River Beach Art Skills Progression

Years 1 and 2

Years 3 and 4

Years 5 and 6

Drawing Techniques

* Enjoys making marks, signs and symbols on a variety of types of paper and will use a variety/all tools/media offered. Will work spontaneously expressively using marks, lines and curves

* Explores tone using different grades of pencil, pastel and chalk will experiment and investigate

* Uses line to represent objects seen, remembered or imagined working

spontaneously and expressively

* Uses line and tone to represent things seen, remembered or observed

* Uses a journal or sketchbook to record what they see and collect, recording new processes and techniques

*Explores shading, using different media to achieve a range of light and dark tones, black to white

* Draws familiar things from different viewpoints and combines images to make new images

* Uses line, tone, shape and mark with care to represent things seen, imagined or remembered

* Will investigate and experiment with formal elements to make drawings that convey meaning

* Uses drawing to design and arrange research and elements of ideas to compose and plan drawings, painting or prints

*Uses a journal/ sketchbook to plan and develop ideas, gather evidence and investigate testing media

*Selects  appropriate media and techniques to achieve a specific outcome

*Plans and completes extended sets of drawings in sketchbook/journals to plan a painting, print or

3D piece

*Can annotate a work of art to record ideas and emotions using this to inform design ideas and thumbnail drawings/designs

*Builds up drawings and

images of whole or parts of items using various

techniques, e.g. card, relief, found materials, torn and cut materials

*Confidently and strongly uses charcoal/pastels

in response to light and dark, shadows and

well lit areas

Drawing Skills

* Can hold and use drawing tools such as pencils and crayons using them with some dexterity and control to investigate marks and represent their observation, memories and ideas with purpose/intention

* Can use a viewfinder to select a view, or shapes and visual clues in an image and then record what is selected within the frame

* Can draw carefully in line from observation, recording shapes and positioning all

marks/features with some care

* Can make quick line and shape drawings from observation adding light/dark tone, colour and features

* Can record ideas, observations and designs in a visual journal to support the development of ideas and skills

* Can use and manipulate a range of drawing tools with control and dexterity

applying teacher guidance

* Can use a viewfinder to select a view and visual clues in an image, then record what is in the frame

* Can draw in line with care when taking a line for a walk, or in scale applying rules of simple

perspective

* Can make quick studies from observation to record action or movement with some fluency

* Can use a visual journal/ sketchbook to support the development of a design over several stages

* Can draw with coloured media descriptively and expressively to represent ideas and objects with

increasing accuracy/fluency

*Can select , and manipulate a range of

drawing tools, using them with control and  dexterity to accurately

represent from observation

*Can select a view and use a viewfinder to

record what is in the frame and compile and

develop several studies as visual evidence for a

purpose

* Can express their ideas and observations

responding to advice from others to rework

and improve design ideas

* Can develop quick studies from observation recording action and movement with fluency, returning to each study to improve accuracy/detail

* Can convey tonal qualities well, showing

good understanding of light and dark on form

Painting  Skills

* Can select and use different brushes to explore and make marks of different thicknesses and using wet and dry paint techniques

*Can spread and apply paint to make a background using wide brushes and other tools to express backgrounds and context

*Can investigate mark-making using thick brushes, sponge brushes for particular effects

Can investigate, experiment, mix and apply colour for purposes to represent real life, ideas and convey mood

* Can use colour and painting skills and apply surface techniques to create or suggest a place, time or season

* Can understand how artists use warm and cool colour using this when mixing paint to express a mood in a work

*Can represent things observed, remembered or imagined, using colour selecting appropriate paint and brushes

Introduces different types of brushes for specific purposes

*Can explore the effect on paint of adding water, glue, sand, sawdust and use this in a painting

*Can mix and use primary and secondary colours with the addition of black and white and other hues

*Can create a painting from designs and research to communicate an idea or emotion

* Can create different effects by using a variety of tools and techniques such as dots, scratches and splashes, and applying paint in layers

* Can select from different methods to apply colour using a variety of tools and techniques to express mood or emotion

*Can plan/paint symbols, forms, shapes, and

Composition when exploring the work of other artists/cultures informing their painting

