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Milton Park Primary School

Every day a learning adventure

progression of Skills

ELAN Art and design progression: Generating Ideas, Making, Evaluating, Knowledge & Understanding.  

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Generating ideas

Introduce sketchbook.

Regularly draw/cut/stick in sketchbook.

Look at artwork.

Respond to visits, seeing, holding & hearing. Hands on.

Questions:

What can you see?

What do you like?

Why?

How does it make you feel?

What would you ask the artist?

Year 1 plus…

Develop sketchbook use – draw to discover, what you have seen, to experiment, collecting, sticking, writing notes.

Look at artwork inc. different sources: on screen, books, online, galleries museums.

Respond to found & manmade objects.

Explore what different materials can do.

Questions:

Year 1 plus…

Describe what you see.

KS1 plus…

In sketchbook also exploring colour, paint, testing ideas, looking back & forwards.

Discuss artist’s intention and reflect upon response.

Look at other artforms: literature, drama, music, film.

Questions:

KS1 plus…

Dislikes? Why?

What is the artist saying?

How does it inspire you in your own art?

Previous plus…

In sketchbook also test ideas, reflect & make links.

Discuss how other artforms relate to your visual art form.

Look at variety of sources of material & understand the differences.

Questions:

Previous plus…

Which other senses can you bring to this artwork?

If you could take it home, where would you put it & why?

Previous plus…

Use sketchbook to raise questions to be explored / answered outside the sketchbook so that the journey becomes understood & make links.

Questions:

Previous plus…

Who or what else might you look at to help feed your creativity?

 

Take part in small scale crits as part of the creative process.

Previous plus…

Increase use of the sketchbook as own exploratory & journey space.

Show journey of investigate, research & test in sketchbooks.

Work should show curiosity, imagination & originality.

Making

See following making grid for skills in each art , design & craft area

Evaluating

Listen to other people’s views about artwork.

Express and share opinions.

What did you enjoy? What do you like about end result?

Year 1 plus…

Share in small groups & listen to what others think about what you have made.

Take photos of work to capture progression.

Discuss how best to present work.

KS1 plus…

Think about why the work was made as well as how.

Make suggestions about other people’s work.

Discuss problems which came up and how they were solved. What might you try next time?

Previous plus…

Look to the work of others (pupils & artists) to identify how to feed their own work.

Use photographs and videos as a way to re-see work.

Previous plus…

Ask questions about process, technique, idea or outcomes.

Present work in retrospect, i.e. to class, assembly or parents.

Share how other artists inspired you & how your work fits in larger context.

Previous plus…

Provide a reasoned evaluation of both their own work & professionals which take into account starting points, intentions & contexts.

Regularly analyse & reflect upon progress against intentions.

Knowledge & Understanding

Recognise & describe simple characteristics of different kinds of art, craft & design.

Names of tools, techniques & formal elements.

What materials and techniques can offer.

Year 1 plus…

That different forms of works are made by artists, craftspeople & designers from all cultures & times for different purposes.

Evaluate using appropriate vocab.

KS1 plus…

Know & describe work of some artists, craftspeople, architects, designers inc. contemporary, female & various ethnicities.

Safe use of tools & techniques.

Previous plus…

Use appropriate vocabulary for tools, techniques, formal elements, artforms, genres, processes to share their journey and outcomes with others.

Previous plus…

Carry out own research & discuss ideas & approaches of range of artists.

Describe processes used & how they hope to achieve high quality outcomes.

Previous plus…

Be happy to describe & interpret own and other’s work for different purposes.

ELAN Art and Design Progression: Making    Autumn Coverage    Spring Coverage   Summer Coverage (Textiles skills covered within Design & Technology progression)

 

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Drawing & Design

 

(Highlights show progression of drawing exercises)

Model how to use wax crayons, oil pastels, charcoal, graphite, coloured pencils, chalk pastels, chalk, felt tip pens, drawing pencils, pens, erasers and sharpeners. Show child how to colour effectively (you hold the implement differently and move in certain directions). Consider offering implements of various thickness.

Provide various types of paper e.g. sugar, tracing, cartridge.

Show the orientation of paper for effective drawing (straight and tilt).

Demonstrate the meaning of landscape and portrait and an artist’s purpose for selecting an orientation for their work.

Provide intriguing objects for children to represent. Keep it to a simple form. For example, an orange pepper.

Draw what Jack Frost looks like.

Draw a self-portrait. Provide mirrors.

Expose children to an artist who represents animals and plants. For example, Steven Brown Van Gogh. Georgia O’Keefe, Beatrix Potter or Bridget Riley.

Teach shade within observational drawing.

Mark make to a familiar story, the elements..

Demonstrate observational drawing of various animals and plants (borrow artefacts from the museum).

Explore varying perspectives within observational drawings may look different.

Continue to draw a self-portrait.

Explore calligraphy

Explore materials: pencil, graphite, pen, chalk, pastel, wax, charcoal.

Mark making practise.

Observational drawing.

Experimental (what can you feel) drawing.

Drawing exercises to build skill – pattern & texture.

Explore pattern, line, shape & texture.

Make drawings on different surfaces & paper sizes, with different tools.

Sketchbook & drawing exercises: shadows, light & dark.

Variety of starting points: observational, memory & imagination, experiences & feelings.

Sketch quick records.

Observational drawing – careful looking, see shapes but also quick sketching to record.

Drawings fed by observation, imagination & typography.

Continue sketchbook exercises: variety of pencils, spaces of shapes.

Larger scale drawings.

Continue sketchbook / drawing exercises: effect of light, scale & proportion. 

Explore experiential drawing following own interests.

Mix drawing media.

Develop creative journeys in sketchbooks from starting points.

