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The Levett School Art & Design Scheme of WorkKS1/Lower KS2 Cycle 1Term: Autumn 1Theme :Commotion in the OceanContentARE objectives.ActivitiesUseful ResourcesTo develop a wide range of art and design techniques in using colour, pattern, texture,line, shape, form and spaceSketch booksTopic related using a range of materials to create underwater art work.Year 1- try out a range of materials and processes and recognise that they have different qualitiesYear 2-use drawing to record ideas and experiencesYear 3 - and be able to explain how to use some of the tools and techniques they have chosen to work with.use a sketchbook for different purposes, including recording observations, planning and shaping ideas.Year 4- apply the technical skills they are learning to improve the quality of their work. (for instance, in painting they select and use different brushes for different purposes)use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.) Lesson 1Children to create a mosaic style under the sea creature art work. Children to be given a template of a sea creature and using tissue paper or coloured paper, to create the mosaic look. HA children might draw their own sea creature, instead of using a template, given a range of reference images to copy from.Lesson 2Children to use a planning format to plan a paper plate aquarium. Differentiate depending on what they need to include in their aquarium. Lesson 3Children to use the planning from the previous lesson to start to create their paper plate aquarium. Children to use a range of different materials when creating their aquarium including pipe cleaners, tissue paper, sequins, paint etc. Lesson 4Children to create a silhouette for under the sea. Children to use water paint when creating the background for the under the sea scene. This to be completed on black card. White fabric (an old sheet etc) can create a nice sea backdrop for a group project. Children can add masking tape waves to it first, then use oil pastels, pens, felt tips and crayons to make water patterns/ waves, and then to add a thin watery paint or fabric dye on top. Finally, remove the masking tape. Lesson 5 Focus on the artist Saileen Drumm. Children to create a collaborative piece of art work in his style. Children to be given a specific section of the drawing to complete. Children could be offered a choice of using oil pastels or poster paints.Lesson 6Water colour resist jelly fish. – This type of art work uses a range of different materials to create a glossy image of a Jelly fish. Can be used for any type of sea creature. See the website on the right for instructions. Lesson 7 Chalk folk Art fish. A colourful project focusing on the artist – Sandra Silberzweig using the medium chalk. (May require 2 lessons) Look at the website to the right for instructions. See publisher document for art examples linked to the lessons. Reference images of ocean creatures- printed off or in books. : Autumn 2Theme: Lest We Forget ContentARE objectives.ActivitiesUseful ResourcesCreating Sketch booksStudy of a famous artist – Wyndham LewisYear 2 – Understand that different forms of creative works are made by artists, crafts makers and designers, from all cultures and times.When looking at creative work express clear preferences and give some reasons for these (for instance, be able to say “I like that because…”)Year 3 – use a sketchbook for different purposes, including recording observations, planning and shaping ideas.about and describe the work of some artists, craftspeople, architects and designersYear 4 – use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.) regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve.Children to look at who Wyndham Lewis is and why he Is so famous. – Display a range of different Wyndham Lewis art work. Children to identify the odd one out. Discussions regarding why they like/ dislike it? Children to create spider diagram around a piece of art work and describe it. meanings, feelings, moods etc. Taking a piece of Wyndham Lewis art work. Children to be given a section from the art work. Can children use sketching techniques to complete the rest of the art piece. – Could give children a range of strips.Taking a piece of Wyndham Lewis art work, children to be given a zoom in square / circle. Children place this over a specific part of the piece of art and concentrate on sketching this, Looking greatly into the fine details. Children to sketch their own piece of art work based on Wyndham Lewis’ style. – Children to peer assess one anothers' piece of art.Children sketch a piece of art work based on Flanders Field observation. – Sketch book. Use of oil pastels.Soldier silhouette art work using water colours. poppy art – background of a piece of writing / poem? to create a piece of war art using a range of different materials and styles. []=ww1%7Ctyped&term_meta[]=art%7Ctyped&term_meta[]=ideas%7Ctyped: Spring 1Theme: It’s A Toy Story ContentARE objectives.ActivitiesUseful ResourcesTo develop a wide range of art and design techniques in using colour, pattern, texture,line, shape, form and spaceSketch BooksTopic related using a range of mediaYear 2 –use drawing to record ideas and experiencesdeliberately choose to use particular techniques for a given purposedevelop and exercise some care and control over the range of materials they use. Year 3 – develop practical skills by experimenting with, and testing the qualities of a range of different materials and techniques.select, and use appropriately, a variety of materials and techniques in order to create their own work.and be able to explain how to use some of the tools and techniques they have chosen to work with.Year 4 - apply the technical skills they are learning to improve the quality of their work.be able to demonstrate how tools they have chosen to work with should be used effectively and with safetyActivity 1: Children to look at different board games from a range of different years. Can the children discuss how they are similar/ different? Children to explain which ones look appealing and 2231030-13174[]=design%20a%20board%20game%20kids%7Ctyped[]=design%20a%20board%20game%20kids%7Ctyped? Discuss how the designer has used specific colours and designs and who the board games are aimed at. Children to try out a range of board games from different years. Can they discuss favourites/ why?Activity 2:Children to design their own board game using a range of different design techniques. Children to create rule for their game. Activity 3: Children to use a range of different materials to create their own board game. Children to have the opportunity to try out other children’s board games. Can they explain what they peer assess them?Activity 4: Look at art work presented by Andy Warhol. Questions based on the art work. What do they notice? (toy print) Using different toys, children to create their own toy print art work. (car wheels, animal footprints, marbles etc)More able students might draw a toy onto a safeprint tile (polystyrene tile) using pencil/ biro pressed in to create an indentation so that it can be printed using printing ink and rollers, in bright colours, similar to an Andy Warhol image. A range of toys to observe as reference may be useful, otherwise pictures of toys to look at. Activity 5: Lower ability: Might be given a toy story character image to