Art Medium Term Plan

Reception Autumn 1 Spring 1 Summer 1

Progression

Year 1 Autumn 1 Spring 1 Summer 1

Formal Elements of Art Art & Design Skills Living things

Exploring three of the formal elements of art: shape, line and In this collection of lessons children learn and develop On the theme of the natural world, children will make
Sequence of colour; children will mix and paint with secondary colours; use sculptures, collages, 3D models of creatures and a class
their skills in: design, drawing, craft, painting and art
learning circles to create compositions and work collaboratively to spider sculpture, inspired by Louise Bourgeois.
create a class piece of art inspired by water. appreciation; undertaking two different printing
techniques, using 2D shapes to explore a variety of
media, mixing different shades of one colour and
discussing the work of artist Louis Wain
Learning about the artist Louis Wain Snail sculptures
Shape – Using shape and colour to create a composition and talk about it
Exploring and analysing the work of Louis Wain, children consider Teacher will sketch a pattern from observation.
Experimenting with composition and helping children to understand how to
talk about art the stories behind some of his paintings before acting out some of Children create a sculpture from clay, using etching tools
the scenes depicted to deepen their understanding
Substantive Knowledge Substantive Knowledge
• What does it mean to describe a composition? Substantive Knowledge • What is a ‘pattern’?
• What are primary and secondary colours? • Who is ‘Louis Wain’? • What is ‘etching’?
Lesson 1
• What did he like to draw? • What are etching tools?
Procedural Knowledge • What are differences and similarities?
• How to use a variety of shapes to create a composition Procedural Knowledge
• List colours; Red, Yellow, Blue, Purple, Orange, Green Procedural Knowledge • How to create lines, curls and circles with an etching tool
• Shape names; Rectangle, Square, Circle, Triangle, Oval, Pentagon • How to infer the artists feelings about his work with reasons – e.g. • How to mould clay into a sculpture
Louis Wain liked cats and dogs so he decided to paint funny • How to create even and regular patterns using an etching tool
pictures of them

Line – Exploring line Painting – Colour mixing Junk model animals

Children arrange pieces of string to create different shapes then draw these By mixing different hues of blue and yellow, children fill an outline In this lesson the children will be designing and creating a 3-D
from observation, using pencils and chalk, inspired by the artist Bridget
of their hand with varying shades of green, decorating their piece model of a creature
Riley.
Lesson 2 with dots, zigzags, stripes, wavy lines and shapes
Substantive Knowledge Substantive Knowledge
• What is a ‘line drawing’? Substantive Knowledge • What is a ‘creature’?
• What is a ‘modern’ artist? • Yellow and blue make green • What are ‘recycled’ materials?
• What is a ‘3-D’ shape?
Procedural Knowledge
 Art Medium Term Plan
• How to experiment with different resources to create different lines • Mixing different amounts of yellow and blue make different Procedural Knowledge
• How to use words to describe the lines in my work shades of green • How to attach the recycled materials together
• How to use a range of materials creatively
Procedural Knowledge
• How to create at least 5 different shades of green

Line – Making waves Craft: Printing - Dinosaur Plant Collage

Building on their learning of line, children listen to music and work Children develop their printing skills, creating an impressive print Children will collect naturally found objects to create a 3D
expressively with a variety of media, to create a single large piece of art.
using shaving foam and ink to represent the foot prints (Link to sculpture of interesting composition
Inspired by water and artists David Hockney and Vija Celmins
History: Dinosaur Planet)
Substantive Knowledge Substantive Knowledge
Lesson 3 • What is the ‘water effect’? Substantive Knowledge • What is a ‘collage’?
• What does it mean to ‘bring art to life’? • What is a ‘print’? • What does an ‘interesting piece of art look like’?
• Know there are many different ways of drawing lines • What does a foot print look like? Think about different types of • Glue can dry clear
footprints; human, cats, horse, elephant
Procedural Knowledge
Procedural Knowledge
• How to use different materials to make marks
• How to work collaboratively on one piece of work
Procedural Knowledge • How to arrange material in a meaningful way
• How to use the language of art - • How to use two different printing techniques to make my print
Colour – Making colours Drawing: Experimenting with Media Giant spider Model - part 1

Through play-doh, children are introduced to the primary colours of red, Inspired by famous abstract artists, including Kandinsky, children Working as a class to recreate Louise Bourgeois' Maman spider
blue and yellow and learn how they can be mixed to make secondary
draw around and overlap 2D shapes to create an abstract sculpture, the children will plan and create the legs and body of the
colours.
composition, filling each shape with a different colour and medium spider
Substantive Knowledge
• What is a ‘colour’? Substantive Knowledge Substantive Knowledge
Lesson 4 • What are the ‘primary’ colours? • What is ‘media’? • What is a ‘sculpture’?
• What does it mean to ‘overlap’?
Procedural Knowledge • What does ‘medium’ mean? Procedural Knowledge
• How to make ‘secondary’ colours?
• How to work cooperatively
• How to make purple orange and green?
Procedural Knowledge • How to create a 3-D sculpture from a range of materials
• How to draw around a shape(s) • How to secure parts of the sculpture together
• How to experiment with different media

Colour – Painting with colours Design: Lego Printing Giant spider Model - part 2

Children put into practise their understanding of colour mixing to recreate Children use lego to create their own prints; painting and stamping In this second lesson the children will be painting the class spider
their own versions of the artwork ‘0-9’ by Jasper Johns.
their blocks to create patterns, pictures and letters, using a variety of sculpture, to give it a metallic bronze effect
Substantive Knowledge colours and sizes and explaining the choices they make
• Which primary colours to mix to make secondary colours? Substantive Knowledge
Lesson 5 • What is a ‘3-D’ surface?
Substantive Knowledge
Procedural Knowledge • What are ‘Lego’ bricks?
• How to write the numbers 1 to 9 • What are the different shapes Lego comes in? Procedural Knowledge
• How to use primary colours to paint • What is printing with a stamp? • How to work cooperatively
• How to apply paint carefully so the colours do not run into one another • How to paint on a 3-D surface
• Use lego as a stamp

Procedural Knowledge
 Art Medium Term Plan
• How to use the right amount of paint
• How to use a variety of colours
• How to create simple block designs
• How to work carefully and accurately
Art, shapes, colours, sizes, circles, ovals, artists, arranged, overlaps, Difference, similarities, modern, realistic, abstract, feelings, details, 2- Moulding material, pattern, lines, curls, sculpture, etching,
composition, line, final piece, wavy, vertical, horizontal, cross hatch, diagonal, D shapes, 3-D shapes, bold, bright, rectangular, smudge, blend, scratching surface, deep patterns, neat, shell, creation, sculptures,
Vocabulary imagining, primary/secondary colours, mixed paints, red, yellow, blue, purple similar, different, Lego, print, paint, neat, pattern, arrangement natural materials, PVA glue
orange and green, colours run, colour names, shape names, overlap, mix,
imagine, represents

