Art and Design plays a vital role in our curriculum- it stimulates imagination, creativity and self-expression while allowing our pupils to develop resilience, confidence and critical thinking skills. Art and Design promotes careful observation and helps children develop a natural sense of wonder and curiosity about the world around them. We explore a wide range of media and techniques to encourage our children to communicate what they see, think and feel through the use of colour, texture, form and pattern. We study the works of artists from around the world and from different time periods and cultures, teaching children to develop critical thinking and to appreciate, be inspired by and learn from the skills of others. We ask children to challenge themselves, using sketching and planning to explore ideas and for them to look back reflectively, making adaptations and developing their skills as they work. Through painting, drawing, and sculpture children explore a range of starting points and inspirations, developing the confidence to experiment and understand that there is no set or predetermined way to produce artistic pieces; artwork is an expression of their ideas and therefore individual to them. While it is essentially a practical subject, art does also provide opportunities for reflection and gives pupils opportunities to make informed, critical responses of their own work and that of others in a sensitive manner. 

This is our two-year long-term plan for Art and Design, including a brief overview of each unit:

ART OVERVIEW
	Year 1/2A	Year 1/2B	Year 3/4A	Year 3/4B	Year 5/6A	Year 5/6B
AUTUMN	Colour Creations	Super Sculptures	William Morris	LS Lowry	Chinese Art	Express Yourself
SPRING	Mark Making	Self-Portraits	Indian Art	Can We Change Places?	Sculpting Vases	Landscape Art
SUMMER	Paper Art	African Art	Seurat and Pointillism	Famous Buildings	Street Art	Talking Textiles

EYFS: Physical Development; Expressive Arts and Design

• Use large-muscle movements to wave flags and streamers, paint and make marks.
• Choose the right resources to carry out their own plan.
• Use one-handed tools and equipment, for example, making snips in paper with scissors.
• Use a comfortable grip with good control when holding pens and pencils. Expressive Arts and Design
• Explore different materials freely, in order to develop their ideas about how to use them and what to make.
• Develop their own ideas and then decide which materials to use to express them.
• Join different materials and explore different textures.
• Create closed shapes with continuous lines, and begin to use these shapes to represent objects.
• Draw with increasing complexity and detail, such as representing a face with a circle and including details.
• Use drawing to represent ideas like movement or loud noises.
• Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc.
• Explore colour and colour mixing. Reception Physical Development
• Develop their small motor skills so that they can use a range of tools competently, safely and confidently.
• Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
• Develop overall body-strength, balance, coordination and agility. Expressive Arts and Design
• Explore, use and refine a variety of artistic effects to express their ideas and feelings.
• Return to and build on their previous learning, refining ideas and developing their ability to represent them.
• Create collaboratively, sharing ideas, resources and skills

EARLY LEARNING GOALS:

Physical development – fine motor skills:

• Hold a pencil effectively in preparation for fluent writing - using the tripod grip in almost all cases.

• Use a range of small tools, including scissors, paintbrushes and cutlery.
• Begin to show accuracy and care when drawing.

Expressive Arts and Design - creating with materials:

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Share their creations, explaining the process they have used.

Brief Overview of Units:

YEAR 1/2A:

• COLOUR CREATIONS - Children will think about their favourite colours and the colours that are all around them every day, before looking at how colours are used in art. They will learn about primary colours, secondary colours, colour mixing, and light and shade, as well as look at the artwork of artists who use colours in interesting ways, namely Kandinsky and Mondrian.
• MARK MAKING - Children will first learn simple skills such as holding a pencil correctly for drawing before exploring mark making with a variety of mediums and materials. They will go on to learn about the famous artist Paul Klee, imitating his techniques to create their own piece of art.
• PAPER ART – Children turn everyday paper into spectacular arts and crafts projects with this hands-on scheme of work for KS1. They will investigate different types of paper and explore their different textures and features, before using a variety of techniques to create artwork from paper.

YEAR 1/2B:

• SUPER SCULPTURES – Children will learn all about the work of a range of well-known sculptors. They will describe and respond to images of sculptures. They will use a range of materials to create sculptures inspired by famous works of art, or create giant sculptures with groups or the whole class.
• SELF-PORTRAITS – Children will explore famous artists and their self-portraits before challenging them class to explore different pencils and paints as well as the medium of collage to create their own artwork.
• AFRICAN ART – Children will explore the colours and patterns of the African landscape and native tribes. You will teach your class how to create African patterns, explore the Maasai culture and their amazing homemade jewellery, and teach them children how to make and decorate tribal masks and water jars and admire the beautiful African sunsets.

YEAR 3/4A:

• WILLIAM MORRIS - Children will think about the Industrial Revolution in a new light as they consider the quality over quantity debate that characterised the Arts and Crafts Movement.
• INDIAN ART – Children will be immersed in the fascinating art and culture of India as they explore a range of traditional Indian art mediums. They will have the chance to explore and recreate Indian paintings, create intricate Indian patterns and use these to make beautiful mehndi designs and use block printing to make patterned fabric.
• SEURAT & POINTILLISM – Children will find out about Seurat, the father of Pointillism, and his famous Pointillist artwork, and will also have the chance to create their very own Pointillism art projects using a range of techniques.