trace onto acetate using black sharpie.Higher ability: will draw a toy story character in a sketchbook, ideally in a pose as if character is flying/ or a car which drives across a scene, so that it can be moved across a page as if it is moving by itself. (Teachers to supply reference images). Then trace it onto a sheet of acetate, using black sharpie.Students should then colour using acrylic paint. Paint a background on separate paper/ card. (Grass and sky is plenty) Children can then explore cell animation, by moving their acetate character across the scene so that he looks like he is flying across the scene.Activity 6: Superhero art. Using watercolours, children create the sky background scene. Using yellow and black paper, children to create building and a city scene. Photo of children in a superhero pose to be taken and placed in the sky looking like they are flying. Activity 7: Children to draw a potato shape on card. Fill shape in with plenty of PVA glue, and sprinkle with sand, to create a sandpaper potato body. Draw on arms and legs.Using felt shapes children to create facial features for Mr Potato head. Children to design prior to creating. Children to use scissors to cut out their features. Activity 8 – Children to use a range of media to create an advertising poster to sell a toy. Higher level could consider lettering design within their poster. Prior to the lesson, staff could prepare basic letter shapes using stiff card. Children can use these letters to draw around, and create their own lettering style by adding detail, to transform into graffiti style/ fairground style/ traditional/3D etc, to suit their poster. Offer some inspiration by looking at some lettering ideas on the internet together. Term: Spring 2Theme: People who inspire us. ContentARE objectives.ActivitiesUseful ResourcesSketch booksStudy of an artist/ designerYear 2 – Understand that different forms of creative works are made by artists, crafts makers and designers, from all cultures and times.When looking at creative work express clear preferences and give some reasons for these (for instance, be able to say “I like that because…”)Year 3 – use a sketchbook for different purposes, including recording observations, planning and shaping ideas.about and describe the work of some artists, craftspeople, architects and designersYear 4 – use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.) regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve.about great artists, architects and designers in history.To create a sketchbook, all artwork should be on A4 drawing paper, unless you need A3 for display. This means that experimental and finished pieces can be bound by hole punch and string to form a sketchbook, which will show the stages of development. This work lends itself to a nice ‘art gallery’, it could be displayed on walls in a gallery at a parents evening/ afternoon tea, to show off the artists’ work. Where work has been taken for display, a photocopy could be used in the sketchbook, in it’s place. Leonardo Da VinciActivity 1 – Starter – Study of Da Vinci art work. What is the mood of the portrait? Happy? Sad?How does she/he feel?What are they thinking about?What do you notice about the background of the painting?Look at Leonardo Da Vinci art work. In sketchbook, children could sketch anything of interest to them, from the Da Vinci reference images they have looked at, creating visual notes in sketchbook.Observational drawingSketches of people. Children to be given a mirror. Children to sketch a self-portrait. They might use brown pastels on cream paper, or charcoal, maybe brown pencil.Activity 2Children should stick their portraits (from previous week) to the window, to use as a light box, (shine the under drawing through), and place a new piece over the top. They should attempt to draw the skull, to inform an understanding of the construction of the face. A model of a skull to observe would be a great resource, otherwise some reference imagery may be helpful. Consider where the eye sockets are in comparison to the eyes and eyebrows, the nose in comparison to the triangular hole in the skull etc. Lower ability may need step by step guidance, ie, look at the shape of the nose on the skull, it’s a triangle, now copy that shape onto your picture, where your nose is.Another way for lower ability to work, might be face painting- to paint the skull directly onto a peer’s face. This could be extended/ altered to using face paint on arms. Legs/ hands, to paint the skeletal structure on peers. Look at Da Vinci’s sketchbooks to appreciate how he looked at all the layers of the body and find out how he observed them. (It is thought that he got bodies from grave robbers or hospital mortuaries).Activity 3Staff will need to prepare over the previous week, by casting enough skulls for one per student. Latex moulds can be purchased for around ?13 each, and are easy to use, to create plaster casts. You only need one or two moulds, and re-use them to create all of your skulls. Children should then observe the structure of the face, touch their own face, pull it, squish it, investigate it, and add clay to a plaster skull, to build up the flesh. The clay will need to be quite wet and pliable. Notice there is no flesh on the cheek bones, only a layer of skin, however, the eyes and nose will need to be completely constructed of clay, because there are no bones in them.Activity 4Try a different way of drawing the face- using proportions. Ie, draw a line half way down the face, and draw the eyes on this line. Draw a line half way between the eyes and the chin, draw the tip of the nose on this line, etc.Step by step guidance is available on the internet. Children should follow these steps, guided by the teacher. They should leave in the construction lines, just as Da Vinci did, as part of the art study. Children should compare their initial portrait drawings from week one, and their most recent drawing. They should recognise that there are different ways to approach drawing, by just looking at drawing, or more methodical approaches, such as Da Vinci’s. Which do they prefer? Why? Have they improved since week one? (Lower ability classes could explore Picasso portraits. Children to sketch their own drawing in the style of Picasso. –‘A head of a women’. Children to then split the drawing into different sections and use oil painting to colour it in..)Edvard MunchActivity 5 – Focusing on the art work- ‘Scream’. Children to experiment creating background. Children to use wax crayons, grate them and then using heat they create a background. Activity 6 – Oil paints. Children will need a tutorial from teacher about how to use oil paints, ie, they are not water soluble, they are only soluble in turps/ white spirit. Do not put lots of paint on the paper, it takes weeks to dry. Be sure to clean paintbrush between colours, otherwise the painting will all end up muddy brown. Note that the paint can be wiped off and re-started. It doesn’t dry very quickly, therefor if you make a mistake, just wipe it and try again. You will also need to use appropriate paintbrushes for oil paints, children could compare the paintbrushes to see the difference between the tools. Children should have a brief practice on a piece of laminated paper, to see how thick oil paints are and how they move on the laminated paper.Children should then look at the reference image