Summer 1

SHAPE, LINE AND COLOUR

Artist in UNIT Development & Combination of Shape, Line &
residence Colour (Illustration)
OUTCOME Botanical Illustration Series
ARTISTS Jeannie Phan and Nina Cosford
LINKS Science (Plants)
• Beatriz Milhazes • Louis Wain • William Morris
Knowledge of • Bridget Riley • Wassily Kandinsky • John Henry Dearle
artists and • David Hockney • Renata Bernal • Andrew Goldsworthy
designers • Vija Celmins • Ilya Bolotowky • Louise Bourgeois
• Jasper Johns
Formative • Regular retrieval practise
• Interactive Q&A during lessons
assessment • Lesson outcomes
Summative • End of unit knowledge assessment
assessment

Year 2 Autumn 1 Spring 1 Summer 1

Art & Design Skills
Formal Elements of Art Human Form
In this collection of lessons children learn and develop
Sequence of their skills in: design, drawing, craft, painting and art
Exploring the formal elements of art: pattern, texture and Exploring how bodies and faces are portrayed in art:
learning tone; children will create printed patterns using everyday appreciation; replicating the recognisable crockery of looking at the work of a number of artists, using their
objects; take rubbings using different media and learn how to Clarice Cliff, exploring tone through shading, developing bodies to form shapes, creating collages, drawing
make their drawings three dimensional. their skills in weaving and the manipulation of clay, portraits and creating a 3-D mask.
experimenting with brush strokes
 Art Medium Term Plan
Pattern – Repeating patterns Learning about drawing for fun Human Alphabet

Having looked at the patterns around them, children dip everyday objects Making drawing feel achievable to all abilities, through Children work as a group to position their bodies to make human
in paint to create repeating patterns, varying the direction of the pattern
identifying the basic shapes within images and objects to be letter forms
and colours of the paint and paper
drawn
Substantive Knowledge Substantive Knowledge
• What is a ‘pattern’? Substantive Knowledge • What is a ‘sculpture’?
Lesson 1
• What are ‘repeating’ lines? • What is ‘art’? • What is a ‘silhouette’?
• What is ‘nature’? • Alphabet shapes (resource provided)
Procedural Knowledge
Procedural Knowledge
• How to appreciate others people’s drawings Procedural Knowledge
• How to choose suitable items
• How to use items to create a repeating pattern • How to suggest improvements for my own and others work • How to work as part of a group
• How to use my body creatively to create shapes
• How to take effective photographs to record the letters.

Texture 1 – Taking rubbings Drawing - Shading Skulls

Using media of their choosing, children go in search of textures that interest Working in the style of Nancy McCroskey’s mural, ‘Suite in Black, Taking inspiration from Damien Hirst's ‘Cornucopia’ collection,
them to take rubbings of
White and Grey’, children draw six boxes, filling each with a line that children trace an image of a skull and then adorn it using a medium
starts at one edge and finishes at another, then experiment with and pattern of their choice
Substantive Knowledge
• What is a ‘texture’? tone by shading the different areas they have made
• What is a ‘rubbing’ (technique)? Substantive Knowledge
Lesson 2 Substantive Knowledge • What is a ‘skull’?
Procedural Knowledge • What are light and dark tones? • What does it mean to ‘decorate’?
• How to experiment with tools and how they can change rubbings
• What are ‘facial features’?
• How to use colour to create different effects Procedural Knowledge
• How to control my pencil to create light and dark tones Procedural Knowledge
• How to shade with no gaps • How to recognize facial features in a skull
• How not go over the lines • How to accurately tract outlines
• How to rub out any small mistakes • How to add extra detail by what you can see
Texture 2 - Frottage Painting – Rollercoaster ride Making faces

Children are introduced to 'frottage', tearing their rubbings from the Whilst designing a rollercoaster ride, children develop their painting Children create a collage made up of different facial features that
previous lesson to make pictures in the style of the artist who created the
skills; working to ensure that they use the right amount of paint, they have selected and cut from magazines
technique, Max Ernst
hold the brush correctly and use single, sweeping strokes
Substantive Knowledge Substantive Knowledge
• What is a ‘collage’? Substantive Knowledge • What is a ‘collage’?
• What is ‘frottage’? • What is a ‘rollercoaster’?
Lesson 3 • What is a ‘flowing’ stroke? Procedural Knowledge
Procedural Knowledge • How to create a collage of facial features
• How to create a picture from the rubbings I have made
Procedural Knowledge
• How to develop and share ideas, experiences and imagination
• How to use a comfortable grip when holding a brush
• How to use the right amount of paint
• How to control my brush
• How to use a flowing stroke when painting
 Art Medium Term Plan
Tone 1 – 3D Pencil drawings Craft - Clay
Opie style portraits
After completing a line drawing of a piece of ribbon, children add tone to Developing their sculpting and modelling skills, children experiment
make it look three dimensional using different gradients of pencil in the
with using different objects to create interesting textures on the Children create a self-portrait in the style of contemporary British
style of Ed Ruscha
surface of a clay tile artist Julian Opie, using lines and dots
Substantive Knowledge
• What is a ‘3-D’ shape? Substantive Knowledge Substantive Knowledge
Lesson 4 • What is ‘tone’? • What is ‘clay’? • What is a ‘portrait’?
• When can clay be used? How do you make it set? • Who is ‘Julian Opie’?
Procedural Knowledge
• Know that clay can only be used when it is flexible and wet • What is a ‘long line’ drawing?
• How to experiment with pencils to create different tones
• How to use tones to make a 3-D drawing
Procedural Knowledge Procedural Knowledge
• How to use different drawing tools to create different tones from light to
dark • How to repeat patterns into clay • How to detail facial features using only dots and small lines

•
Tone 2 – 3D Colour drawings Design – Clarice Cliff Plates Day of the Dead - Damien Hirst

Concentrating on showing light and dark areas last lesson. Children use Using a paper plate, children recreate their own designs of Clarice Having seen the work of Damien Hurst, children will be inspired to
colourful pastels and chalks to depict the tone within them
Cliffs ‘Circle Tree’ plate, using bright colours to paint circles and recreate ‘Day of the Dead’ style portraits as a 3-D mask
Substantive Knowledge finishing by using black paint and a straw to blow a tree design
• What is a ‘3-D’ shape? Substantive Knowledge
• What does ‘tone’ mean? Substantive Knowledge • What is ‘Day of the Dead’?
Lesson 5 • What is a ‘Clarice Cliff style’ plate? • Who is ‘Damien Hirst’?
Procedural Knowledge • What is a 3-D mask?
• How to experiment with pencils to create different tones Procedural Knowledge
• How to use tones to make a 3-D drawing • How to paint colorful circles with care Procedural Knowledge
• How to use different drawing tools to create different tones from light to
• How to apply paint using a straw • How to make a 3-D mask
dark
• How to blow through a straw to create the trunk and outward • How to cut out the mask
branches • How to fold and use masking tape to give it a 3-D effect?
• • How to decorate your mask and add details/finishing touches

