Miss Z Wade – Art Lead

At Liskeard Hillfort we believe that every child has the potential to become an artist. We recognise that art and design stimulates creativity and imagination and enables children of all abilities to communicate what they see, think and feel.  We encourage children to explore ideas and meanings through the work of a range of artists and designers whilst considering the role that art has had on contemporary life and that of different times.  The appreciation and enjoyment of the visual arts enriches all of our lives and supports each child to develop their own skills of creativity, independence and self-reflection whilst enabling them to understand their own experiences of the world.

Children are encouraged to take creative risks and learn through exploring and experimenting with a range of different mediums. Children will develop their understanding of the visual language of art through effective teaching that considers the sequence of lessons and learning experiences.  Our art and design curriculum develops children’s critical abilities and understanding of their own and others’ cultural heritages through studying a diverse range of male and female artists.   The skills and knowledge that children will develop are mapped across each year group and throughout the school to ensure progression.  A similar focus on skills means that children are given opportunities to practise and develop mastery in the key processes of art: drawing, painting, printing, textiles and sculpture.

The aims of teaching art and design in our school are:

  • To engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
  • As pupils progress through school, they should begin to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history
  • To produce creative work, exploring their ideas and recording their experiences.
  • To become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • To evaluate and analyse creative works using the language of art, craft and design.
  • To know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
  • To identify and apply key formal of art including, tone, colour, line, form, pattern, texture and composition.
Long Term Planning

Hillfort Specific

Cornish roots and identityCultural isolationVocabulary

Art & Design Concepts

Children understand that all artwork is created using formal elements of art that can be applied across all 2D and 3D mediums and disciplines.Children generate their own ideas through the creation or original artwork where they are able to explore and record their own feelings, understanding and experience of the world in a way that is unique to themChildren study artists, designers and craftspeople to develop their own skills and creativity. Children are introduced to key themes within art and design and provided with opportunities to explore these within their own work.

Art & Design Skills

To be able to practise and apply the formal elements of art with skill using a range of mediums. To use line, shape, tone, colour pattern, texture and form with intention and purpose.
To experience and revisit a range of skills, processes and techniques including, painting, drawing, sculpture, printmaking, collage, textiles and digital media to develop mastery and understanding. To be able to choose and apply a medium appropriately depending on purpose and intended outcome.
To use sketchbooks to explore their thoughts, feelings, observations and ideas and record how they use, develop and experiment with a range of different media and techniques.
To create art and design for a specific purpose or audience (such as product design, animation, fashion, graphics, game design, or architecture) and be able to identify and articulate the inspiration and purpose of their own artwork.
To study the work of a range of different artists, craftspeople and designers to understand both the formal elements of art but also how art has developed throughout history through the development of techniques, styles and different art movements.
To be able to identify similarities and differences between their own and others’ work.
To be able to reflect upon, analyse and evaluate their own art work and the work of others, and be able to articulate how they could change and improve their own work based on the feedback of others.
To develop subject vocabulary specific to art and design. To develop a wider vocabulary thought the process or art and design.

Curriculum Maps:

Year 1
UNIT 1
FORMAL ELEMENTS OF ART
UNIT 2
ART AND DESIGN SKILLS
UNIT 3
LANDSCAPES USING DIFFERENT MEDIA
UNIT 4
SCULPTURES AND COLLAGE
AUTUMNUNIT 1 – Formal Elements of Art
(5 lessons)

Exploring three of the formal elements of art: shape, line and colour, children mix and paint with secondary colours; use circles to create abstract compositions and work collaboratively to create art inspired by water.

Artists studied in this unit:
*Beatrice Milhazes
*Bridget Riley
*David Hockney and Vija Celmins
*Jasper Johns

Vocabulary studied in this unit:
abstract, composition, modern art, op art, optical illusion, photorealism, pop art, primary colous, secondary colours, shape.
SPRINGUNIT 2 – Art and design skills (continued)
(5 lessons)

Learning two printing techniques, using 2D shapes to explore a variety of media, mixing different shades of one colour and discussing the work of artists Louis Wain.