of Scream, and draw an expressive face onto the background they created last week. Note that we are drawing a face again, but this is a very different way of working, this is EXPRESSSIONISM. What is expressionism? How is it different from the work of Da Vinci?At the end of the lesson, children consider which way of creating a face they prefer- realism or expressionism.Note: Oil paint will not come off of clothing, and can’t be used on plain paper. It will work on top of wax crayon though, or on acetate/ laminated paper.Van GoghActivity 7 – Focusing learning task on Van Gogh. Observe and discuss his paintings. Children should note bold, expressive brush marks. Children should be given cardboard letters to draw around, and, in sketchbooks (on A4 paper which will be bound using hole punch/ string) they should draw around a few letters to make the words Van Gogh on the page, (or just Van ) This will form a basis to practice the style of Van Gogh. They should fill the letters using oil pastels in the style of Van Gogh , using small, bold flowing lines, as demonstrated by the teacher.Activity 8 –Children should look at either Sunflowers or Starry Night, or the teacher might choose one painting to inspire the whole class. Children should use oil pastels to create art inspired by one of these paintings. They might be given flowers, such as dandelions or daisies to look at and copy in the style of Van Gogh, or might just use images of his paintings. Teacher to prompt reminders of how they worked in last week’s practice session.: Summer 1Theme: Rumble in the JungleContentARE objectives.ActivitiesUseful ResourcesSketch booksStudy of an artist/ designerYR 1 & 2- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.YR 3 & 4- to improve their mastery of art and design techniques, including drawing, painting and sculpture with?a range of materials.YR 3 & 4- to create sketch books to record their observations and use them to review and revisit ideas.This half term focuses on creating scrap books linked to animals and the rain forest. Pencil techniques. Lesson 1 - Children draw the skin/ coat of a rainforest animal ie giraffe, lion etc. The children sketch the skin completely covering an A5 sheet of card focusing on the pencil grip and control. (A5 would be best to maintain the focus on texture and detail). Children use pencil colours to shade the skin. Using black card, a silhouette of the animal is then cut out and placed on the art piece. Lesson 2 – Children sketch the picture of an emu focusing on their markings and lines. The children use 2 different pencil light and dark. Children to then draw the eyes of the animal, largely standing out. Children to use colours to colour the eyes in. Lesson 3 – Funky monkey drawing. Children to complete the other half of a drawing of a monkey. Children to use observational skills, looking closely at detail and pencil tones. Lesson 4 – Giraffe face and neck drawing. Children to use different grades of pencils to show different tones and textures. Children to focus on the facial features. Lesson 5 – Jungle vine drawing. Children to look at the plants placed on their table, and use their observational skills to draw leaves, to produce a rainforest/ vine drawing. Children focus on shape and texture of the leaf. See folder in shared file focusing on the pictures. w=1068&bih=512&tbm=isch&sa=1&ei=hA6dXO bPDIi8UuXJsdAN&q=pencil+techniques+ks 1&oq=pencil+techniques+ks1&gs_l=i mg.3...5713.11 162..11591...1.0..0.93.843.15......1....1..gws-wiz-img.......35i39j0j0i67j0i5i30j0i30j0i8i30j0i24.l4xe1ChNhhI: Summer 2Theme: Let’s Get MovingContentARE objectives.ActivitiesUseful ResourcesSketch booksTopic related using a range of materialsYR 2 - develop and exercise some care and control over the range of materials they use. (for instance, they do not accept the first mark but seek to refine and improve)YR 2 - and be able to talk about the materials, techniques and processes they have used, using an appropriate vocabularyYR 3 & 4- to create sketch books to record their observations and use them to review and revisit ideas.YR 3 & 4 - be able to talk about the materials, techniques and processes they have used, using an appropriate vocabulary (for instance, they know the names of the tools and colours they useAll activities linked to the circus.Activity 1: Drawing techniques.Lower ability/ Year group: Outline of an elephant and children to use a mode to colour in the elephant. Children to use sequins and jewels to bring the elephant to life.Higher Ability/ Year group could:Attempt grid method to copy a picture of an elephant. (Teacher prints a simple grid, say, 10 by 10 squares, then photocopies an elephant image, printing it on the same 10x10 grid. Each child is given a blank grid to draw on, and a copy of the elephant on the grid, so that they can look and copy one square at a time, to draw the elephant. Children tend to be reluctant to use a rubber, because rubbers are for ‘mistakes’. Use this lesson to emphasise that, the more you rub about and improve, the better the end result is. When you notice that a line is in the wrong part of a square, rub it out, and draw the line in a better place. Then add colour, sequins and jewels.Activity 2: Look at cardboard theatres. Children to use a range of different materials to create a 3d model of a circus tent. Activity 3: Children to continue to make the 3d model of a circus tent using a range of different materials.Activity 4 – Acrobat model making. Look at Alexander Calder- Man on a Wire. Children to use wire or tin foil, and a range of different materials (paper art straws, string, tissue paper, feathers and pom poms, pipe cleaners) acrobats. Activity 5 – Create animal carnival masks. Using a range of different materials, children create a mask representing an animal that is found at the circus i.e. – elephant, parrot, tiger etc. Activity 6 – Using pencil skills children sketch out a picture of a clown / juggler. Children use a mode to colour in their drawing. Children then bring their drawing to life using a range of different materials such as pompoms for the juggling balls. T:\Teaching File\Joint planning MTP 2018-19\Summer 2\ART – Images of the different art designs. watch?v=QNweytZoxbQ /pins/?q=circus%20art%20work%20k s2&rs=typed&term_meta[]=circus%7 Ctyped&term _meta[]=art%7Ctyped &term_meta[]=work%7Ctyped&term _meta[]=ks2%7CtypedKS1/Lower KS2 Cycle 2Term: Autumn 1Theme: Zoom to the moonContentARE objectives.ActivitiesUseful ResourcesTopic related using a range of materialsSketch booksYR 1 & 2- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.YR 3 & 4- to improve their mastery of art and design techniques, including drawing, painting and sculpture with?a range of materials.YR 3 – use a sketchbook for different purposes, including recording observations, planning and shaping ideas.YR 4- to create sketch books to record their observations and use them to review and revisit ideas.Lesson 1 – Children to create a space theme atmosphere using shaving foam and different coloured paints. Children will create a range of different coloured planets and display these on a black background, using gold glitter to replicate the stars. – Resource list accessible on the link at the side.Lesson 2 – Foil printed moon. Children use the printing effect from tin foil to create a moon art piece. Children to create a stamp using tin foil and use paint