Craft - Weaving a picture

Children learn the craft of weaving, overlapping coloured strips of

paper to create a checkerboard, then selecting a shape to overlay
onto the weave and decorating

Substantive Knowledge
Lesson 6 N/A • What is ‘weaving’? N/A

Procedural Knowledge
• How to fold a horizontal piece of paper into eight sections
• How to fold a vertical piece of paper into six sections
• How to cut along folded accurately with scissors
• How to thread strips of paper to create a weave pattern
 Art Medium Term Plan
Patterns, lines, shapes, tones, nature, rubbing, texture, record, effects, final Drawing for pleasure, shades, tones, pencils, dark and light tones, Alphabet, creatively, record, facial features, trace, detail, collage,
piece, frottage, tone, two dimensional, three-dimensional, painting, lines, patters, printing, material, flexible, scratch, initial, template, landscapes, beauty, beautiful, portraits, drawing, artist, lines,
Vocabulary sculpture. score, grooves, slab, experiment, plate, circles, straw, weave, fold, outlines, dots, realistic, portrait, self-portrait, clothes peg figures,
horizontal, vertical, sections, grip, control, stroke, free-flowing,
materials, pipe cleaner, felt.
precise, staccato, sweeping brush strokes.

Spring 2

COLLAGE AND PAINTING

Artist in UNIT Development & Combination of Collage and
residence Painting Skills
OUTCOME Mixed Media Portraiture
ARTISTS Hannah Hoch / Dolan Geiman
LINKS History (Magnificent Monarchs)

Knowledge of • Max Ernst • Nancy McCroskey • Damien Hurst

• Ed Ruscha • Clarice Cliff • Julian Opie
artists and
• Edwina Bridgeman
designers
Formative • Regular retrieval practise
• Interactive Q&A during lessons
assessment • Lesson outcomes
Summative • End of unit knowledge assessment

assessment
 Art Medium Term Plan

Year 3 Autumn 1 Spring 1 Summer 1

Number of Lessons 5 lessons 5 lessons 6 lessons

Exploring Prehistoric Art Formal Elements of Art Art and Design Skills

This topic is ideal for any class studying the Prehistoric Britain, Exploring two of the formal elements of art: shape and In this collection of lessons children learn and develop
Sequence of
or if you’re looking to explore a different style of art or their skills in: design, drawing, craft, painting and art
learning tone; children find shapes in everyday objects; use
techniques. Experimenting with charcoal, berries, leaves, appreciation; making a variety of puppets using
shapes as guidelines to draw accurately from
homemade paints and more, children get a sense of what it different materials, completing a drawing from
was like to create art thousands of years ago and why these observation; create form and shape using wire and observation, learning the difference between a tint and
pieces were created practice shading neatly and from light to dark a shade and creating their own version of a cartoon.
Exploring Prehistoric Art Shape 1 – Seeing simple shapes Craft and Design 1 – Craft puppets

Children are introduced to cave art and reflect upon the purpose of the Children go on a shape hunt around the school, identifying, drawing Using a polystyrene ball, a selection of paints, card, dowel rods and
drawings before working on developing their sense of proportion in
and labelling the different shapes that make up the objects they find grey felt, children make a puppet mouse inspired by the book ‘The
drawing
Dark at the Top of the Stairs’ by Sam McBratney
Substantive Knowledge Substantive Knowledge
• What is ‘prehistoric’ art? • What is ‘observational drawing’? Substantive Knowledge
• What does ‘man made’ mean? • What is ‘nature’? • What is a puppet figure in three dimensions?
• Prehistoric people painted with muted earth colours • What is ‘man-made’? • What does the word ‘proportions’ mean?
Lesson 1
Procedural Knowledge
Procedural Knowledge Procedural Knowledge
• How to create a piece of prehistoric art
• How to recognize and accurately draw simple shapes in objects • How to use a variety of materials to make a 3-D puppet
• How to identify objects made from shapes in my environment and • How to make the various parts of my puppet to the correct
draw from observation proportions
Geometric shapes; • How to ensure my puppet is completed to a high standard
− Circle, square, triangle, rectangle, pentagon, hexagon, − How to add the sock puppet elements (fabric additions)
octagon, nonagon − How to add expression to the sock puppet
− Cube, cuboid, sphere, square based pyramid, cylinder, − How to make the puppet work like a puppet
triangular prism • How to secure any parts of my puppet that are loose

Charcoal Animals Shape 2 - Geometry Craft and Design 2 – Sock puppets

Children scale up their drawings from the previous lesson and use a Taking a simple drinks can, children learn to first study an object to Pupils transform an unwanted, old sock into a cat 'monster' using
different medium, charcoal, in their work
identify the simple geometric shapes it's made up of, before googly eyes, card, pens and fabric
Substantive Knowledge sketching out the details using light guidelines
Lesson 2 • What is a ‘2-D’ shape? Substantive Knowledge
Substantive Knowledge • What is a ‘sock puppet’?
Procedural Knowledge • Points, lines and space make up 2-D shapes
• How to create a large scale copy of a small sketchbook study • 3-D shapes are known as ‘Geometry’ Procedural Knowledge
• How to apply and blend charcoal to create form, tone and shape • What are ‘basic geometrical shapes’? • How to sketch a design of my sock puppet before I make it
• How to ensure my sock puppet is completed to a high standard
Procedural Knowledge − How to add the sock puppet elements (fabric additions)
 Art Medium Term Plan
• How to see basic geometrical shapes when I draw objects − How to add expression to the sock puppet
• How to use these shapes to help me draw, design and decorate − How to make the puppet work like a puppet
more accurately
• How to use guidelines to help set out and construct more
complicated images from observation
Prehistoric \Palette Tone 1 – The four rules of shading Craft and design 3 – Shadow puppets

After experimenting with the colours and effects that can be created using Children create cat and mice shadow puppets from templates or by
Children learn and apply the four rules of shading; to work
natural materials, pupils make their own paints using spices and objects
evenly and neatly, in one direction, with straight edges and no drawing their own silhouettes, then make and decorate a puppet
found on a nature walk
gaps theatre using a cereal box, ready for a performance
Substantive Knowledge
• What are ‘naturally coloured’ items? Substantive Knowledge
Substantive Knowledge
• What is ’pigment’? • What is a ‘shadow’? How are they formed?
• • Know that ‘tone’ refers to the light and dark areas of an
• What is a ‘shadow puppet’?
Procedural Knowledge object/artwork • What is a ‘silhouette’?
• How to collect coloured naturally coloured items to paint with
Lesson 3 • Understand that features of a shadow puppet are shown
• How to investigate which naturally coloured items make the most Procedural Knowledge
successful colours through its silhouette
• How to create paints using natural ingredients like cave men did • How to hold my pencil properly when shading by:
• Using the side of the pencil Procedural Knowledge
• Holding it flat to the paper • How to design my own shadow puppet monster and mouse
• How to cut my puppets out carefully
• How to apply the four rules of shading • How to attach my puppets to sticks
• How to make and decorate a shadow puppet theatre
− Shading in ONE direction
• How to practise a performance using my shadow puppet theatre
− Creating smooth, neat even tones
− Leaving no gaps
− Ensuring straight edge
Painting on the cave wall Tone 2 – Shading from light to dark Painting – Tints and Shades