YEAR 3/4B:

• LS LOWRY - Children will explore the endearing artworks of the British artist LS Lowry. They will have class discussions about his paintings and how he created his figures and landscape paintings. The children will then attempt to recreate Lowry's style.
• CAN WE CHANGE PLACES? – Children will be introduced to the world of sculpture. They will start by thinking about the environment around them and how art can improve an area before taking a closer look at a variety of different styles of sculpture. They will then have a go at making their own very own sculptures.
• FAMOUS BUILDINGS - Children will investigate a variety of the world's most famous buildings, thinking about what makes a building aesthetically pleasing and exploring how architectural styles change over time. There are plenty of hands-on and creative activities for them to do and the opportunity to recreate famous buildings in a variety of ways.

YEAR 5/6A:

• CHINESE ART – Children will explore hundreds of years of Chinese art history. With everything from dragons to Ming vases, they will undertake a host of fun, creative and challenging Art projects as they learn about Chinese Art and create some impressive artwork of their own.
• SCULPTING VASES – The children will be equipped with a greater mastery over modelling clay. They will start by exploring a range of different everyday containers made from different materials and leading onto examining the vases of artists and craftspeople, they will then begin to develop control over a range of tools and techniques. Children will also have the chance to experiment with plasticine before designing, creating and evaluating their own artistic vases.
• STREET ART – Children will find out all about the many varied forms of art in public spaces, and develop their own ideas for quick, colourful, eye-catching, humorous or satirical pieces of street art through sketching and annotating. They will discuss how street art polarises opinion, when and where it is acceptable, and how it can improve or damage public spaces.

YEAR 5/6B:

• EXPRESS YOURSELF – Children will find out all about the many varied forms of art in public spaces, and develop their own ideas for quick, colourful, eye-catching, humorous or satirical pieces of street art through sketching and annotating. The children will discuss how street art polarises opinion, when and where it is acceptable, and how it can improve or damage public spaces.
• LANDSCAPE ART – The children will be introduced to the world of landscape art. They will then create landscapes of their own.
• TALKING TEXTILES – The children will take a glimpse into the Bayeux Tapestry and how other artists have told stories visually throughout the ages, they will then have the chance to start thinking about how they can tell a wordless story themselves through the medium of textiles.

We love to learn outside of the classroom! Our children in Class 2 visited Maryport to walk, investigate and experience the Lowry trailas they are currently studying Lowry in their Art and Design lessons.

L S Lowry visited the Maryport area regularly to visit his friend Geoffrey Bennett, whom he had met in Manchester in the 1920’s when Bennett worked with Lowry’s cousin. Geoffrey Bennett became manager of the Westminster Bank in Maryport in 1953. He & his wife Alice, who was a Maryport Urban District Councillor, elected in 1955, lived above the Westminster Bank at 31/33 Senhouse Street.

Lowry also visited the area many times with his protegee Sheila Fell, a gifted West Cumbrian landscape artist whom Lowry described as ‘the finest landscape artist of the mid-20th century’. Fell & Lowry painted together around West Cumbria, & both produced paintings & drawings of Maryport, including scenes of the harbour. Lowry also visited local artist Percy Kelly, whose work he admired.

 

We walked to sites of importance to Lowry in the town: Christchurch; the Harbour; Market Steps; Shipping Brow; & the former Westminster Bank:

 

Expectations for the children's progression in Art and Design can be accessed by clicking the link below:

https://crosscanonby-primary-school.schudio.com/files/documents/Art.docx

This is an example of how progress in knowledge is developed throughout the children's time in our primary school - 'Drawing, Painting and Sculpture':

ART AND DESIGN NATIONAL CURRICULUM OBJECTIVES	EYFS	YEAR 1	YEAR 2	YEAR 3	YEAR 4	YEAR 5	YEAR 6
DRAWING KS1: Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination DRAWING, PAINTING & SCULPTURE KS2: Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]	Explore different materials freely, in order to develop their ideas about how to use them and what to make.   Develop their own ideas and then decide which materials to use to express them.   Join different materials and explore different textures. Create closed shapes with continuous lines, and begin to use these shapes to represent objects.   Draw with increasing complexity and detail, such as representing a face with a circle and including details.   Begin to show accuracy and care when drawing.   Use drawing to represent ideas like movement or loud noises.   Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc.	Know how to show how people feel in paintings and drawings.   Know how to use pencils to create lines of different thickness in drawings.	Choose and use three different grades of pencil when drawing   Know how to use charcoal, pencil and pastel to create art   Know how to use a viewfinder to focus on a specific part of an artefact before drawing it	Know how to show facial expressions in art.   Know how to use different grades of pencil to shade and to show different tones and textures   Know how to create a background using a wash   Know how to use a range of brushes to create different effects in painting	Know how to show facial expressions and body language in sketches and paintings   Know how to use marks and lines to show texture in art.   Know how to use line, tone, shape and colour to represent figures and forms in movement and know how to show reflections   Know how to print onto different materials using at least four colours.   Know how to sculpt clay and other mouldable materials	Know how to use shading to create mood and feeling   Know how to organise line, tone, shape and colour to represent figures and forms in movement.   Know how to express emotion in art   Know how to create an accurate print design following given criteria.	Know how to overprint to create different patterns   Know which media to use to create maximum impact   Use a full range of pencils, charcoal or pastels when creating a piece of observational art