* Can use studies gathered from observation to

help plan and realise paintings, using thumbnail studies and paint techniques to represent action

or interaction

* Can show the effect of light and colour, texture

and tone on natural and man- made objects

3D work skills

* Can handle and manipulates rigid and malleable materials such as clay, card and found objects to represent something known and suggest familiar objects or things

*Can model in malleable/plastic materials and control form to assemble basic shapes or forms

e.g. bodies/heads

and add surface features

*Can respond to sculptures and craft artists to help them adapt and make their own work

* Can feel, recognise and control surface experimenting with basic tools on

rigid / pliable materials

* Can use clay to construct a simple functional form such as a pinch pot or coil pot, smoothing and joining clay with care

* Can create textured surfaces using rigid and plastic materials and a variety of tools

* Can construct a structure in linear or soft media before then covering the surface to make a form

* Can design and make a 3D form as a maquetté for a larger imagined piece and consider

form / function

* Can identify and assemble found materials to make a new form, carefully covering with ModRoc or papier maché

* Can scale a design up to a larger scale and work as part of a group to create a human scale structure or form

* Can build in clay a functional form using two/three building techniques and some surface decoration

* Can explore how a stimuli can be

used as a starting point for 3D work with a particular focus on form, shape, pattern, texture,

colour

* Can use study of 3D work from a variety of genres and cultures to develop their own response through models, experimentation and design stages

*Can recreate 2D images in 3D, looking at one area of experience, e.g.  recreate a landscape or figure focusing on form/ surface

*Can make imaginative use of the knowledge they have acquired of tools, techniques and materials to express own ideas and feelings

Can apply knowledge of different techniques to

Expressive scale, weight or a concept

Collage skills

*Can select with thought, different materials from the teachers resources, considering content, shape, surface and texture

*Can select, sort and modify by, cutting, tearing with care before adding other marks and colour to represent an idea

*Can sort and use according to specific qualities,

e.g. warm, cold, shiny, smooth

*Can engage in more complex activities, e.g. control surface decoration of

materials with clear intentions

*Can use paste and adhesives to select and place cut and torn shapes onto a surface to convey an idea

*Can improve skills of overlapping and overlaying to place objects in front and behind

*Can cut multiple shapes with a scissors and arrange /stick these on a surface for a

purpose

* Can experiment with creating mood, feeling, movement and areas of interest using different

media and

* Can Interpret stories, music, poems and other stimuli and represent these using mixed media elements

* Can use the natural / town environment as a stimulus for a mixed media work to convey meaning

* Can make a representational textured image from found textures that have been selected

* Can select and use cutting tools and adhesives with care to achieve a specific outcome

* Can embellish a surface using a variety of

techniques, including drawing, painting and printing

*Can select and use found materials with art

media and adhesives to assemble and represent a

surface or thing e.g. water

*Can embellish

Decoratively using more layers of found materials to build complexity and represent the qualities of a surface or thing

Printing skills

*Can apply ink to a shape or surface to experiment with printing and improving the quality and placement of the image. They can use hands, feet, shapes, objects and found materials

* Can Monoprint by marking onto an ink block, or drawing onto the back of paper on an inked block, controlling line and tone using tools or pressure

* Can take rubbings from texture to understand and inform their own texture prints

* Can repeat a pattern, randomly placed or tiled in a grid with a range of blocks

* Can explore and create patterns and textures with an extended range of found materials - e.g. sponges, leaves, fruit, ink pads

* Can explore lines, marks and tones through mono printing on a variety of papers to create an image

* Can explores images and recreates texture in a Collograph print using e.g. corrugated card,

string, press print

* Can explore colour mixing through printing, using two coloured inks a roller and stencil or press print

* Can design a complex pattern made up from two or more motifs and print a tiled version

* Can compare own design and pattern making with that of well- known designers or familiar patterns

* Can cut a simple stencil and use this for making printed shapes

*Can make connections between own work and patterns in their local environment (e.g. curtains, wallpaper)

*Can  recreate images through relief printing using card and mark making tools to control, line, shape, texture and tone