to print with it creating craters in the moon. – Resource list accessible on the link at the side.Lesson 3 – Rocket crayon art work. Children create a rocket space scene using crayons. Children to then carefully brush watered down black paint over the entire picture to create an effect. – Resource list accessible on the link at the side.Lesson 4 – Moon rock creations. Children to use moon sand to create moon rocks. Children to use a range of different material eg – glitter to represent to look of a moon rock. Lesson 5 – Alien creating. Children to use a medium to create a piece of art work linking to aliens. : Autumn 2Theme: It’s raining, it’s pouringContentARE objectives.ActivitiesUseful ResourcesTo use drawing, painting and sculpture to develop and share their ideas, experiencesand imaginationSketch booksTopic related using a range of materialsYear 2 –use drawing to record ideas and experiencesdeliberately choose to use particular techniques for a given purposedevelop and exercise some care and control over the range of materials they use. Year 3 – develop practical skills by experimenting with, and testing the qualities of a range of different materials and techniques.select, and use appropriately, a variety of materials and techniques in order to create their own work.and be able to explain how to use some of the tools and techniques they have chosen to work with.Year 4 - apply the technical skills they are learning to improve the quality of their work.be able to demonstrate how tools they have chosen to work with should be used effectively and with safetyLesson 1:Wax crayons art. Children to design a piece of art work using a white wax crayon on white card. This can be linked to anything of the children’s likings etc. Children to then paint over their design using water based paints and see their design come to live. Lesson 2:Bubble paining. Using a range of different materials children to complete a piece of art using bubble painting. See website to the right for instructions. Children to use a range of different colours to create an image. Lesson 3:Drip painting. Children to use crayons to create a colourful pattern on black card. Children to cut out a silhouette to place at the bottom of the card. Children to then heat up the crayons and watch them drip. Once the crayons are dry, remove the silhouette. Lesson 4: Water pistol art design. Children to use water pistols to fire them at a canvas / card to create a water like piece of art. Lesson 5: Tie dye – Children to investigate the use of ink and tie dye. Children to tie dye a pair of white socks and investigate the different patterns produced. See publisher document for art examples linked to the lessons. Term: Spring 1Theme: The RomansContentARE objectives.ActivitiesUseful ResourcesTo use drawing, painting and sculpture to develop and share their ideas, experiencesand imaginationSketch BooksTopic related using a range of mediaYear 2:and be able to talk about the materials, techniques and processes they have used, using an appropriate vocabulary (for instance, they know the names of the tools and colours they usedeliberately choose to use particular techniques for a given purposeYear 3:use a sketchbook for different purposes, including recording observations, planning and shaping ideas.develop practical skills by experimenting with, and testing the qualities of a range of different materials and techniques.Year 4: use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.) apply the technical skills they are learning to improve the quality of their work. (for instance, in painting they select and use different brushes for different purposes)Lesson 1: Investigate a range of different art pieces that where famous during the Roman times. Focus on Mosaic. Children to create their own Mosaic in the style of the Romans. Children can be given a template of a picture to complete or can design their own Roman picture and Mosaic. Lesson 2:Roman Pottery. Children to investigate different pottery from the Roman times and make observations. Look at them in fine detail. Children to decide on the shape of the pot they are wanting to create and children then use the examples of the Roman pottery and design their own ready to make the following week. Lesson 3:Using their design from the previous lesson, children to use clay to create and make their own Roman pottery. Children to use a range of apparatus to create their patterns and design on their pottery. This can continue onto the following lesson as the children can paint their pots. Lesson 4:Children to use a planning template to plan a roman shield. Children need to use detail within their planning. Children to label the different parts of the shield and different media that is used for the different parts. Lesson 5 & 6: Children to use their planning from the previous lesson to create their Roman shield. Children to use a range of different resources when creating their shield. See publisher document for art examples linked to the lessons. Term: Spring 2Theme: Happily Ever After ContentARE objectives.ActivitiesUseful ResourcesTo develop a wide range of art and design techniques in using colour, pattern, texture,line, shape, form and spaceSketch BooksTopic related using a range of mediaYear 2:deliberately choose to use particular techniques for a given purposetry out different activities and make sensible choices about what to do next Year 3:use a sketchbook for different purposes, including recording observations, planning and shaping ideas.select, and use appropriately, a variety of materials and techniques in order to create their own work.Year4: use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.) select and use relevant resources and references to develop their ideas. Lesson 1: String art. Explore art through the use of string. See website for examples. Children to be given a frame of wood. Children then to attach nail tacks to their frame going all away around. Children get a coloured piece of string and co around the different tacks in a random order. Repeat with several pieces of string to create the art work. Lesson 2: Children to design their own happily ever after castle using different materials. Children need to label the different materials they have used and give reason for this. Lesson 3 & 4: Using the design from the previous lesson children have 2 lessons to create their castle using a range of different materials. – Cardboard boxes, egg cups, bottles, straws etc. Children need to think about the weight of the boxes to ensure their castle is strong and secure. Children then paint their castle. Lesson 5:Van Gogh Sunflower. Children to create their own version of the sunflower using oil pastels as a type of media. – This is linked to the season as appose to the topic. : Summer 1Theme: ColoursContentARE objectives.ActivitiesUseful ResourcesSketch booksStudy of an artist/ designerYear 2:that different forms of creative works are made by artists, crafts makers and designers, from all cultures and times.Year 3:use a sketchbook for different purposes, including recording observations, planning and shaping ideas.about and describe the work of some artists, craftspeople, architects and designersYear 4: use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.) about and describe some of the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied.Lesson 1:Study of an Artist – Wassily KandinskyChildren to look at the art work produced by Wassily Kandinsky. Discuss the use of colour in all of his work. Why do they think this? What do they like? Dislike? Children to look at the art work ‘Color study – Square with Concentric Circles’. Discuss the picture. Children to use wax crayons to create their own version of the drawing. Lesson 2: Study of an Artist – Wassily KandinskyContinue looking at Kandinsky. What can the children remember about his art work? Children to use bright water paints to create a journey piece of art work as a background. Children then use different shapes as a template and put these within the journey. Children use water colours to add colour to the art.Lesson 3: Jackson PollockLook at the famous painting ‘ Reflection of the big dipper’ discuss the painting. Children to create their own version of the painting using a range of different paints. Children are not to use brushes, but other carving tools such as sticks, coins and tooth picks. Lesson 4 and 5:Focusing on cubism. Investigate and discuss a range of different pieces of art using cubism. Discuss the technique. Famous artists that use this technique. (George Braque and Pablo Picasso). Children to create a piece of art in this style. Children can be given a template or can free hand draw the art work. Link this to summer. See example. Children to use acrylic paints as a type of media. Lesson 6: Pencil shavings art work. (See you tube clip – 3 minutes in) Children to think about what colours they want to use and why they have chosen this colour. Once they have filled their card, this to be ironed over by an adult using a cover to protect it ready for the piece of art to be completed. See the folder for this specific topic in the SOW folder for art examples linked to the lessons. : Summer 2Theme: Marvellous MeContentARE objectives.ActivitiesUseful ResourcesTo use a range of materials creatively to design and make productsSketch BooksTopic related using a range of mediaYear 2: use drawing to record ideas and experiencesdeliberately choose to use particular techniques for a given purposeYear 3:select, and use appropriately, a variety of materials and techniques in order to create their own work.use a sketchbook for different purposes, including recording observations, planning and shaping ideas.Year 4:select and use relevant resources and references to develop their ideas. investigate the nature and qualities of different materials and processes systematically.Lesson 1: Getting to know me. Children are given a silhouette and are given the freedom to draw whatever they want in their outline linked to themselves. – Likes, hobbies, food, age, family, pets etc. Children use pencil colours as a type of media to shade in the different things. Once the children have completed this, the background of the silhouette is coloured in using water paints. Children could complete this several ways. Using a catalogue to get images of things about them, completing a journey and using a range of different techniques in each section etc. Lesson 2:Children use tissue paper to create a background in the style of a mosaic. Children then are given a premade black and white image of themselves making the facial expression screaming. Using different types of media, children to write words related to themselves coming out of their mouth for example – brave, strong, determined, fun etc. Lesson 3: Rope art design. Children are given a range of different examples of rope art linked to faces. They can either do it of themselves or someone else. Children are to design their own rope piece of artwork linked to a face. Lesson 4:Using the design from the previous lesson. Children are to create their rope art work of a human face. Lesson 5: Tin foil statue. Children to be shown a picture of a human statue. What is this? Who is it? why is it made? Explain the concept behind them. Today they are going to design their own person statue. What do you think it would look like? Make it unique to themselves. Can they explain why they have designed it like that? Lesson 6:Using the design from the previous lesson children to make their statue focusing on the different shapes that can mould the tin foil into. See the folder for this specific topic in the SOW folder for art examples linked to the lessons. Upper KS2 Cycle 1Term: Autumn 1Theme: You Are What You EatContentARE objectives.ActivitiesUseful ResourcesTo create sketch books to record their observations and use them to review and revisit ideasTo improve their mastery of art and design techniques, including drawing, painting andsculpture with a range of materials YR 5confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.confidently investigate and exploit the potential of new and unfamiliar materials (for instance, try out several different ways of using tools and materials that are new to them)use their acquired technical expertise to make work which effectively reflects their ideas and intentions.YR 6systematically investigate, research and test ideas and plans using sketchbooks and other appropriate approaches. (for instance. Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used)Independently take action to refine their technical and craft skills in order to improve their mastery of materials and techniques Independently select and effectively use relevant processes in order to create successful and finished work Lesson 1:Still drawings of the inside of a fruit. Cut a range of fruit in half – Orange, apple, kiwi. Children to look at the inside of the fruit in close detail. Discuss the different patterns and textures inside the fruit. Children to have a go at drawing a still picture of the inside of a fruit. Discuss the different tones and how these are created using the pencils. Lesson 2:Look at the art work produced by Giuseppe Arcimboldo. Discuss how he uses a lot of different pieces of food in his drawings. Why do you think this? Children to be given a cut up piece of one of his art works. Get them to draw it, including extreme detail into their drawings. – Zoomed in image. Use pencil colour as a media when adding bring their art to life. Lesson 3:Revisit the art work produced by Giuseppe Arcimboldo. Children to create their own version using the different fruits and vegetables. Lesson 4:Continuing to focus on Giuseppe Arcimboldo. Children to create a modern day version of his art work but using different foods such as chocolate bars and crisps. Lesson 5:Fruit printing. Children to use cut up fruit to create their own piece of art work. Children to use acrylic paint and different citrus fruits. See publisher document for art examples linked to the lessons. Term: Autumn 2Theme: British History ContentARE objectives.ActivitiesUseful ResourcesTo create Sketchbooks To improve their mastery of art and design techniques. (Art linked to Laurence Stephen (L.S) Lowry)Year 5 – confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.use their acquired technical expertise to make work which effectively reflects their ideas and intentions.Year 6 – systematically investigate, research and test ideas and plans using sketchbooks and other appropriate approaches. (for instance. Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used)Independently take action to refine their technical and craft skills in order to improve their mastery of materials and techniques Children to look at who LS Lowry is and why he Is so famous. – Display a range of different LS Lowry art work. Children to identify the odd one out. Discussions regarding why they like/ dislike it? What do they notice about the buildings? Colours used? Children to be given a piece of LS Lowry art work. – Stick in Sketchbook and write around the image facts about him and his work. Children to be given a piece of art work drawn by Lowry. Children to use zoom in tool to zoom in on a specific part of the image and sketch this in fine detail. Exploring LS Lowry pencil work looking closely at the people in his portraits. Watch the clip. Children to sketch drawing a person in the same style of using the clip and art work for inspiration. Children to create their own image in the style of Lowry. Discuss what the scene could be linked to WW2. Concentration campsSoldiers marchingEvacueesPeople hiding-135655337111 silhouette art work using oil pastelsUsing paint, create a picture of the blitz sky. – 3d fighter plane. – See resources for example.-12621713675 -126527160581 tunnel books based on the soldiers, battle field, cross etc []=ww2%7Ctyped&term_meta[]=art%7Ctyped&term_meta[]=ideas%7Ctyped&term_meta[]=ks2%7CtypedTerm: Spring 1Theme: Read Read ReadContentARE objectives.ActivitiesUseful ResourcesTo study about great architects in history.To create sketch books to record their observations and use them to review and revisit ideasYear 5 –confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions Year 6 - systematically investigate, research and test ideas and plans using sketchbooks and other appropriate approaches.?provide a reasoned evaluation of both their own and professionals’ work which takes account of the starting points, intentions and context behind the work.Activity 1:Look at different sculptures from different architects. Discuss the sculptures and what makes them unique. Children to look at Zaha hadid. Why was she famous? What makes her sculptures different. Children to research different facts about Zara Hadid and record around an image. Activity 2: Still drawing of a sculpture using pencil drawing techniques. Activity 3:Children to design a sculpture using sketching pencils. Activity 4:Using their designs from the previous lesson, can children create their sculpture using tin foil. – Children to then use oil pastel to create the shadow effect for their sculpture. Activity 5: Children to make their sculpture using clay / art straws.Activity 6: Children to create their own popup book / story. Activity 7: Using shoe boxes, children to create a scene from a theatre / book. Children to use a range of different materials when creating the scene. Activity 8: Look at famous illustrations from books ie: Beatrix Potter / Sir Quentin Blake. Children to create a drawing in this style. 2413057150[]=sir%7Ctyped&term_meta[]=quentin%7Ctyped&term_meta[]=Blake%7Ctyped00[]=sir%7Ctyped&term_meta[]=quentin%7Ctyped&term_meta[]=Blake%7CtypedTerm: Spring 2Theme: ColoursContentARE objectives.ActivitiesUseful ResourcesTo study about great designers in history.To create sketch books to record their observations and use them to review and revisit ideasYR 5confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions.YR 6systematically investigate, research and test ideas and plans using sketchbooks and other appropriate approaches. (for instance. Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used)how to describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked.Activity 1Children to investigate stain glassed windows. Why do churches have them? What do they represent? When did they start? Who designed them? Children to plan their own stain glass window using drawing techniques. – This will be incorporated into their sketch books. Activity 2Children to use their plan from the previous lesson and start to create their stained glass window. Activity 3Children to continue to make their stained glass windows. Children to then make a comparison between their designs and the designs of others. How are they similar / difference?Activity 4Activity 5Activity 6Investigate the use of Mosaic tiles used in different religions. What are they used for? What do they symbolise? Children to use their sketch books to plan their own piece of art work using mosaic tiles. Activity 7Children to use their plan from the previous lesson and create their own mosaic art work. TilesCut up paper: Summer 1Theme: Planet X/ Extreme Earth ContentARE objectives.ActivitiesUseful ResourcesTo create sketch books to record their observations and use them to review and revisit ideasTo improve their mastery of art and design techniques, including drawing, painting andsculpture with a range of materials YR 5confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.confidently investigate and exploit the potential of new and unfamiliar materials (for instance, try out several different ways of using tools and materials that are new to them)use their acquired technical expertise to make work which effectively reflects their ideas and intentions.YR 6systematically investigate, research and test ideas and plans using sketchbooks and other appropriate approaches. (for instance. Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used)Independently take action to refine their technical and craft skills in order to improve their mastery of materials and techniques Independently select and effectively use relevant processes in order to create successful and finished work Activity 1 Children to complete a space collage. This will take 3 weeks to complete. During the first activity children to investigate different collage linked to space. Questions liked to the different techniques and materials used to complete the art piece. Week 1 focuses on the background. Using black sugar paper – A3 children use different colours of paint to complete a paint spatting background using a straw and paint. Activity 2 Lesson 2 children will plan their planet before using chalk pastels to create their plant on their background. Children to use pencil techniques and colour pencils to design their planet. Activity 3Children to use their plan and chalk pastels to create their planet. Children also use black chalk to create the speckle under the planet. Children will also go over the black chalk with white to create the speckle. Activity 4 Children to be given half of a space rocket. Using different tones of pencils, children to complete the missing half of the rocket. Children to focus closely on the details on the rocket. Activity 5 Children to focus on a picture of Jupiter. Children to observe the different markings and different tones of colours resembled on the planet. Using different tones of pencils, children create a picture of Jupiter. See publisher document for art examples linked to the lessons. Term: Summer 2Theme: Paint me a PictureContentARE objectives.ActivitiesUseful ResourcesTo study about great artists, architects and designers in history.To create sketch books to record their observations and use them to review and revisit ideasYR 5confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.confidently investigate and exploit the potential of new and unfamiliar materials (for instance, try out several different ways of using tools and materials that are new to them)research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions.YR 6systematically investigate, research and test ideas and plans using sketchbooks and other appropriate approaches. (for instance. Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used)Independently take action to refine their technical and craft skills in order to improve their mastery of materials and techniques how to describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked.Activity 1: Discuss that during the stone age, there was no writing as such but that people did record the world around us by carving or painting on stones and cave walls. Children look at different images of cave painting. Using clay, sharp twigs collected from outside and modelling tools, children to carve a drawing. Activity 2: Continue on with cave painting. Children to use coarse sandpaper to replicate the roughness of the cave to create a cave painting. Children use their fingers and paints to complete the painting. Activity 3: Children to be provided with a range of different stones (relatively big ones to allow them room to draw). Using chalks, children to complete a cave painting image. Children could complete this using chalks on the playground.Activity 4: Children to sit under their desks to represent them being in a cave. Stick some paper on the side of the table and children complete a cave painting. Activity 5: Focus on autobiographies linked to literacy. Children to look at Leonardo da Vinci. Explain that he is a well-known artist for his self-portrait. Children to be given a mirror. Children to use pencil techniques to complete a self-portrait. Activity 6: Continuing on with the self-portrait. Children concentrate on the background. Children to use bold colours and patterns on the background. See resources for example. pin/471752129707523849/T:\Curriculum\Art and Design\Summer 2\Upper KS2 ResourcesUpper KS2 Cycle 2Term: Autumn 1Theme: Radical Reactions/ Chemical Chaos ContentARE objectives.ActivitiesUseful ResourcesTo create sketch books to record their observations and use them to review and revisit ideasTo improve their mastery of art and design techniques, including drawing, painting andsculpture with a range of materials Year 5:confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.use their acquired technical expertise to make work which effectively reflects their ideas and intentions.Year 6: systematically investigate, research and test ideas and plans using sketchbooks and other appropriate approaches. (for instance. Sketchbooks will show in advance how work will be produced and how the qualities of materials will be used)Independently select and effectively use relevant processes in order to create successful and finished work Lesson 1Create a bubble painting using the blower paint technique. Children to focus on the different types of patterns that are created depending on a range of different factors such as how close / far away. Children to make the art work look like a chemical explosion. Lesson 2 Children to use a range of different materials to create their own puffy paint. Children to create a range of different colours ready to use for the following lesson. Lesson 3Using the paint previously created, children to create a piece of art linked to science / explosions. This could be linked to an explosion from a volcano? Lesson 4Chromatography Flowers. Children to investigate what happens when you put a range of different liquids into the stem of a flower. Children to use different types of dyes to create a piece of art work on the petals of white flowers. This can also be used using bun cases. Lesson 5 The shredded crayon egg. This is linked to science using different art mediums. Children investigate what happens when drawing on the egg shells and the cover of boiled eggs using a range of different mediums.PaintChalkOilsCrayons.Lesson 6 and 7Scratch firework. Children to create their own scratch drawing using oil pastels, black card, washing up liquid and acrylic paint. See website to the right for instructions on how to create this. Lesson 1 to create the scratch art work and lesson 2 to allow the children to scratch off it to create a fire work look. See publisher document for art examples linked to the lessons. : Autumn 2Theme: Spooky ContentARE objectives.ActivitiesUseful ResourcesTo create sketch books to record their observations and use them to review and revisit ideasTo improve their mastery of art and design techniques, including drawing, painting andsculpture with a range of materials Year 5:engage in open ended research and exploration in the process of initiating and developing their own personal ideas.confidently investigate and exploit the potential of new and unfamiliar materials (for instance, try out several different ways of using tools and materials that are new to them)Year 6: independently develop a range of ideas which show curiosity, imagination and originalityIndependently take action to refine their technical and craft skills in order to improve their mastery of materials and techniques Lesson 1:Zoomed in pumpkin top. Children to zoom in on a pumpkin top. Look at example. Children to focus on the fine detail and different tones in the colouring. Focus on the shading around the stalk. Lesson 2:Focus on designing a haunted house. As a whole class (independently depending on the children) and children are to design a 3d haunted house. Children to use a range of different materials including boxes, egg cartons, bottles and a range of other recyclable products when designing their creation. Children to label the different parts and what objects will be used. Lesson 3 & 4:Using the design, the children have produced in the previous lesson, children make their haunted house. Children use a range of different media when adding colour to their haunted house. Lesson 5:Spooky silhouette. Children to use water painting to create the background for the silhouette. Children create their own silhouette. Lesson 6:Concertina folding photo. Folded 3d house image. Children to create a concertina folding photo of a haunted house / scene. Children to use oil pastels and chalk to add colour to the picture. See publisher document for art examples linked to the lessons. Term: Spring 1Theme: Walk like an Egyptian ContentARE objectives.ActivitiesUseful ResourcesTo study about great artists in history.To create sketch books to record their observations and use them to review and revisit ideasYear 5:research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions.confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.Year 6: independently develop a range of ideas which show curiosity, imagination and originalityhow to describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked.Lesson 1:3D Pyramid drawing. Children to follow step by step instructions to create a 3d pyramid drawing. Children to focus on shading the different tones of orange and browns. Children to use pencils when shading in the art work. Lesson 2:Investigate the creation of artwork during the Egyptian times. Look into close detail at tomb wall drawings and the designs used. What do you think these mean? Why did they do this? Children to design their own tomb wall drawing using the examples provided. Children to share and discuss their design with a peer. Lesson 3:Children to use clay in order to create their tomb wall design from the previous lesson. Children to use a range of apparatus to form their drawings. Lesson 4 & 5:Whole class Tutankhamun