Art

Art and Design

Some of the highest forms of creativity is found within art, craft and design. Our curriculum aims to challenge, engage, and inspire pupils and to think critically about their work and the work of others. Showing pupils, a diverse range of artists equips them with the knowledge and skills needed to create their own works of art. By the end of key stage two, pupils at Harris Primary Academy Benson (HPAB) should know and articulate how art and design impacts history, society, and culture.

To become effective artists, we teach about:

 

The visual elements are the foundation of art and design and everything we teach comes from it.

Intent: Introduction, Vision and Philosophy 
Our curriculum aims to challenge, engage, and inspire pupils and to think critically about their work and the work of others. Showing pupils, a diverse range of artists equips them with the knowledge and skills needed to create their own works of art. By the end of key stage two, pupils at Harris Primary Academy Benson should know and articulate how art and design impacts history, society, and culture.

Implementation:
Through our awareness of the visual elements in art and design, we deliver a curriculum which teaches key knowledge in the following 6 areas: drawing, painting, collage, textiles, printing and sculpting by using materials and techniques. Each area is taught at the same time, showing the progression of skills in each unit across the academy. The pupils are able to gain a love of the subject and understand the important links that art has in the world we live in. Each pupil has a sketchbook to record their observations and use them to review and revisit ideas improve their mastery of art and design techniques.

Within the sketchbook (and each lesson) retrieval practice is implemented: reinforcing pupils’ knowledge and understanding of the area of learning. Pupils will be taught to evaluate and share opinions surrounding other great artists’ work and their own. With the intention of drawing influences from artists, architects and designers and implementing it into their own work.

At HPAB, we teach the following units of work:

KS1

	Drawing	Collage	Painting	Printing	Sculpture	Textiles
Year 1	Pablo Picasso and Oliver Jeffers Continuous line drawing	Eric Carle Collage techniques	Piet Mondrian and David McGee Primary colours, secondary colours and block painting.	Sonia Delauney​ and Bernice Sydney Geometric & abstract simple shapes	Kathy Jeffers Simple clay modelling techniques	Anni Albers Simple fabric weaving technique
Year 2	Olga Gamynina and  Bryan Organ Simple line and texture	Andy Goldsworthy Exploring arrangements	Georgia O’Keefe Oversized, smooth long painted lines	Henri Matisse Monoprints and line portraits	Joan Miro Surrealism in sculpture	Ghanaian Kente cloth weaving Exploring pattern and colours in cloth

KS2

	Drawing	Collage	Painting	Printing	Sculpture	Textiles
Year 3	Karla Gerard and Gustav Klimt Shape, pattern, colour and bold lines	Alexander Calder and Henri Matisse Geometric and organic shapes, exploring colour and composition	Vincent Van Gogh Short visible brush strokes, and colour/techniques to convey emotion	Paul Klee Collagraph prints	Louise Goodman Coil pots and modelling techniques	Lisa Walton and Judith Content Stitching techniques and tie-dye
Year 4	Paul Cezanne and  Leonardo Da Vinci Use of colour, light and proportion in still life and drawing human form	Jiri Kolar & Man Ray Surrealism and juxtaposition	Giorgio Morandi Subtle tones and composition using simple objects	Diogo Machodo Azulejos tile designs, poly-tile printing and rotational symmetry	Louise Bourgeois Use of materials, construction and assembly techniques	Chuah Thean Teng and  Kampung Batik Batik artwork
Year 5	Filippo Brunelleschi and  Vincent Van Gogh Linear perspective and vanishing points	Sarah Eisenlohr Use of perspective, juxtaposition and composition for effect	Alex Katz Colour wheels – primary, secondary and tertiary colours	Erich Heckel and Edvard Munch Animal prints, negative and positive space, lino printing and printed overlays	Anish Kapoor & Henry Moore Negative and positive space, biomorphic form and complex hollow structures	Rita Smith and  Panamanian Mola Art Stitching techniques
Year 6	Stephen Wiltshire, Charlotte Mann and  Ben Shahn Perspective using line and scale	Deborah Roberts & Romare Bearden Use of colour and composition for effect	Paul Cezanne Triangulation, composition and watercolours	Banksy  and C215 Using stencils, silk screen printing and dry brush technique	Barbara Hepworth and Naum Gabo Abstract shapes and precise construction and formation	James Fox and Bisa Butler Applique, symbols and patterns to represent key ideas

EYFS

EYFS Curriculum Overview
Autumn Intended End-Points • To be able to draw lines and shapes that represent objects and people. • To be able to recognise the three primary colours and experiment with mixing them including tonal variations.	Spring Intended End-Points • To be able to draw a simple representation of an object or person. • To be able to join two materials together. • To be able to recognise and mix secondary colours.	Summer Intended End-Points • To begin to show accuracy and care when drawing. • To be able to draw a simple observational drawing with appropriate proportions and detail of an object or person. • To be able to mix a range of colours to achieve a desired effect. • To share their creations, explaining the process they have used. • To make use of props and materials when role playing characters in narratives and stories.

Impact:
Here at HPAB, our aim is that the curriculum excites and ignites pupils’ enthusiasm of the world around them. Pupil’s reflect on the skills they have required and evaluate how they were able to implement those skills in their work, as well as ponder on the areas of learning which they found challenging. We encourage pupils to express a difference in opinion in art and design. Building on from our weekly retrieval tasks, pupils answer a low stakes test every half term to show their understanding and knowledge of the skills and artists.

Within art education pupils should be encouraged to express difference in opinion which contrasts with fixed assessment criteria. Continuous formative assessment within art is important to view the processes that a child goes through when creating artwork. The subject leader observes work every half term and conduct pupil interviews to measure the impact of our teaching, based on how much pupils can remember. As part of their continuous professional development, the subject leader will meet with others in cluster meetings throughout the year, to moderate the planning, work and monitoring outcomes to ensure that standards are exceeding the expectations of the National Curriculum.