Continue key drawing exercises: effect of light on objects/people from different directions.

Explore relationships of line, form, colour.

Explore mark making to show textures of surfaces.

Explore scaling up drawings.

Concept of perspective.

Painting & Colour

Explore colour mixing using ready mix poster paints or powder paints with paint pallets. Introduce the colour wheel.

Demonstrate how to use various paint brushes (thick, thin, long and short).

Model how to use water colour tin paints.

Show how to clean painting equipment. Demonstrate colour shade (adding black to darken) and colour tint (adding white to lighten) using powder paints and paint pallets.

Provide a colour dictionary (purple: indigo, violet).

Show children how to use oil paints.

Expose children to a painting technique or artist. For example, Wassily Kandinsky, Andy Warhol, Faith Ringgold or Freda Collo etc.

Invite in a artist.

Visit an art gallery (in person or virtually).

 

Primary colours.

Experience colour mixing to make secondary colours & name them.

Apply mark making to painting using a range of tools.

Apply colour mixing skills to a project.

Make as many tones as possible by mixing white.

Apply to paint & other media e.g. pastels, plasticine.

Colour mixing wheels.

Apply colour mixing & mark-making to think about how outcome is affected. Brush range.

Paint on wider range of surfaces e.g. clay tiles.

Colour mixing & matching.

Practise tints, tones & shades.

Observe colours, reflect on effect.

Colour to reflect mood.

Hue, tint, tone, shades & mood.

Explore texture in colour.

Colour for purposes.

Paint on new surfaces e.g. stone, fabric, walls, floors & work collaboratively.

Texture
Collage /  Textiles / Mixed Media

use safely use equipment such as, staplers, glue sticks, glue guns, PVA glue, cello tape (including the use of dispensers), blue tack, split pins, paper clips, masking tape, double sided tape, string, hole punches, paste, nails, hammers or treasury tags. 

Explain visual textile.

Demonstrate how to sew own initials.

Use a loom to experience weaving

Expose children to textile artists. For example, Anni Alburs or Nike Davies Okundaye. Show weaving up and over on cardboard.

 

Mix materials – e.g. wax & watercolour.

Use textiles to create e.g. simple weaving. 

Collage: overlapping / over laying for effect.

Running stitch for simple applique & patterns. 

Tie dying, batik.

Finer needles & stiches.

Explore combining materials.

Mixed media projects.

Fashion design & make.

Variety of stitches.

Compare fabrics for use. 

Use stories, music, poems as stimuli.

Embellish fabric works for chosen effects.

Printing (Printmaking)

Use a roller brush and a painting brush for walls.

Explore the purpose of using glue in paint (painting on plastic).

Experiment with dyeing and wax batik.

Eplore and discover rubbings

Create patterns.

Simple printing using found materials.

Press tools into plasticine to make texture.

Relief printing.

Print using objects chosen for purpose & effect.

Create work using observation drawing skills & mark making.

Block printing.

Practise textures/patterns

Relief & impressed prints.

Recording textures & patterns.

Colour mixing through overlapping colour prints.

Interpret environment and manmade patterns.

Press-printing using rollers to apply pressure and transfer images.

Mono printing e.g. using carbon paper / ink rolled on to paper, of a designed image.

Combining print forms.

Form
3D, Sculpture & Architecture

Model how to make salt dough.

Use small tools for malleable materials such as, rolling pins, knives, wire.

Provide a range of recyclable materials to construct with and organise by shape.

Model how to effectively join recyclable materials using the above equipment and techniques such as, flange, slots and tabs through folding, cutting, and assembling.

Introduce staining. (Learning Through Woodwork by Pete Moorhouse and Play Scotland).

use red clay, take care of clay and use clay tools.

Model how to join using slip: clay glue, score and mould.

Show children how to engrave. Expose children to a sculptor. For example, Eva Ross Child, Barbara Hepworth, Henry Moore, Richard Long or Andy Goldsworthy.

Model papier Mache.

Invite in a grandparent/parent who is a sculptor.

 

Explore, discover & invent ways for 2d to transform into 3d for a purpose.

Explore modelling e.g. pinch/ roll clay, plasticine, in open-ended manner.

Use basic tools to carve.

Make simple joins.

Cut simple shapes to construct architectural forms.

Decorative techniques.

Study of natural & man-made forms.

Shape and form from observations.

Make an armature as a basis for modelling e.g. using Modroc or other malleable materials.

Clay – slab pieces decorate using relief patterns.

 

Use modelling material (clay/plasticine) to create quick figurative pieces e.g. pinch pots, from life or imagination. Combine literacy links to tell a story.

Mixed material builds.

Explore architecture of another time. Work in response to studies, evolving ideas through design & making.

Use literature as starting point for sculpture project. Own choices.

Digital Media & Animation

Use a camera. Children to take their own photographs to enable them to create their own picture collage with purpose and reason.

 

Begin to take photographs.

Film & still photos to create records.

Study patterns using ICT – photo from environments. Symmetry.

Take photographs & videos to re-see & evaluate work.

Dissect & reconstruct drawings to make characters move. Record.

 

 

KS1 Art & Design

The National Curriculum for Art & Design in Years 1 and 2.

Pupils should be taught:

Ar1/1.1

to use a range of materials creatively to design and make products

Ar1/1.2   

to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

 

Ar1/1.3   

to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

 

Ar1/1.4   

about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

 

 

KS2 Art & Design

The National Curriculum for Art & Design in Years 3 to 6.

Pupils should be taught:

Ar2/1.1   

to create sketch books to record their observations and use them to review and revisit ideas

 

Ar2/1.2   

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

 

Ar2/1.3   

about great artists, architects and designers in history.

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