Artists studied in this unit:
*Louis Wain
*Wassily Kandinsky
*Jose Bernal
*ILya Bolotowsky

Vocabulary studied in this unit:
2D shapes, 3D shapes, contemporary, drawing mediums, narrative, printing, shade, Tudor-style house.
__________

UNIT 3 – Landscapes using different media
(7/10 lessons)

Learning about composition and working with different art materials to create texture.

Artists studied in this unit:
*Vincent Van Gogh
*Pierre0 Auguste Renoir
*Joaquin Sorolla
*Peder Severin Kroyer

Vocabulary studied in this unit:
Figurative, horizon line, impressionism, landscape, post impressionism, representation, shading, tones.
SUMMERUNIT 3 – Landscapes using different media (continued)
(3/10) lessons

Learning about composition and working with different art materials to create texture.

Artists studied in this unit:
*Vincent Van Gogh
*Pierre0 Auguste Renoir
*Joaquin Sorolla
*Peder Severin Kroyer

Vocabulary studied in this unit:
Figurative, horizon line, impressionism, landscape, post impressionism, representation, shading, tones.
__________

UNIT 4 – Sculptures and Collages
(10 lessons)

On the theme of the natural world, children make sculptures, collages, 3D models of creatures and a class spider sculpture, inspired by artist Louise Bourgeois.

Artists studied in this unit:
*Louise Bourgeois

Vocabulary studied in this unit:
Bronze, etching, land art, metallic, pattern, sculpture, sketch, symmetrical, textile.
Year 2
UNIT 1
FORMAL ELEMENTS OF ART
UNIT 2
ART AND DESIGN SKILLS
UNIT 3
HUMAN FORM
UNIT 4
SCULTPURES AND MIXED MEDIA
AUTUMNUNIT 1 – Formal Elements of Art
(5 Lessons)

Exploring the formal elements of art: pattern, texture and tone; children create printed patterns using everyday objects; take rubbings using different media and learn how to make their drawings three dimensional.

Artists studied in this unit:
*Max Ernst
*Ed Ruscha

Vocabulary studied in this unit:
Tessellation, repeating pattern, overprinting, rubbing, frottage, 3D drawing, dad, surrealism, pop art.
__________

UNIT 2 – Art and design skills
(1/6 lessons)

Replicating the recognisable crockery of Clarice Cliff, exploring tone through shading, developing weaving skills, manipulating clay and experimenting with brush strokes.

Artists studied in this unit:
*Clarice Cliff
*Nancy McCrosky

Vocabulary studied in this unit:
Air drying clay, ceramics, concentric circles, repeating pattern, score, sketch, slip, tone.
SPRINGUNIT 2 – Art and design skills (continued)
(5/6 lessons)

Replicating the recognisable crockery of Clarice Cliff, exploring tone through shading, developing weaving skills, manipulating clay and experimenting with brush strokes.

Artists studied in this unit:
*Clarice Cliff
*Nancy McCrosky

Vocabulary studied in this unit:
Air drying clay, ceramics, concentric circles, repeating pattern, score, sketch, slip, tone.
__________

UNIT 3 – Human Form
(7/10 lessons)

Exploring how bodies and faces are portrayed in art: looking at the work of artists, using their bodies to form shapes, creating collages, drawing portraits and creating a peg figure.