Children scale up their drawings from the previous lesson and use a Continuing with their work on tone, pupils employ their patience to Learning that a 'tint' is made by adding white to a colour and a
different medium, charcoal, in their work
practice shading smoothly from light to dark, filling the outline and 'shade' by adding black, pupils mix their own colours to paint the
Substantive Knowledge background of an animal template with tone, contrasting the template of an animal, working across the image from light to dark
• What are ‘natural colours’? background with the inside of the template and completing a contrasting background
• What is/are ‘texture(s)’?
Substantive Knowledge Substantive Knowledge
Procedural Knowledge • Know that ‘tone’ refers to the light and dark areas of an • What is a ‘shade’?
• How to mix paint to create a range of natural colours object/artwork • What is a ‘tint’?
Lesson 4 • How to experiment with techniques to create different textures
• What is a ‘tone’?
• How to add fine detail using smaller brushes
Procedural Knowledge
• How to control a pencil to shade tones smoothly from light to Procedural Knowledge
dark using the four rules of shading • How to make a tint?
• How to blend tones gradually so that there aren’t any sudden • How to make a shade?
changes from dark to light • How to use tints and shades of a colour to paint from light to
dark
• How to paint neatly and smoothly
• How to compare my work to the work of an artist
 Art Medium Term Plan
Hands on Cave Walls Shape 3 – Working with wire Drawing – My Toy Story

Children paint their prehistoric animal picture that they drew earlier in the Following one of two templates, children work with wire, bending Bringing in their favourite soft toy from home, children draw from
topic
and twisting it to create the form of a fish, using smaller pieces of observation, first positioning the toy so they have their preferred
Substantive Knowledge wire to add features vantage point, then sketching in the basic shape outlines using the
• What are the two types of hand images? Positive? Negative? natural movement of the wrist before finally adding in details
Substantive Knowledge
Procedural Knowledge • What is ‘soft modelling wire’? Substantive Knowledge
• How to work in a group to create a large piece of work • What is the shape of a fish? • What is ‘Toy Story’?
• How to create natural colours using paint
• What is ‘observational drawing’?
Lesson 5 Procedural Knowledge
• How to bend, manipulate and join wire to create the shape of a
fish Procedural Knowledge
• How to use smaller pieces of wire to add features • How to recognize and describe shapes in an object and start my
• How to work safely with specialist tools and equipment drawing by using sketchy lines to draw
• How to tidy up my sketched lines using a rubber
• How to use tints and shades to create a 3-D effect
• How to complete my drawing by adding
- Detail
- Texture
- Colour

N/A
Lesson 6 N/A N/A

Prehistoric, man-made, reflect, style, native to Britain, replicate, 2-D, Shapes, 2-D, 3-D, objects, environment, sketch, straight lines, Three dimensional, puppet, craft, material, proportions, high
large scale, sketchbook study, apply, blend, charcoal, tone, form and rectangles, triangles, circles, join shapes, points, lines, shapes, space, standard, materials, cover, tape, secure, fasten, tab, polystyrene,
shape, rubbing, smudge, nature, colours, natural, artificial, products, images, drawing, identify, geometric patterns, bend, manipulate, join, socks, puppets, high standard, voice your opinion, analyses,
mix paints, shades, lighter, darker, proportion, texture, sponges, spray tools, equipment, features, holding it flat, even tones, detail shading,
similarities, differences, distinctive feature, light, dark, shadow,
Vocabulary grip, smooth, blend, light, dark
bottles, authentic, collaborate. object, blocked light, closer, further, size of shadow, change, tint,
shade, lighter, darker, tone, palette, blending tones, original colour,
illusion, sketchy lines, sketch, detail, texture, colour, sketching.

Autumn 1

SCULPTURE AND DRAWING

UNIT Development & Combination of Sculpture and

Artist in Drawing

residence OUTCOME Drawing With Wire / 3D Relief Sculptural Drawings

ARTISTS Barbara Gilhooly / Alexander Calder
LINKS Geography (villages, towns and cities)
The Big Draw/National Drawing Day
 Art Medium Term Plan
Knowledge of • Diego Velazquez
• Carl Giles
artists and
designers
Formative • Regular retrieval practise
• Interactive Q&A during lessons
assessment • Lesson outcomes
Summative • End of unit knowledge assessment
assessment
 Art Medium Term Plan

Year 4 Autumn 1 Spring 1 Summer 1

Number of Lessons 5 lessons 6 lessons 5 lessons

Art and Design Skills

Sculpture
Formal Elements of Art In this collection of lessons children learn and
develop their skills in: design, drawing, craft, In this topic, children’s work is influenced by a range of
Sequence of painting and art appreciation; creating an optical inspirational sculptors as they explore and use unusual
Exploring two of the formal elements of art: texture and pattern;
learning objects to create their own 3D works of art. As well as
pupils develop a range of mark-making techniques, make and use illusion print, replicating a plate in the famous
having the opportunity to create drums and maracas
their own textured stamps for printing; draw a ‘flip’ pattern and willow pattern, carving sculptures out of soap, from recycled materials, pupils also look at different
recreate a famous and ancient geometric pattern. drawing a collection of still life objects, painting techniques, such as wax resist and collages to create
and mixing colours like Jacob Lawrence and different effects
learning about the role of a ‘curator’
Texture 1 – Charcoal mark making Learning about the work of a Curator Making maracas from recycled materials

After experimenting with the different marks that charcoal can make, children are After learning about the role of a 'curator', children curate an Using Stomp as inspiration, children create maracas using plastic
challenged to represent the meaning of a given list of words and phrases, in an
exhibition of their own based on either a collection of their bottles and decorate with West African patterns
abstract way
most recently created art works or an exhibition designed for
Substantive Knowledge aliens, showcasing examples of objects commonly found on Substantive Knowledge
• What is ‘mark-making’? planet Earth • What is a ‘maraca’?
• What are different ‘textures and effects’? • What are ‘recycled’ materials?
Lesson 1 • What does ‘abstract’ mean? Substantive Knowledge
• What is a ‘curator’? Procedural Knowledge
Procedural Knowledge
• What is an ‘exhibit’? • How to see further uses for recycled materials
• How to experiment with charcoal to create different textures and effects
• How to express the meaning of words in an abstract way • How to create circular prints of consistent size and shape
Procedural Knowledge • How to create musical themed design or pattern
• How to work in a group to select and choose objects and
create a collection or exhibition of them
• How to connect this to a career in the creative and cultural
industries

Playdough printing Jacob Lawrence Making drums from recycled materials

Learning about Jacob Lawrence, children work in his style,
Children imprint texture and pattern into a piece of playdough using a selection of mixing colours using short strokes and painting in the same In this lesson, pupils recycle metal tins, turning them into drums
clay tools and everyday objects, then create prints from their blocks by applying ink
direction and use wax resist techniques to decorate them in original ways
to the surface and placing a piece of paper on top