creation. Children to work together to design and create a real life size of Tutankhamun. Children to use a range of different resources when creating their piece of art. See publisher document for art examples linked to the lessons. Term: Spring 2Theme: Banged up!ContentARE objectives.ActivitiesUseful ResourcesTo study about great artists in history.To create sketch books to record their observations and use them to review and revisit ideasYear 5:research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions.confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.Year 6: independently develop a range of ideas which show curiosity, imagination and originalityhow to describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked.Lesson 1: Street artIs Graffiti art? Show the children a range of different Graffiti on the wall. Discuss whether this is art or not? What is Graffiti tag. Discuss the history of Graffiti. Children to create their own graffiti tag. Children to use paint as a media to add colour. Lesson 2:Discuss Graffiti and whether this can improve Urban space. Show a range of pictures of graffiti in Urban space and discuss it. Does is have to be perfect? Give children a picture of a urban, abandoned building. Children to draw different sketches around the building as to what they would add to make it more appealing. Think about what will catch people’s attention. The meaning of some of the graffiti. Children to use different tones of pencil for their sketches. Lesson 3:Introduction to Banksy. Go through the ppt with the children. Look at his art work and graffiti work. Discuss how Banksy uses stencils in his art work. How are they used? Why do you think street artists often use them? Children to be given a range of different pictures of items that are often seen in graffiti. Children to create a range of stencils. Children use the stencils and create some graffiti on a background of a blank wall. Children shade in the different parts of the graffiti in order for it to stand out. Lesson 4:Using paint and stencils to create some street art. Children to be given different stencils. On black card children use different colours of acrylic paint and fill in the stencils. Lesson 5 & 6:Focus on the artist Keith Haring. Look at his art work and discuss what type of art it is? What do we like? Dislike? How does it make us feel? How is his work different to Banksy? Children to create a piece of art work in the style of Keith Haring. Children to add colour to this using felt tip pens to make it stand out. Lesson 7: Compare and contract both types of artists. What was similar? What was different? What do we like and dislike about both artisits?See publisher document for art examples linked to the lessons. : Summer 1Theme: MetamorphosisContentARE objectives.ActivitiesUseful ResourcesTo create sketch books to record their observations and use them to review and revisit ideasTo improve their mastery of art and design techniques, including drawing, painting andsculpture with a range of materials Year 5:engage in open ended research and exploration in the process of initiating and developing their own personal ideas.confidently investigate and exploit the potential of new and unfamiliar materials (for instance, try out several different ways of using tools and materials that are new to them)Year 6: independently develop a range of ideas which show curiosity, imagination and originalityIndependently take action to refine their technical and craft skills in order to improve their mastery of materials and techniques Lesson 1: Investigating patterns around us. Ask the children the meaning of patterns. Can anyone see any within the classroom? What about in the world…. Can anyone think of anywhere we can see patterns? Link to animals and animal skins. Children to sketch a range of different patterns on cartridge paper using different tones on pencil. Lesson 2:Looking on the patterns from the previous lesson children to create a collage of different skin patterns from a range of different animals (see example on the document). Children to use chalk as a type of media to bring their patterns to life. Lesson 3:Children are given a template of an animals / amphibian. Children to use acrylic paint and a tooth pick to fill the template using a range of different patterns and techniques. Different colours to be used. (See example in document folder). For higher students, they can draw the outline of the animal or trace one. Lesson 4:Children to plan their own metamorphosis animal combing any 2 animals together for example a giraffe and a mouse could be a maraffe. Children need to concentrate on which parts of the animal they are merging. Children to be given a range of different animal pictures. Children to then cut up the animals and merge them together ready for them to draw it the following lesson. Lesson 5:Using their design from the previous lesson children to draw their animal focusing in detail on the way the animals are joined together. See publisher document for art examples linked to the lessons. Term: Summer 2Theme: Create ContentARE objectives.ActivitiesUseful ResourcesTo study about great architects and designers in history.To create sketch books to record their observations and use them to review and revisit ideasYear 5:research and discuss the ideas and approaches of a various artists, craftspeople, designers and architects, taking account of their particular cultural context and intentions.confidently use sketchbooks for a variety of purposes including: recording observations; developing ideas; testing materials; planning and recording information.Year 6: independently develop a range of ideas which show curiosity, imagination and originalityhow to describe, interpret and explain the work, ideas and working practices of some significant artists, craftspeople, designers and architects taking account of the influence of the different historical, cultural and social contexts in which they worked.Lesson 1:Optical art. - Investigate different illusions in a range of different forms. Art work, sculptures, buildings etc. look at the techniques used to create an illusion piece of art. Children to use ink when adding colour to their piece of Optical art.Lesson 2:Children to create a 3d city style piece of art. Explain that each child will create their own part of the city and that when it is all completed we will put them together. Display some examples and table able them. Children to design their part of the city. What will they include? What materials do they need to make it? Recyclable ideas. Lesson 3 &4:Using the design from the previous lesson children to start creating their city building blocks. Children to use a range of recyclable materials when creating their city. Children to use Acrylic paint when adding colour. Once all the city parts have been created, put them together to make one whole class big city. Use the vehicle made in D&T and see if you can get it around the city. Lesson 5 &6:Design and create a plant pot using clay. Children investigate different types and styles of plant pots. What makes a good one? Bad one? Look at the different types of plant pots. Children to use acrylic paint to add colour. This lesson could continue into another lesson. See publisher document for art examples linked to the lessons. ................
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