Artists studied in this unit:
*Damien Hirst
*Julian Opie
*Edwina Bridgeman

Vocabulary studied in this unit:
Choreograph, collaboration, contemporary, day of the dead, mixed media, sculpture, self-portrait, symbolism
SUMMERUNIT 3 – Human Form (continued)
(3/10 lessons)

Exploring how bodies and faces are portrayed in art: looking at the work of artists, using their bodies to form shapes, creating collages, drawing portraits and creating a peg figure

Artists studied in this unit:
*Damien Hirst
*Julian Opie
*Edwina Bridgeman

Vocabulary studied in this unit:
Choreograph, collaboration, contemporary, day of the dead, mixed media, sculpture, self-portrait, symbolism
__________

UNIT 4 – Sculptures and Mixed Media
(10/10 lessons)

Creating sculpture and pop art and learning how to draw facial features to portray different emotions, all through the topic of comic superheroes inspired by the works of Roy Lichtenstein.

Artists studied in this unit:
*Roy Lichtenstein

Vocabulary studied in this unit:
Blend, cartoon, colour wash. Comic, dot matrix, illustrator, pop art, sculpture.
Year 3
UNIT 1
FORMAL ELEMENTS OF ART
UNIT 2
ART AND DESIGN SKILLS
UNIT 3
PREHISTORIC ART
UNIT 4
CRAFT
AUTUMNUNIT 1 – Formal Elements of Art
(5 Lessons)

Exploring two of the formal elements of art: shape and tone; children find shapes in everyday objects; use shapes as guidelines to draw accurately from observation and create form and shape using wire.

Vocabulary studied in this unit:
3D form, facial features, geometric shapes, guidelines, shading, sketching, template, tone.
__________

UNIT 2 – Art and design skills
(1/6 lessons)

Making a variety of puppets using different materials, completing a drawing from observation, learning the difference between a tint and a shade and creating versions of a cartoon drawn by a famous illustrator.

Artists studied in this unit:
*Carl Giles
*Diego Velazquez

Vocabulary studied in this unit:
Cartoonist, character, minimal, opaque, puppet, sketching, style, three dimensional, tint, tone.
SPRINGUNIT 2 – Art and design skills continued
(5/6lessons)

Making a variety of puppets using different materials, completing a drawing from observation, learning the difference between a tint and a shade and creating versions of a cartoon drawn by a famous illustrator.

Artists studied in this unit:
*Carl Giles
*Diego Velazquez

Vocabulary studied in this unit:
Cartoonist, character, minimal, opaque, puppet, sketching, style, three dimensional, tint, tone.
__________

UNIT 3 – Prehistoric Art
(7/10 lessons)

Experimenting with charcoal, berries, leaves, homemade paints and more, children get a sense of what it was like to create art thousands of years ago and why these pieces were created.

Vocabulary studied in this unit:
Cave artists, charcoal, geometric shapes, iron age, line drawing, native, prehistoric, proportions, stone age, texture, tone.
SUMMER 2UNIT 3 – Prehistoric Art (continued)
(3/10 lessons)

Experimenting with charcoal, berries, leaves, homemade paints and more, children get a sense of what it was like to create art thousands of years ago and why these pieces were created.

Vocabulary studied in this unit:
Cave artists, charcoal, geometric shapes, iron age, line drawing, native, prehistoric, proportions, stone age, texture, tone.
__________

UNIT 4 – Craft
(10/10lessons)

Creating a mood board to work as a visual mind map and source of inspiration. Tie-dying, weaving and sewing to create a range of effects using fabric, culminating in a finished t-shirt to showcase these skills.

Vocabulary studied in this unit:
Interior designer, intersectional points, loom card frame, mood board, personality, running-stitch, synthetic materials, textile designer, warp, wax resist, weave weft.
Year 4
UNIT 1
FORMAL ELEMENTS OF ART
UNIT 2
ART AND DESIGN SKILLS
UNIT 3
EVERY PICTURE TELLS A STORY
UNIT 4
SCULPTURE
AUTUMNUNIT 1 – Formal Elements of Art
(5/5 Lessons)

Exploring two of the formal elements of art: texture and pattern; pupils develop a range of mark-making techniques, make and use their own textured stamps for printing; draw a ‘flip’ pattern and recreate an ancient geometric pattern.