*Can explore colour mixing through printing, using two coloured inks a roller and stencil or press print/Easiprint poly - blocks

*Can recreate a scene and detail remembered, observed or imagined, through collage Relief ‘collagraph’ printing

*Can design prints for e.g.fabrics, book covers, wallpaper or wrapping paper

Textiles skills

*Can select organise and use materials such as threads, cottons, wool, raffia, paper strips and natural fibres to make a simple craft product

*Can sort, select and control colour, line, shape, texture to make and control fabric and textile surfaces from the study of a craft artist

*Can collect, deconstruct, discuss and use fabrics and cloth to reassemble new work

* Can cut threads and fibres, stitch, sew together and surface decorate using adhesive

and bead or buttons

* Can weave in a simple loom and build constructed textile surfaces

* Can weave paper and found materials to represent an image e.g landscape, pattern or texture

* Can discriminate between fabric materials to select and assemble a constructed form

* Can print on fabric using a monoprint block or tile, or as part of a group using a simple stencil

*Can attach different elements using stitching, using straight stitch, running or cross- stitch

explores negative and positive

*Can select and use contrasting colours and

textures in stitching and weaving

*Can show an awareness of the natural environment through careful colour matching and

understanding of seasonal colours

*Can use plaiting, pinning, stapling, stitching and sewing techniques with care to decorate and make an image or artefact

* Can control stitching – using various needles

to produce more complex patterns with care and

some accuracy

Can dye fabrics and use tie-dye techniques to

control and create a fabric image

Photography skills

* Can identify and recognise examples of photography as a visual tool and an art form.

Can suggest how the photographer organised the elements or recording of the image

* Can select photographs for a theme, creative purpose or to provide ideas for their own work (content, colour or composition)

* Can control focus, or zoom settings or move closer composing their photograph

* Can hold and use a camera to select and capture with clear intention

* Can plan the use of a camera to take a specific photo or set of photos

Can modify an image on a computer to achieve the best quality print.

* Can select and record images to be used in researching other artworks

*Can change the camera settings such as flash, to best capture an image in low light conditions

Can use zoom to best frame an image and photograph from dynamic viewpoints

Can show an awareness of mood, emotions and feelings when evaluating the photography of others

*Can plan, take and digitally process

photographs for a creative purpose, working

as part of a group

* Can plan and take photographs to provide content to be cut and pasted /superimposed

into other photographic images

* Can use a DV camcorder

demonstrating how a camera captures

photographic images as a video with a time

duration.

*Can create simple images on photographic paper by placing shapes and materials on paper and fixing

*Can take and assemble a sequence of photos to make a flick book and give impressions of movement

Digital skills

* Can open and use an art program, selecting simple tools to make lines, shapes and pour colours

* Can control the size of mark and select colours, and use predefined shapes, motifs and stamps

* Can copy and paste areas of the image, save and print the image

* Can use a digital camera to select, capture, save and print

* Can open and play time based media program files

*Can use a painting program to make an image corresponding to their work in other art media

*Can create a motif in lines and shapes, copy and paste to create a simple repeat pattern

*Can use a digital camera and combine a photo with drawing in a paint program

*Can animate a simple sequence of marks over several frames to make a time based presentation/animation

*Can use a DV camera to capture and make a simple film recording to tell a story or sequence events

* Can use a digital camera to capture objects

to be cut and pasted into another image to create a digital collage

*Can use a paint programme to develop virtual designs for a painting, print or 3D work

*Can collaborate and use a video camera and

editing software to pre-produce, film and edit a

short sequence of narrative film

Can create a virtual work of art using digital photography and an art program to insert one

selected component into a photographic setting

*Can animate a simple sequence

of drawings/photos to make a time based presentation with sound

Study of artists- Critical and contextual skills

* Can look at and describe what they see, think and feel when looking at images and artefacts, identifying different art forms and suggest reasons for the artist’s intention or meaning of the work.

* Can use their consideration of artist’s work to improve their own.

Can describe the work of artists, craftspeople and designers to build understanding and discuss this with others. Can use work of other cultures as a stimulus to develop ideas and ways of making and decoration. Can learn about ‘how to’ from studying other artist’s work.