes (form), but using dots of colour to build up an image. they are not intended to represent objects or living things. Simplified abstract style of Piet Modrian created in 1917 Artist a person who creates paintings or drawings as a profession or hobby Pointilism Pointillism is a painting technique which involves using small, painted dots to create areas of colour that together form a pattern or picture Primary colours Primary colours are the three colours that are needed to make all the other colours, They are red, yellow and blue. Key Artist: Georges Seurat PAINTING: Key Stage 1: Children aim to express them selves physically Skills end points: and emotionally using paint. They produce large ART ATTACK *Use a variety of tools and techniques including the use scale images as a reflection of key emotions of different brush sizes and types. (anger, frustration, happiness) and experiment *Create different textures e.g. use of sawdust. with different medium. They begin to develop * Mix a range of secondary colours, shades and tones. understanding of primary and secondary colours and mix these to find different shades. They *Experiment with tools and techniques, including. also investigate ways of showing texture. layering, mixing media, scraping through etc. * Name different types of paint and their properties. Wider Vocabulary Meaning * Work on a range of scales e.g. large brush on large paper etc. *Mix and match colours using artefacts and objects. Abstract Art Abstract art is art that does not attempt to represent an accurate depiction of a visual reality but instead use shapes, colours, forms and gestural marks to achieve its effect. Key facts to remember: expressionism The artists tries to express the meaning of emotional Abstract Expressionism: a development of abstract art experience rather than a physical reality which originated in New York in the 1940s and 1950s and aimed at subjective emotional expression with particular Medium A medium refers to the materials that are used to create a emphasis on the spontaneous creative act (e.g. action work of art painting). Leading figures were Jackson Pollock and Secondary colours a colour resulting from the mixing of two primary colours. Willem de Kooning. Artist: Jackson Pollock tools The item used to create the art work, ie. Paintbrush, pencil, pastel etc. PAINTING: Lower Key Children use Henri Rousseau’s painting of Skills end points: Stage 2: Rainforests/ Tiger in a Tropical Storm as a stimulus to *Make and match colours with increasing accuracy. Mighty Mountains investigate shade, colour and form. They * Use more specific colour language e.g. tint, tone, shade, hue. investigate the use of tint and shade to * Choose paints and implements appropriately. develop a wide range of colours and use these *Plan and create different effects and textures with paint according to in their own representation of the art work. what they need for the task. *Show increasing independence and creativity with the painting process*Use a developed colour vocabulary. Visit to Winter Gardens: sketching leaves/form * Experiment with different effects and textures including. blocking in Wider Vocabulary Meaning generate composition for independent art work. colour, washes, thickened paint etc. *Work confidently on a range of scales e.g. thin brush on small picture etc. Creativity Creativity focuses on the process of forming original ideas through exploration and discovery. ... Creativity is not about doing something better than others, it is about thinking, Key facts to remember: exploring, discovering, and imagining Henri Rousseau: Henri Rousseau was born on Hue A hue is the actual color of something, such as naphthol red, May 21, 1844, in Laval, France. French post- sap green, or ultramarine impressionist painter. Shade shade is a mixture with black, which increases darkness Texture Artists and designers can use actual texture in their work or they can suggest how something feels using techniques that imply texture Tint a tint is a mixture of a color with white, which reduces darkness Tone refers to the light and dark values used to render a realistic object, or to create an abstract composition. Artist: Henri Rousseau PAINTING: Key Stage 2: Children develop understanding of blending Skills end points: and mixing colours with use from the colour • Create shades and tints using black and white. Colour wheel. They develop their knowledge of • Choose appropriate paint, paper and implements to adapt and theory pattern making. They start to understand extend their work. how to produce designs which may be • Carry out preliminary studies, test media and materials and mix appropriate colours. symmetrical and reflective. • Work from a variety of sources, including. those researched independently. Wider Vocabulary Meaning • Show an awareness of how paintings are created (composition). Primary Colours One of the three colours, red, yellow and blue, that can Key facts to remember: Fauvism and Andre Derain be mixed together in different ways to create other colours. Fauvism: a style of painting with vivid expressionistic and non-naturalistic use of colour that flourished in Secondary colours Art created by mixing two primary colours Paris from 1905 and, although short-lived, had an important influence on subsequent artists, especially Tertiary Colours Art created by mixing secondary colours the German expressionists. Matisse was regarded as the movement's leading figure. Colour Spectrum The distribution of colours produced when light is dispersed by a prism Tints and Shades A tint is a mixture of colour with white, which reduces darkness, while a shade is a mixture with black, which increases darkness Brush Strokes Is the mark made with a brush when applying paint. Colour Hue Refers to a dominant colour, e.g. a hue of purple or green, black and white are never refered to as hues Artist: Andre Derain DRAWING Drawing: EYFS: ME Children investigate mark making Skills end points: throughout the curriculum using a range of Continuous provision - mark making, different media. media and tools. They develop their *Begin to use a variety of drawing tools understanding of line, shape and space and *Use drawings to tell a story Investigate different lines use this to create representations of *Explore different textures *Encourage accurate drawings objects, people and places.