Art inspires one of the highest forms of creativity and is life enhancing. Pupils should be introduced to a wide range of Artists and techniques whilst exploring their own artist expression through exploring different mediums.
Early learning goals for the end of EYFS
Children at the expected level of development will: - Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form, and function; -
Share their creations, explaining the process they have used; -
Make use of props and materials when role playing characters in narratives and stories
The national curriculum for art and design aims to ensure that all pupils:
produce creative work, exploring their ideas and recording their experiences
become proficient in drawing, painting, sculpture and other art, craft and design techniques
evaluate and analyse creative works using the language of art, craft and design
know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Chilworth Infant School – skills progression in art
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Nursery |
Reception |
Year 1 |
Year 2 |
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Textiles
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- Begin to explore textures of different objects and materials.
- Begin sticking and joining materials together
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- Experiment with different textures and creating different patterns.
- Start to make patterns and images using paper and 2D materials.
- Explore materials by tearing, scrunching and rolling to make a collage picture.
- Simple weaving using wool or paper
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- Weaving using wool or paper.
- Create collages using paper and 2D materials
- Begin to look at what sewing is.
- Understand how everyday objects are made from textiles
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- Overlap and overlay 2D materials eg. colour paper to create effects.
- Create collages with fabrics/paper with regular/irregular patterns.
- Investigate everyday textile objects and do simple applique – beads, sequins and other simple stitch
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Evaluating and Developing Work
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- I can talk about what I am creating
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- Share their creations, explaining the process they have used
- I can return to and build on my previous learning, refining ideas and developing my ability to represent them.
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- Review what they and others had done and say what they think and feel about it.
- Identify what they might change in their current work or develop in in their future work.
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- Review what they and others had done and say what they think and feel about it.
- Identify what they might change in their current work or develop in in their future work.
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Drawing
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- I can draw a person with identifiable features
- I can draw identifiable pictures
- I can begin to use representation to communicate, e.g. drawing a line and saying ‘That’s me
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- I can understand that I can use lines to enclose a space, and then begin to use these shapes to represent objects
- I can draw a picture of a person with definite, clear features
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- Use a variety of tools, including pencils, rubbers, crayons, pastels, felt tips charcoal ballpoints chalk and other dry media.
- Use a sketchbook to gather and collect artwork.
- Begin to explore the use of line shape and colour.
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- Layer different media crayons, [pastels, felt tips, charcoal and ballpoint.
- Draw for a sustained period of time using real objects
- Experiment with the visual elements, line shape pattern and colour
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Painting
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- Use tools to apply paint (brushes of different sizes, sponges, fingers
- I can recognise and name colours
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- I can explore colour and how colours can be changed
- I can recognise and name colours.
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- Use a variety of tools and techniques ·
- Mix and match colours
- Make marks in print with a variety of objects
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- Use a variety of tools and techniques
- Mix and match colours ·
- Make marks in print with a variety of objects
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3D Sculpture
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- can manipulate play dough (roll, knead)
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- can manipulate play dough (roll, knead)
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- Manipulate clay in a variety of ways
- Experiment with form and line
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- Manipulate clay in a variety of ways and for different purposes eg pots, models.
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