Lesson 2 Substantive Knowledge Substantive Knowledge Substantive Knowledge

• What is a ‘printing block’? • Who is 'Jacob Lawrence’? • What is a ‘drum’?
• What is a ‘texture’? • What is ' Jacob Lawrence’ style of painting? • What are ‘recycled materials’?
• I know that pitch is affected by the size of the object struck
Procedural Knowledge
Procedural Knowledge
• How to paintings by Jacob Lawrence and can remember
• How to make a printing block using playdough
key facts about his work Procedural Knowledge
 Art Medium Term Plan
• How to press an object into the block to create texture and pattern • How to paint in the style of Jacob Lawrence • How to draw recognizable musical notes and symbols
• How to print using my playdough block by: - How to mix colours like he did • How to use wax resist to create a pattern
- Coating the surface in ink - How to use the same brush stroke technique
- Placing paper over the block and pressing with my hand
Stamp Printing Still life Arcimboldo

Drawing around geometric shapes onto polystyrene foam and securing to a cork or Children look at the still life artworks of Jacob Lawrence and Inspired by the work of Archimboldo and using the idea of turning
lego brick, children make a stamp to create repeating patterns, varying
then arrange a collection of objects in an interesting way to other objects into something new, pupils create a fruity face
configurations and their use of colour
sketch, drawing the outlines of the objects before adding in collage
Substantive Knowledge light, medium and dark tones to their work
• What is a stamp? Substantive Knowledge
• What are geometric/mathematical shapes? Substantive Knowledge • What is a ‘collage’?
• What does ‘symmetrical’ mean? • What is ‘still-life’? • What are ‘contrasting’ images?
Lesson 3 • I know that ‘tone’ means lightness or darkness of • Who is ‘Arcimboldo’?
Procedural Knowledge
something
• How to make my own stamp using geometric and mathematical shapes
Procedural Knowledge
• How to use my stamps to create print
• How to make my print unique by using different colours and patterns Procedural Knowledge • How to create a collage of contrasting images
• When printing I have tried to use: • How to work in a group to create an interesting still life • How to recognize the work of Arcimboldo
- Repeating patters arrangement
- Symmetrical patterns • How to sketch an outline of the still life objects using a line
- A simple symmetrical figure of symmetry
• How to use light, medium and dark tones to make a 3-D
drawing
• How to add highlights to my drawing
Reflection and Symmetry Craft – Soap Sculptures Sokari Douglas Camp

Children draw an image and then select a small section to trace into one square of Referring to the works of Barbara Hepworth, children use a Exploring the work of this talented sculptor, pupils use themselves
a quadrant, they continue flipping and tracing into the next square of the quadrant
variety of tools to carve a piece of soap into a sculpture as an active part of their own sculptures
until the 'flip pattern' is complete

Substantive Knowledge Substantive Knowledge Substantive Knowledge

Lesson 4 • What is ‘symmetry’? • What is a ‘sculpture’? • What is the style of ‘Sokari Douglas Camp’?
• What is a reflection? • What is a ‘sculpture’?
Procedural Knowledge • I know about the work of Sokari Doulgas Camp
Procedural Knowledge • How to draw a design for a 3-D piece
• How to apply a mathematical technique of reflection and symmetry to my
• How to work with the material safely and creatively to Procedural Knowledge
artwork to create a flip pattern
make a recognizable object • How to neatly cut out and arrange sections of a sculpture
• How to use tool and my hands to carve, model and refine
my sculpture
Flower of Life Willow pattern El Anatsui

Using a compass and following precise instructions, children make an image of Children design their own willow pattern style plate based Drawing once more on the idea of recycled materials, pupils look
overlapping and interconnected circles to recreate the sacred geometric symbol,
on a tale of their choice, first drawing three key characters, at the beautiful work of El Anatsui, using the same themes to
'the flower of life'
Lesson 5 then going over the details with ink, before finally using a create their own sculpture
Substantive Knowledge wash in lighter tones of blue
• What does a pattern look like? Substantive Knowledge
• What is a ‘compass’? Substantive Knowledge
• The flower of life pattern has been used for thousands of years • What is a ‘Willow’ pattern? • Who is ‘El Anatsui’?
• What is her style of work?
 Art Medium Term Plan
Procedural Knowledge Procedural Knowledge • What is a ‘sculpture’?
• How to use a compass safely and accurately to divide a circle into arcs to • How to choose three parts from a story to use in my • How recycling/reusing materials helps the environment
recreate the flower of life pattern willow pattern design
• How to create a geometric shape using a compass
• How to make my own willow pattern design by: Procedural Knowledge
- Drawing three parts of my story • How to create a sculpture from reused materials
- Using undiluted ink to add detail • How to discuss how recycling/reusing materials helps the
- Using a water wash to add lighter tones environment
- Adding an outline to my plate
Optical Illusions

Inspired by the ‘lenticular prints’ of Luz Perez Ojeda,

children carefully cut two images into strips and by
alternating them side by side, in sequential order, and
then folding, they create an optical illusion piece of art

Substantive Knowledge
N/A • What is an ‘optical illusion’? N/A
• Who is ‘Luz Perez Ojeda’?
• I know that ‘Luz Perez’ uses two images to create an
illusion

Procedural Knowledge
• How to create an image using the principles of lenticular
printing
• How to score lines safely
Mark making, texture, effect, patterns, techniques, charcoal, print, printing block, Curator, museum, exhibit, exhibition, collections, gallery, art, Recycled materials, maraca, musical, sound, hitting, scraping,
ink, surface, sponges, prints, arrangements, simple shapes, geometric, symmetry, creativity, cultural industries, objects, Paul Cezanne, paint, shaking, white wax, flick, primary and secondary colours, artist,
symmetrical, geometrical, mathematical, stamp, printing rollers, ink, cork, reflection, style, brush strokes, paintings, famous painter, still-life recognize, composition, facial features, sculptor, sculptures,
Vocabulary flip pattern, orientations, compass, circles, flower of life, arcs, repeated drawing, symmetry, outlines, arrangement, soap, sculpture,
influenced, political message, arrangement, represent, 3-D effect
carve, model, shape, refine, pierce, carving, willow, plate, ink,
diluted, undiluted, outline, lighter tones, optical illusions,
lines, perpendicular, parallel, segment, v-shaped ridges

Spring 1

DRAWING AND PAINTING

Artist in UNIT Development & Combination of Observational
residence Drawing and Painting Skills
OUTCOME Observational Painting On Canvas / Board
ARTISTS Vija Celmins / Leonardo Da Vinci
LINKS D&T (Mechanical Systems)