Artists studied in this unit:
*Luz Perez Ojeda

Vocabulary studied in this unit:
2D shapes, abstract, charcoal, pattern, reflection, symmetrical, texture.
__________

UNIT 2 – Art and design skills
(1/6 lessons)

Creating an optical illusion print, replicating a plate in the famous willow pattern, carving sculptures out of soap, drawing a collection of still life objects, painting and mixing colours and learning about the role of a ‘curator.’

Artists studied in this unit:
*Paul Cezanne
*Giorgio Morandi
*Barbara Hepworth

Vocabulary studied in this unit:
Lenticular lens, optical illusion, score, sequential order, thematic.
SPRINGUNIT 2 – Art and design skills (continued)
(5/6 lessons)

Creating an optical illusion print, replicating a plate in the famous willow pattern, carving sculptures out of soap, drawing a collection of still life objects, painting and mixing colours and learning about the role of a ‘curator.’

Artists studied in this unit:
*Paul Cezanne
*Giorgio Morandi
*Barbara Hepworth

Vocabulary studied in this unit:
Lenticular lens, optical illusion, score, sequential order, thematic.
__________

UNIT 3 – Every Picture tells a story
(7/10 lessons)

Analysing works of art and creating photo collages and abstract art inspired by the works explored.

Artists studied in this unit:
*David Hockney
*Paula Rego
*Edward Hopper
*Pieter Brueghel
*Fiona Rae

Vocabulary studied in this unit:
Abstract, narrative, pop art. Preparatory drawing, re-enact.
SUMMERUNIT 3 – Every Picture tells a story
(3/10 lessons)

Analysing works of art and creating photo collages and abstract art inspired by the works explored.

Artists studied in this unit:
*David Hockney
*Paula Rego
*Edward Hopper
*Pieter Brueghel
*Fiona Rae

Vocabulary studied in this unit:
Abstract, narrative, pop art. Preparatory drawing, re-enact.
__________

UNIT 4 – Sculpture
(10/10 lessons)

Exploring and using unusual objects to create 3D works of art. Creating drums and maracas from recycled materials and looking at different techniques, such as wax resist and collages to create different effects.

Artists studied in this unit:
*Giuseppe Archimboldo
*Sokari Douglas Camp
*El Anatsui

Vocabulary studied in this unit:
Composition, contrast, crotchet, geometric pattern, maracas, optical effect, percussion instruments, pitch, quaver, recycle, sketch, upcycle, was resist.
Year 5
UNIT 1
FORMAL ELEMENTS: ARCHITECTURE
UNIT 2
ART AND DESIGN SKILLS
UNIT 3
EVERY PICTURE TELLS A STORY
UNIT 4
DESIGN FOR A PURPOSE
AUTUMNUNIT 1 – Formal Elements: Architecture
(5/5 Lessons)

Learning how to draw from observation, creating a print and drawing from different perspectives. Learning about the role of an architect and considering why houses look the way they do and whether there is scope to change and improve them.

Artists studied in this unit:
*Friedensreich Hundertwasser

Vocabulary studied in this unit:
Abstract, amphitheatre, ancient, architects, composition, cryptic, legacy, mono-print, ornate, pattern, plaque, representation, shading, sketch, stadium, symbolism, temple.
__________

UNIT 2 – Art and design skills
(1/6 lessons)

Designing an invention, expanding on an observational drawing, using a poem to create a portrait, painting an enlarged section of a drawn collage and learning how to ‘think’ like an artist.

Vocabulary studied in this unit:
Analytical observational drawing, annotation, collage, computer-aided design (CAD), continuous line drawing, diagram, exploded-diagram, invention, portrait, prototype, sketch, texture.
SPRINGUNIT 2 – Art and design skills
(5/6 lessons)

Designing an invention, expanding on an observational drawing, using a poem to create a portrait, painting an enlarged section of a drawn collage and learning how to ‘think’ like an artist.