The table below shows how the 'Golden Thread' of DRAWING is covered through school from Early Years to Year 6. The table also shows the unit within which this teaching and learning occurs, and the year (A or B) and term it is taught:

GOLDEN THREADS	EYFS	YEAR 1/2	YEAR 3/4	YEAR 5/6
Use of Sketch Books
Drawing KS1 NC OBJECTIVE: To use drawing to develop and share their ideas, experiences and imagination. KS2 NC OBJECTIVE: To improve their mastery of art and design techniques, including drawing with a range of materials.	Enjoy using a variety of media. Use and begin to control a range of media. Draw on different surfaces and coloured paper. Produce lines of different thicknesses and tone using pencil. Start to produce different textures and patterns from observation, imagination and illustrations. Trace a picture.   EXPRESSIVE ARTS AND DESIGN: Nursery: Create closed shapes with continuous lines, and begin to use these shapes to represent objects. Draw with increasing complexity and detail, such as representing a face with a circle and including details. Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc. Reception: Explore, use and refine a variety of artistic effects to express their ideas and feelings. Return to and build on their previous learning, refining ideas and developing their ability to represent them.   PHYSICAL DEVELOPMENT: Nursery: Use a comfortable grip with good control when holding pens and pencils. Reception: Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.   EARLY LEARNING GOALS: Physical Development – Fine Motor Skills: Explore, use and refine a variety of artistic effects to express their ideas and feelings. Return to and build on their previous learning, refining ideas and developing their ability to represent them. Expressive Arts and Design – Creating with Materials: Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used.	MARK MAKING – Spring A Hold a pencil properly. Connect one point to another. Use pressure to change the appearance of a line, creating lines of different thickness in drawings. Control the marks they make. Use three grades of pencil. Use drawing to develop and share their ideas using lines. SELF PORTRAITS – Spring B Aware that there are different types of pencils. Make different kinds of marks with different pencils. Use drawing to develop and share experiences using lines. Explore different techniques such as shading to create effects. Show how people feel in drawings.	WILLIAM MORRIS – Autumn A Use soft, light sketching techniques to create a still life sketch. Use careful observations to create a still life sketch. Use different grades of pencil to shade and to show different tones and textures. Use marks and lines to show texture in art. Use a variety of tools and skills to become more proficient in drawing. Begin to use new ways of making effect through tone, texture, light and shadow. INDIAN ART – Spring A Use developed drawing skills to copy and create their own detailed patterns. Draw a Rangoli pattern. Use a variety of tools and skills to become more proficient in drawing. Improve their art and design techniques: using a range of materials and tools. FAMOUS BUILDINGS – Summer B Identify and apply different shading techniques. Use different grades of pencil to shade and to show different tones and textures. Use a variety of tools and skills to become more proficient in drawing. Use marks and lines to show texture in art. Recreate St Basil’s Cathedral using their own interpretations. Design (and draw their design) a building for a particular purpose. Incorporate shape, line and colour into their designs. Draw with correct proportions showing an awareness of space and distance.	CHINESE ART – Autumn A Use their developed drawing skills to create own dragon artwork. Explain the importance of lines in Chinese art work. Use a full range of pencils, charcoal or pastels when drawing. Use line, tone and shading to represent things seen, remembered or imagined in three dimensions. Begin to develop an awareness of composition, scale and proportion in their work. STREET ART – Summer A Use pencils and felts to create stylised text. Turn simple images into stencil designs. Through sketching, develop ideas. Use line, tone and shading to represent things seen, remembered or imagined in three dimensions. Begin to develop an awareness of composition, scale and proportion in their work. Know which media to use to create maximum impact. EXPRESS YOURSELF – Autumn B Express emotion in art. Sketch given emotions. Use a full range of pencils, charcoal or pastels when creating a piece of observational art. Describe how lines can create a desired effect. Use different pressures and thicknesses to create a desired effect. Use colour and shape to illustrate emotions. Become more confident to experiment with and choose appropriate tools and techniques to add effects, e.g. shadows, LANDSCAPE ART – Spring B Identify a horizon line and vanishing points in photos and pictures of landscapes. Sketch out a landscape scene using a horizon line and vanishing point. Use construction lines to help draw objects in perspective. Use shading to create mood and feeling. Use a full range of pencils, charcoal or pastels when creating a piece of observational art. Use line, tone and shading to represent things seen, remembered or imagined in three dimensions. Depict movement and use simple perspective in their work using a single focal point and horizon. Begin to develop an awareness of composition, scale and proportion in their work.