Knowledge of • Jacob Lawrence • Arcimboldo

• Luz Perez Ojeda • Sokari Douglas Camp
artists and • El Anatsui
designers
 Art Medium Term Plan
Formative • Regular retrieval practise
• Interactive Q&A during lessons
assessment • Lesson outcomes
Summative • End of unit knowledge assessment

assessment
 Art Medium Term Plan

Year 5 Autumn 1 Spring 1 Summer 1

Number of Lessons 5 lessons 6 lessons 5 lessons

Art and Design Skills

Every picture tells a story
Formal Elements of Art
In this collection of lessons children learn and develop Looking at the meaning behind art, children: analyse
Sequence of Children learn how to draw from observation, create a print their skills in: design, drawing, craft, painting and art the intentions of Banksy; make ink symmetry prints
learning and draw from different perspectives. They learn about the
appreciation by designing their own invention, expanding inspired by psychologist Rorschach; tell a story using
role of an architect and are challenged to consider why houses
on an observational drawing, using a poem to create a emojis; use drama to recreate a poignant war scene
look the way they do and if there is scope to change and
portrait, painting an enlarged section of a drawn collage and are inspired by the ceramic work of Magdalene
improve them
Odundo, to work expressively outside
and learning to ‘think’ like an artist.
House Drawing Drawing 1 – Packaging collage 1 Clacton Pigeon Mural - Banksy

Children draw a house from observation; interpreting the details accurately In the first of two lessons, children creatively arrange a collection of Every Picture Tells A Story: Looking past the seemingly
and drawing what they see rather than what they think it looks like
sweet wrappers to draw, firstly sketching a basic outline of each to discriminatory tone of Banksy's Clacton Pigeon Mural, children
Substantive Knowledge get the layout and proportions right and then adding the detail of consider what message he was really trying to convey and alter the
• What is ‘observation’? the lettering, shapes and illustrations before colouring it in image to reflect British Values
• What does it mean to ‘interpret details’?
Substantive Knowledge Substantive Knowledge
Procedural Knowledge • What is a ‘collage’? • Who is ‘Banksy’?
• How to successfully draw a picture of a house from observation • What is a ‘composition’? • How powerful art is in having a meaning/message?
Lesson 1
• How to look closely at details such as roof tiles and bricks to interpret
• I know that a work of public art can have a very powerful
them accurately
Procedural Knowledge message
• How to lay out a simple collage by selecting the most interesting
elements Procedural Knowledge
• How to glue my collage in place when I am happy with the final • How to evaluate and analyses a work of street art and relate it
composition to the news and current affairs and to British Values
• How to draw and colour the collage accurately from composition
• How to adjust my drawing in the light of mistakes
• How to correct any rough edges or gaps in my colouring

House Print Packaging Collage 2 Inspired by Rorschach

Based on a section of their drawing from Lesson 1, children create a Children trace a section of the collage they drew and then scale it up Children learn that the inkblots which inspired Andy Warhol's
dramatic monoprint using ink
by copying the contents of each tracing paper square onto a 'Rorschach, 1984' were a set of psychological tests designed by the
corresponding square on an A3 grid before painting it Swiss psychologist himself, and that the message of the inkblot
Substantive Knowledge
Lesson 2 • What is a ‘suitable area’? really comes from how it is interpreted by the viewer
• What are ‘cropping methods’? Substantive Knowledge Speak with children about:
- What does the word ‘upscale’ mean? What is ‘psychology’?
Procedural Knowledge What is ‘psychological testing’?
• How to select a suitable house from my previous house drawing using Procedural Knowledge
cropping methods • How to make a 10.5cm x 7.5cm grid on tracing paper and a Substantive Knowledge
• How to evaluate my print composition
29.7cm x 42cm grid on A3 paper. • What is a ‘symmetrical abstract art’?
• How to create a clear print
 Art Medium Term Plan
• How to select an interesting section of a drawing I have made to • What are ‘Rorschach Inkblots’?
enlarge
• How to draw an enlarged version of the section I have chosen by Procedural Knowledge
scaling it to a larger size
• How to use limited materials to create a symmetrical abstract
• How to paint accurately and evenly, painting straight edges and
image
without leaving brush marks or gaps in my painting
• How to use my imagination to interpret and add detail to my
image

Hundertwasser House Drawing – Picture the Poet Photographs and Emojis

Inspired by the work of Hundertwasser, children add vibrant colours to an Children draw a portrait of themselves or a partner, using just one Pictographs existed even before language did and children use the
image of a house
continuous line, then referring to a poem or text, write over the ever-prevalent pictogram of the 21st century, the emoji, to create
lines, creatively varying the size and style of their writing to suit the sentences and convey meaning
Substantive Knowledge
• Who is ‘Hundertwasser’? details of the picture
• What is his style of work? Substantive Knowledge
Substantive Knowledge • What is a ‘meaningful message’?
Procedural Knowledge • What is a ‘line’ drawing • What are ‘emoji’s’?
Lesson 3 • How to recognize and describe Hundertwasser’s work • I know that throughout history, people have recorded their lives,
• How to reimagine building in this style Procedural Knowledge history and written messages using pictograms and the current
• How to add colours and motifs to a design to transform the look of a
• How to successfully draw a portrait using the continuous line emoji is a development from that
building
method
• How to use text to add detail to my portrait: Procedural Knowledge
- varying the size of the words • How to create a message (with meaning) using purely visual
- varying the size of individual letters symbols
- placing the letters artistically
• How to perform my poem to the rest of the class

Be an architect Drawing – A walking line The Front Line

Children design a building, choosing whether to draw either a perspective Based on Paul Klee's belief that “a drawing is simply a line going for Pupils explore the human side of the image and work in groups to
view, plan view or a front elevation of their original house design
a walk”, children take a black and white photocopy of a textured re-enact the scene , positioning themselves like the people in the
material centred on an A3 page and using a pencil, extend the piece and taking a photo of the final composition
Substantive Knowledge
• What is ‘architectural style’? drawing outwards, drawing in any tones they see
• What is ‘perspective view’? Image: https://cdn.aarp.net/content/dam/aarp/politics/events-and-
• What is a ‘plan view’? Substantive Knowledge history/2018/02/1140-civil-rights-movements-1963-
• What is ‘front elevation’? • What is an ‘observational drawing’? march.imgcache.rev0592dbf1fe2616b4f127a4f315f14d10.jpg
• The front line of demonstrators during the March on
Lesson 4 Procedural Knowledge Washington for Jobs and Freedom, Washington D.C., August
Procedural Knowledge
• How to use words to describe an object help my visual literacy 28, 1963.
• How to design a building based on architectural style
skills in being able to draw the object
• How to use perspective view, a plan view or front elevation to draw my
design • How to use fine control with a pencil to make a detailed and Substantive Knowledge
• How to design a building based on a theme or to suit a specified purpose analytical observational drawing • What is the ‘language of art, craft and design’?
• How to use a HB pencil to extend the drawing so that the lines are
a continuation of the lines that are already there
Procedural Knowledge
• How to add tonal graduation using a 2B pencil
• • How to express how a piece of artwork makes me feel
• How to compare events in a piece of artwork to current news
and the ‘Fundamental British Values’
 Art Medium Term Plan
Monument Design – Little inventors Magdalene Odundo

