Art

Art

 

'Every Child Is An Artist' - Picasso

 

Holmes Chapel Primary School provides children with an exciting and enriched curriculum. Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences, and a special way of understanding and responding to the world.

 

The Art Curriculum

Throughout the school, the children will be taught to record and explore ideas from first hand observations as well as drawing inspiration from famous artists and designers. They will compare their own ideas, methods and approaches with those of others and adapt and develop their work according to their views. The children will also be given the opportunity to work with specialist artists from outside the school.

All children in every year group will be taught to refine their drawing and observation skills, looking at line, shape, tone and texture.

In addition to each Year group’s objectives, The whole school will participate in an annual collaborative ‘Arts week’ which will have a collective theme to show progression in a specific skill across the school.

 

The Art curriculum by Year group:

Reception:

Subject expectations

  • explore ideas in a variety of ways.
  • create original pieces that are influenced by studies of others

Drawing expectations

  • use different hardnesses of pencils to show line, tone and texture.
  • use shading to show light and shadow.

Collage expectations

  • use coiling, overlapping, tessellation, mosaic and montage.

Printing expectations

  • use layers of two or more colours.
  • make printing blocks (e.g. from coiled string glued to a block).
  • make precise repeating patterns.

Digital media expectations

  • create images, video and sound recordings and explain why they were created.

Year 1:

Subject expectations

  • use some of the ideas of the artists I have studied to create art pieces
  • ask questions about a piece of art

Painting expectations

  • mix primary colours to make secondary
  • create colour wheels

Drawing expectations

  • show pattern and texture by adding dots and lines

Collage expectations

  • use a combination of materials (inc. textiles) that are cut, torn, glued rolled and coiled

Printing expectations

  • mimic print from the environment (eg wallpapers and other repeating patterns)
  • press, roll, rub and stamp to make prints

Digital media expectations

  • use a wide range of tools to create different textures, lines, tones, colours and shapes

 

Year 2:

Subject expectations

  • explore different methods and materials as ideas develop
  • create moods in art work

Painting expectations

  • add white to colour to make tints and black to make tones

Drawing expectations

  • choose and use 3 different grades of pencil when drawing
  • use charcoal, pencil and pastel to create art

Sculpture expectations

  • use techniques such as rolling, cutting, moulding and carving and use rolled up paper, straws , paper, card and clay as materials

Textile expectations

  • join materials using a stitch

Year 3:

Subject expectations

  • develop ideas from starting points throughout the curriculum.
  • collect information, sketches and resources

Painting expectations

  • use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines.
  • mix colours effectively.
  • experiment with creating mood with colour.

Drawing expectations

  • annotate sketches to explain and elaborate ideas.

Sculpture expectations

  • create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials).
  • include texture that conveys feelings, expression or movement.
  • use clay and other mouldable materials.

Textile expectations

  • shape and stitch materials.
  • colour fabric.
  • create weavings.

Year 4:

Subject expectations

  • explore ideas in a variety of ways.
  • create original pieces that are influenced by studies of others

Drawing expectations

  • use different hardnesses of pencils to show line, tone and texture.
  • use shading to show light and shadow.

Collage expectations

  • use coiling, overlapping, tessellation, mosaic and montage.

Printing expectations

  • use layers of two or more colours.
  • make printing blocks (e.g. from coiled string glued to a block).
  • make precise repeating patterns.

Digital media expectations

  • create images, video and sound recordings and explain why they were created.

Year 5:

Subject expectations

  • give details (including own sketches) about the style of some notable artists, artisans and designers.
  • show how the work of those studied was influential in both society and to other artists.

Painting expectations

  • use the qualities of watercolour and acrylic paints to create visually interesting pieces.

 

Drawing expectations

  • use a range of visual elements to reflect the purpose of the work.

Sculpture expectations

  • combine visual and tactile qualities.
  • use frameworks (such as wire or moulds) to provide stability and form.

Textile expectations

  • show precision in techniques.
  • choose from a range of stitching techniques.

Year 6:

Subject expectations

  • create original pieces that show a range of influences and styles.
  • collect information, sketches and resources and present ideas imaginatively

Painting expectations

  • mix textures (rough and smooth, plain and patterned).
  • I can use brush techniques and the qualities of paint to create texture.

Drawing expectations

  • create an accurate pattern, showing fine detail.

Sculpture expectations

  • show life-like qualities and real-life proportions or, if more abstract,
  • use tools to carve and add shapes, texture and pattern.

Collage expectations

  • use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).
  • use a choice of techniques to depict movement, perspective, shadows and reflection

Contact the School

Holmes Chapel Primary School

Middlewich Road
Holmes Chapel
Cheshire
CW4 7EB

Tel: 01477 533336
Fax: 01477 544556
admin@holmeschapelprimary.cheshire.sch.uk