Vocabulary studied in this unit:
Analytical observational drawing, annotation, collage, computer-aided design (CAD), continuous line drawing, diagram, exploded-diagram, invention, portrait, prototype, sketch, texture.
__________

UNIT 3 – Every Picture tells a story
(7/10 lessons)

Analysing the intentions of artist Banksy; making ink symmetry prints inspired by psychologist Rorschach; telling a story using emojis; using drama to recreate a poignant war scene and creating art inspired by the ceramic work of Magdalene Odundo.

Artists studied in this unit:
*Banksy
*Andy Warhol
*John Singer Sargent
*Magdalene Odundo

Vocabulary studied in this unit:
Abstract, anonymous, brexit, emojis, immigration, mural, pictograms, racism, street art, symmetrical.
SUMMERUNIT 3 – Every Picture tells a story
(3/10 lessons)

Analysing the intentions of artist Banksy; making ink symmetry prints inspired by psychologist Rorschach; telling a story using emojis; using drama to recreate a poignant war scene and creating art inspired by the ceramic work of Magdalene Odundo.

Artists studied in this unit:
*Banksy
*Andy Warhol
*John Singer Sargent
*Magdalene Odundo

Vocabulary studied in this unit:
Abstract, anonymous, brexit, emojis, immigration, mural, pictograms, racism, street art, symmetrical.
__________

UNIT 4 – Design for a purpose
(10/10 lessons)

Designing to a specific criteria or specification, developing design ideas for a room interior, a coat of arms and product to fit a given name. Learning to draw inspiration from different sources and experimenting with a range of techniques.

Vocabulary studied in this unit:
Client, collaboration, design brief, font, heraldry, logo, pitch, presentation, prototype, sketch, slogan, soundbite, template, urban, unique-selling-point (USP).
Year 6
UNIT 1
ART AND DESIGN SKILLS
UNIT 2
MAKE MY VOICE HEARD
UNIT 3
PHOTOGRAPHY
UNIT 4
STILL LIFE
AUTUMNUNIT 1 – Art and Design Skills
(5/5 Lessons)

Design, drawing, craft, painting and art appreciation; working as a group to design a hat, creating zentangle patterns and subsequent prints, painting in the style of impressionist painters and exploring the piece ‘Nighthawks’ by Edward Hopper.

Artists studied in this unit:
*Claude Monet
*William Morris
*Edward Hopper

Vocabulary studied in this unit:
Abstract, herringbone, milliner, mindfulness, pattern, polyprint tile, prototype, realism, symbolism, zentangle pattern.
SPRINGUNIT 2 – Make my voice heard
(5/5 lessons)

Analysing world artists Picasso and Kollwitz, and through the mediums of graffiti, drawing, painting and scultpure, creating artworks that speak to the viewer.

Artists studied in this unit:
*Kathe Kollowitz
*Pablo Picasso
*Mark Wallinger

Vocabulary studied in this unit:
Abstract, chiaroscuro, composition, figurative, graffiti art, parallel lines, serif, symbolism, tag.
SUMMERUNIT 3 – Photography
(5/5 lessons)

Through developing their photography skills, children cover useful artistic concepts in a new context, looking at: composition, colour, light, abstract images and underlying messages.

Artists studied in this unit:
*Hannah Hoch
*Peter Kennard
*Jerry Uelsmann
*Jenny Holzer
*Edward Weston
*Edward Munch

Vocabulary studied in this unit:
Composition, crop, digital, expression, lens, macro, photography, self-portrait, technique, truism.
__________

UNIT 4 – Still life
(5/5 lessons)

Create a variety of pieces influenced by different artists and using a range of mediums. Using charcoal, erasers and paint to depict a chosen composition of special objects before constructing a memory box to showcase their work.

Artists studied in this unit:
*Paul Cezanne
*Jaromir Funke
*Ben Nicholson

Vocabulary studied in this unit:
Abstract, cartoon, charcoal, colour wheel, composition, cuboid, greyscale, hue, negative image, sketching, still life, underpainting, visual minutes.