After learning about what monuments are, children design their own to Inspired by the ‘Little Inventors Project’ founded by artist, designer By loosely playing around with shapes, Kenyan artist Magdalene
reflect something they want to commemorate
and inventor Dominic Wilcox, children come up with their own ideas Odundo creates ideas for her ceramic pots, and children work in
Substantive Knowledge of what we're missing in the world, seeing their chosen idea through the same way, with space around them, using two different
• What is a ‘monument’? to a final design. This lesson builds up to final drawing in the colours of chalk and their whole bodies to make long sweeping arm
• What is a ‘legacy’? following lesson. movements
• I know what a legacy is
• The purpose of a monument Substantive Knowledge Substantive Knowledge
• What is an ‘invention’? • The importance of 2-D drawings in developing 3-D drawings
Lesson 5 Procedural Knowledge
• I know that everything that is made starts with an idea, a drawing, • I know that I can also develop ideas through exploring shape
• How to design a monument to symbolize a person or event
a sketch, a design form

Procedural Knowledge
Procedural Knowledge
• How to use my imagination to brainstorm ideas for an invention • I can see the importance of 2D drawings in developing within 3-
that has a set purpose D drawings
• How to develop and communicate my ideas through notes and • How to use 2D drawings and explore shape form to develop my
drawings own ideas for 3D drawings
• How to select one idea and draw this in full – including
annotations

Learning about how artists work

Children work imaginatively to develop an idea of their own,

sourcing pictures, photos and illustrations, they practice sketching
their images before producing a final drawing

Substantive Knowledge
N/A N/A
• What is an ‘original piece of artwork’?

Procedural Knowledge
• How to sketch my initial thoughts and ideas based on a given
theme
• How to develop my ideas into a successful piece of artwork

Draw, memory, observation, sketch, details, framed area, ink, print block, Collage, composition, drawing, selecting, upscale, accurately, enlarge, Evaluate, analyse, language of art, current affairs, British Values,
drawing, smaller/larger area, imagine, decorate, pattern, key features, portrait, continuous line, detail, perform, observational drawing, public art, enigma, famous art, Mural, inkblots, imagination,
change, modify, architectural style, perspective view, plan view, front visual literacy, extend, detailed, analytical, observations, ideas, though meaningful, visual symbols, Fundamental British Values,
Vocabulary elevation, specified purpose, designing processes, visualise, imagine, prototype visualisation, clay, glass, ceramic, influences.Lran

Autumn 2
Artist in SCULPTURE AND PAINTING
residence
UNIT Development & Combination of Sculpture And
Printing Skills
 Art Medium Term Plan
OUTCOME Traditional Clay Sculptural Vessels With Printed
Imagery
ARTISTS Grayson Perry / Jean Michel Basquiet
LINKS PSHE (Bullying - Anti Bullying)
Black Lives Matter/Black History Month

Knowledge of • Hundertwasser • Banksy

• Magdalene Odundo
artists and
designers
Formative • Regular retrieval practise
• Interactive Q&A during lessons
assessment • Lesson outcomes
Summative • End of unit knowledge assessment

assessment
 Art Medium Term Plan
Year 6 Autumn 1 Spring 1 Summer 1
Number of Lessons 5 lessons 5 lessons 5 lessons

Art and Design Skills Photography

Make my voice heard
Through developing their photography skills, children
In this collection of lessons children learn and develop cover useful artistic concepts in a new context, looking
Sequence of Exploring art with a message, children look at the famous their skills in: design, drawing, craft, painting and art at: composition, colour, light, abstract images and
learning ‘Guernica’ by Picasso and the confronting works of Käthe
appreciation; working as a group to design a hat, creating underlying messages. By familiarising themselves with
Kollwitz and through the mediums of graffiti, drawing, painting
new photography artists, children can gain a new
and sculpture, pupils create their own artworks that speak to zentangle patterns and subsequent prints, painting in the
style of impressionist painters and exploring the piece perspective on the way they look at the people and
the viewer
objects around them, capturing and presenting images
‘Nighthawks’ by Edward Hopper
in different ways.
Graffiti Artists’ tag Learning about the work of Edward Hopper Photomontage

Children express their personality, transforming their names into Aimed to empower children to discuss and explore works of Pupils are shown the work of different photomontage artists
graffiti tags, using block lettering, serifs contrasting colours and
art, children analyse, among others, Edward Hopper's to see the effects that can be created before then crafting
shadow
'Nighthawks' answering questions on some of the fundamental their own
Substantive Knowledge elements of art, including; scene, technique, form and shape,
• What is 'graffiti? colour and light Substantive Knowledge
• What is a ‘tag? • What is a ‘photomontage’?
• Different styles of graffiti art Substantive Knowledge • What is a ‘composition’?
• What does ‘analyse and evaluate’ artwork? • The history of photomontages
Lesson 1 Procedural Knowledge
• I know about the history of photomontages
• How to create my own graffiti tag
My tag will include: Procedural Knowledge
− Block letters Procedural Knowledge
− Serifs • How to analyse and evaluate artwork using the following • How to create a photomontage image by selecting images and
− Two contrasting colours fundamental elements: creating a new image with them
− ‘Say what you see’/Scene • How to select images and create a composition where the
− Technique
shapes or objects are put in a picture from them
− Form and shape - the form of an object.
− Colour and light
− The title

Kathe Kollwitz Painting - Impressionism Truisms

After viewing the emotive works of Käthe Kollwitz, children draw Children are given one sixth of ‘The Japanese Footbridge’ by After exploring the idea of truisms, children create their own
their own portraits using a series of lines and experiment with ‘halo'
Claude Monet as a vertical strip, to accurately draw what they piece of art by matching a truism with a powerful
and ‘chiaroscuro’ techniques
see on their fraction of the painting and then practise mixing photography to mirror its message and learn about the artist
Lesson 2
Substantive Knowledge and applying paint to match the original Jenny Holzer
• The work of Kathe Kollwitz
• Her work is based on difficult experiences Substantive Knowledge Substantive Knowledge
• What is a ‘impressionist’? • What is a ‘truism’?
Procedural Knowledge • Who is ‘Claude Monet’? • Contemporary artists use digital techniques
• How to draw a series of lines to create a simple portrait of a face
• What are the motivations and techniques of impressionists
 Art Medium Term Plan
• How to use Kathe Kollwitz as an inspiration to add to these lines to show • I know that contemporary artists use digital techniques to
an emotional expression Procedural Knowledge convey their messages
• How to use charcoal to add shadows to my portrait drawing • How to paint skilfully by mixing complex colours
• How to apply the paint in the style of Claude Monet Procedural Knowledge
• How not leave any white areas within my painting • How to create my own “Truism” which communicates meaning
and which has impact
• How to take photographs and make choices about how to edit
and use them in context
• How to look at the school environment through the lens of a
camera and make choices about photographing aspects of it

