Drawing

Understand that artists and illustrators interpret narrative texts and create sequenced drawings.
Understand artists can work with pattern for different reasons: Understand Surface Pattern Designers work to briefs to create patterns for products: Artists work with pattern to create paintings or other works.
Understand working with pattern uses lots of different concepts including repetition, sequencing, symmetry.
Understand that patterns can be purely decorative or hold symbolic significance. They can be personal or cultural.
Create owned narratives by arranging toys in staged scenes, using these as subject matter to explore creation of drawings using charcoal and chalk which convey drama and mood. Use light and portray light/shadow.
Interpret poetry or prose and create sequenced images in either an accordion or poetry comic format. Work in a variety of media according to intention, including handwriting pen, graphite or ink.
Use colour, composition, elements, line, shape to create pattern working with tessellations, repeat pattern or folding patterns.
Use a variety of drawing media including charcoal, graphite, wax resist and watercolour to make observational and experimental drawings. To feel able to take creative risks in pursuit of creating drawings with energy and feeling.

Sketchbooks

Understand that artists use sketchbooks for different purposes and that each artist will find their own ways of working in a sketchbook.
Use sketchbooks to:
Practise drawing skills. Make visual notes to record ideas and processes discovered through looking at other artists. Test and experiment with materials. Brainstorm pattern, colour, line and shape.
Brainstorm and explore ideas relating to performance art. Reflect.

Painting

Understand that still life name given to the genre of painting (or making) a collection of objects/elements.
That still life is a genre which artists have enjoyed for hundreds of years,, and which contemporary artists still explore today.
To explore colour (and colour mixing), line, shape, pattern and composition in creating a still life. To consider lighting, surface, foreground and background.
To use close observation and try different hues and tones to capture 3d form in 2 dimensions. (Option to use collage from painted sheets).
Options to work in clay, making reliefs inspired by fruit still lives, or make 3d graphic still lives using ink and foamboard.
To explore painting on different surfaces, e.g. fabric, and combine paint with 3d making.
To make work as part of a community/class and understand how everyone can contribute towards a larger artwork.

Making

Understand that a plinth is a device for establishing the importance or context of a sculptural object.

Understand that artists can re-present objects, in a particular context with a particular intention, to change the meaning of that object.
To understand that sometimes people themselves can be the object, as in performance art.
To understand that make sculpture can be challenging. To understand its takes a combination of skills, but that we can learn through practice. That it is ok to take creative risks and ok if things go wrong as well as right.
Explore how we can re-see the objects around us and represent them as sculptures.

That we can use scale to re-examine our relationship to the things around us.
To work in collaboration to explore how we can present ourselves as art object, using a plinth as a device to attract attention to us.
To construct sculptural self portraits of ourselves on a plinth, using a variety of materials including fabric.
Develop our construction skills, creative thinking and resilience skills by making sculpture which combines lots of materials. Use tools to help us construct and take creative risks by experimenting to see what happens.

Design through Making philosophy and reflect at all stages to inform future making.
To combine modelling with construction using mixed media and painting to create sculpture.

Visual Literacy and Articulation

Look at the work of illustrators and graphic artists, painters and sculptors. Understand the processes, intentions an outcomes of different artists, using visual notes in a sketchbook to help consolidate and own the learning.
Understand artists often collaborate on projects, bringing different skills together.
Deconstruct and discuss an original artwork, using the sketchbooks to make visual notes to nurture pupils own creative response to the work.

Understand we may all have different responses in terms of our thoughts and the things we make. That we may share similarities. Understand all responses are valid.
Reflect upon the artists’ work, and share your response verbally (“I liked… I didn’t understand… it reminded me of… It links to…”).
Present your own artwork (journey and any final outcome), reflect and share verbally (“I enjoyed… This went well… I would have liked… next time I might.. I was inspired by….). Talk about intention.

Work collaboratively to present outcomes to others where appropriate. Present as a team.
Share responses to classmates work, appreciating similarities and differences.

Listen to feedback about your own work and respond.
Document work using still image (photography) or by making a drawing of the work.

If using photography consider lighting and focus. Some children may make films thinking about viewpoint, lighting & perspective.