Pablo Picasso 1 Drawing Zentangle Patterns (Part 1) Macro Photography

Having learned about the symbolism used in Picasso's ‘Guernica’, In the first of two lessons children listen to ambient music Focusing on the work of Edward Weston, children observe
children plan their own composition based upon this famous piece,
while creating small squares of 'zentangle' patterns; an the abstract-looking images created through macro
using symbols reflective of the First World War and plotting
abstract drawing created using repetitive patterns photography
contrasting areas of black and white

Substantive Knowledge Substantive Knowledge Substantive Knowledge

• What does the word ‘impactful’ mean? - What does the word ‘working artistically and wellbeing’ mean? • What is ‘abstract art’?
• What does the word 'symbolism’ mean? • What is ‘natural form’?
Lesson 3 • What is ‘Picasso’s Guernica’? Procedural Knowledge • I know that artists use photography to record and observe, I
understand the terms macro, and monochromatic
Procedural Knowledge • How to create a design matrix by drawing different zentangle
• How to plan and create a drawn composition where the shapes or patterns
objects are put in a picture in the style of Picasso’s ‘Guernica’ by: Procedural Knowledge
− using symbols in my artwork to convey a message • How to create a successful close up photograph of a natural
− considering where the tones of black, grey and white are used to form and edit the photograph in appropriate software/apps.
create effect • How to take photographs with care and choice
• How to make decisions about cropping, editing and presentation
of photographic images

Pablo Picasso 2 Craft Zentangle Patterns (Part 2) Self portraits

Continuing with their 'Guernica' inspired compositions from last Using a chosen zentangle pattern from last lesson, children By looking at the many different examples of self-portraits
lesson, children apply paint in tones of black, white and grey,
create a reverse system print process by transferring their over time, children use photography to create their own
standing back from their work at regular intervals to ensure that they
design onto a polyprint tile, using a pen to create a deep line
maintain balance in their piece
and then printing onto fabric, repeating the print process to Substantive Knowledge
Substantive Knowledge create a pattern • What is a ‘self-portrait’?
Lesson 4 • What is ‘Picasso’s Guernica’?
Substantive Knowledge Procedural Knowledge
Procedural Knowledge • How to take photographs in different poses which show
• What is a ‘Zentangle pattern’?
• How to use paint to produce a carefully finished piece of art in the style
of Picasso’s ‘Guernica’ • I know that this method creates a reverse system I know that different expressions
• How to develop one of these into a line drawing, using
• How to use masking tape to create a straight line this method creates a reverse system where imprinted lines
• How to keep balance in my final composition where the shapes or objects continuous line
will become white and the background will be the colour of
are put in a picture by viewing my work from a distance to see where • How to develop a self-portrait from a photograph and
the ink used
tones of black white and grey should be used understand how this can be used to create expression in an
image
Procedural Knowledge
 Art Medium Term Plan
• How to transfer my drawn Zentangle pattern onto a poly • How to combine photography with learning how to draw a
print/polystyrene tile portrait
• How to apply an even layer of ink onto the tile
• How to create a repeat pattern onto fabric

Clay Structure Design – Making a hat Expressionism

Children turn their Käthe Kollwitz inspired drawings from Lesson 2 into Working in groups children design and make a prototype hat for Looking at The Scream by Edvard Munch, children recreate
sculptures fit for the Fourth Plinth in Trafalgar Square, being aware of the a specific purpose, sharing ideas, making sketches and finally
message their sculpture portrays through its expression and looking at the image adding an expressive photo self-portrait to a
constructing their design
sculptors such as Mark Wallinger background created in another medium
Substantive Knowledge
Substantive Knowledge Substantive Knowledge
• What is a ‘sculpture’?
• What is an ‘prototype’?
• I know that a prototype is testing a design out • What does the work ‘replicate’ mean?
• what does the word ‘malleable’ mean?
• To understand and use the design process • What is the ‘expression’ of a painting?
• I know to keep clay malleable using a drop of water
• I know that paintings and photographs can express emotion
Procedural Knowledge Procedural Knowledge
Lesson 5
• How to create a sculpture of a head using clay • How to create a prototype which develops from ideas Procedural Knowledge
• How to convey a message or emotion in my sculpture by: • How to review, evaluate and modify ideas as the design
• using clay sculpting tools develops • How to take photographs in different poses which show
• How to add facial features parts of the face, such as eyes, nose and • How to share my ideas verbally and through quick different expressions
mouth using additional pieces of clay and attaching these to the head sketches • How to replicate the mood and expression of a painting
• How to work as a group and consider the ideas of others • How to edit photos successfully
when deciding on a final design
• How to work as part of a team on a working model of a
hat by reviewing, evaluating and modifying design ideas
• How to work as a team as is done in the creative and
cultural industries

Graffiti, block letters, serifs, contrasting, tag, illegal, defined, parallel, wild Impressionist, motivations, realistically, dabbing dots, applied, Photo montage, secondary source, composition, movement, non
style, expression, depressing, enlarge, emotion, synopsis, symbolism photographically, post-impressionist, painters, landscapes, Claude sensical, publications, arranging, digitally, sculpture, illustrate,
composition, impactful, horrors of war, protest, futility, appalled, stimulus, Monet, artistically, wellbeing, abstract, repetitive, recognisable, truisms, true, environment, proficient, mastery, contemporary,
atrocities, partially, Guernica, refamiliarize, elaborate, facial, convey, zentangle, expressive, meditation, reference point, doodle patterns, photographic, dominant, publishing, collaborative, memorable,
permanent, commissioned, blasphemous, malleable, sculpture, plinth forming, polystyrene, poly print, imprinted, proficient, fabric, reverse, phrases, macro photography, natural form, analyse, creative works,
Vocabulary prototype, process, sketches, reviewing, modifying, analyse, evaluate, grey tones, artworks, contrasting, dialogue, print making, critical
fundamental, hypothesising, collaborative, improvisation, analysis, hardware, self-portraits, photographs, translate,
empowered, initiating, Nighthawks, appreciation, observational, expressions, continuous line, selfies, exhibition, poses, edit,
appreciate, replicate, expressionistic, clasping, swirling, shadowy, mood,
recreate, examine, demonstrate, digitally, versions, similarities,
differences, contrast, expressive

SUMMER 2
Artist in PHOTOGRAPHY AND DRAWING
residence
UNIT Development & Combination of Drawing And
Traditional (Non-Digital) Photography Skills
 Art Medium Term Plan
OUTCOME Mixed-Media Images Using Photographic
Techniques On Light Sensitive Papers
ARTISTS Joseph Cornell / Ellen Gallagher
LINKS Science (Animals)
• Kathe Kollwitz • Claude Monet • Hannah Hoch
• Pablo Picasso • William Morris • Peter Kennard
Knowledge of • Mark Wallinger • Edward Hopper • Jerry Uelsmann
artists and • Jenny Holzer
designers • Edward Weston
• Edvard Munch

Formative • Regular retrieval practise

• Interactive Q&A during lessons
assessment • Lesson outcomes
Summative • End of unit knowledge assessment

assessment