National Curriculum

Art and Design

National Curriculum of England Hands-On Education Activity
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

What type of mini projects are available in the Year 2 art curriculum according to their page?

In the Year 2 art curriculum, students have the opportunity to engage in a variety of creative activities that foster their artistic skills and imagination. Through activities such as Flying Machines - Activity 6 and Properties of Materials - Activity 6, students explore using a range of materials creatively to design and make products. Additionally, in Art in Nature - Activity 5 and 6, as well as Castles - Activity 4 and 7, students utilize drawing, painting, and sculpture to develop and share their ideas, experiences, and imagination.

The curriculum also includes explorations of different habitats such as Desert, Oceans, Polar, and Rainforests through various art activities. Students are encouraged to develop a wide range of art and design techniques, including using color, pattern, texture, line, shape, form, and space in activities like Art in Action, Art in Nature, and Properties of Materials.

Furthermore, students learn about the work of artists, craft makers, and designers, making connections between different practices and disciplines in activities like Art in Action and Castles. By offering a diverse range of activities and themes, the Year 2 art curriculum aims to inspire creativity and artistic exploration among students.

How can the art of Cézanne, Seurat, and Morisot be studied within the context of modern Europe?

The art of Cézanne, Seurat, and Morisot can be thoroughly studied within the context of modern Europe by examining their respective works and understanding their geographical significance. These prominent artists made significant contributions to the art world during the 19th and early 20th centuries, and their masterpieces can offer valuable insights into the artistic movements and cultural developments of that time.

To delve into their art, one can focus on their individual styles and techniques. For instance, Cézanne was known for his post-impressionist approach, emphasizing form and structure through bold brushstrokes and vibrant colors. By studying his works, such as "The Card Players" and "Mont Sainte-Victoire," one can gain a deeper understanding of his unique perspective and his influence on subsequent artists.

Seurat, on the other hand, developed the pointillist technique, employing small dots of pure color that, when viewed from a distance, blended harmoniously to create a cohesive image. Exploring his renowned works like "A Sunday Afternoon on the Island of La Grande Jatte" provides an opportunity to analyze his meticulous attention to detail and the optical effects he achieved through this method.

Morisot, as a founding member of the Impressionist movement, used loose brushwork and a keen eye for capturing light and atmosphere in her paintings. Her artwork, such as "The Cradle" and "Summer's Day," presents glimpses of everyday life and evokes a sense of femininity, challenging the traditional male-dominated art world of her time.

Geographically, it is essential to understand the locations associated with these artists. France, specifically, was significant in shaping their artistic journeys. Cézanne was born in Aix-en-Provence, a city in southern France, which greatly influenced his subject matter, such as the landscapes of Provence. Seurat's iconic works often depicted scenes in Paris, while Morisot's art frequently showcased the streets and gardens of her home town in Normandy.

To further engage with the art of Cézanne, Seurat, and Morisot within the modern European context, it is possible to create a 21st-century soundscape inspired by their works. This process involves using audio elements to evoke the emotions, themes, and atmospheres present in their paintings. Additionally, one can explore the pointillist style by creating a contemporary painting utilizing this technique, or experiment with impasto painting to interpret and incorporate the expressive qualities exhibited in their artworks.

By taking a comprehensive approach to studying the art of Cézanne, Seurat, and Morisot within the context of modern Europe, one can gain a deeper appreciation for their contributions to the art world and their lasting influence on subsequent generations of artists.

How can the geological beauty of the Grand Canyon be explored through art?

To thoroughly explore the geological beauty of the Grand Canyon through art, we introduce Year 5 and Year 6 children to the captivating wonders of this natural wonder. Throughout this topic, students delve into the intricate processes that have shaped the Grand Canyon, primarily focusing on the mighty Colorado River and the impact of debris flows and weather phenomena.

Encouraging their creativity, the students embark on a journey to visually represent the topographic nature of the region through their own art pieces. By studying the different layers of rock and soil formed over millions of years, they gain a deep appreciation for the geological formations that contribute to the canyon's stunning beauty.

Furthermore, the students are introduced to the renowned photographer, Ansel Adams, who captured the Grand Canyon in all its glory through his mesmerizing photographs. They have the opportunity to explore both the geological and aesthetic aspects of Adams' work, appreciating the meticulous details and unique perspectives he brought to each shot. By analysing his photographs, the students gain insights into the geological forces at play and how they have shaped the canyon's magnificent landscapes.

Taking inspiration from Adams' photographic art, the students are encouraged to create their own interpretations of the Grand Canyon. With various art mediums and techniques, they strive to capture the essence and grandeur of the canyon's geological features. Through these artistic endeavours, they not only deepen their understanding of the geological processes but also develop their own sense of connection, creativity, and expression.

To showcase their creations and share their newfound knowledge, the students organize and set up a visitor's center. Here, they curate an exhibition that highlights the geological beauty of the Grand Canyon as depicted through their artworks. Visitors are invited to explore, appreciate, and learn about the diverse layers of rock, the impact of the Colorado River, and the continuous shaping of the landscape through debris flows and weather phenomena.

By exploring the geological beauty of the Grand Canyon through art, the students engage with their surroundings on a deeper level. They develop a holistic understanding of the forces that have contributed to the canyon's formation while nurturing their artistic skills and appreciation for nature's wonders.

How can Islamic art be explored in the art and design curriculum?

Islamic art can be thoroughly explored in the art and design curriculum through a range of engaging activities and projects. Students in Year 5 and Year 6 can delve into the topic of Early Islamic Civilisation, specifically focusing on the development of the great Islamic city of Baghdad and its impact on trading practices and everyday life. This exploration offers numerous opportunities for students to gain an understanding of Islamic art and its influences.

One approach to exploring Islamic art is by studying and analysing Islamic artifacts. By closely examining an artifact, students can sketch it and then use their sketches to create a plan for a 3-D replica. Through this process, they can learn about the intricate designs and decorative elements commonly found in Islamic art. They can also apply their design skills to create their chosen artifact and then decorate it, ensuring they meet specific design criteria. This hands-on activity allows students to understand the artistic techniques and motifs used in Islamic art.

The curriculum can also incorporate a study of Islamic art, patterns, and motifs in relation to mathematics. Students can explore the concept of tessellation, which is frequently used in Islamic art, and apply this knowledge to various computing applications. By doing so, students can understand the mathematical principles behind the repetition and symmetry often found in Islamic art forms. This exploration can encourage students to think critically and creatively in connecting mathematics and artistic expression.

Another way to explore Islamic art is by integrating storytelling and illustration. Students can storyboard and create their own "1001 nights" story, incorporating authentic details of early Islamic civilization. This project allows students to incorporate their knowledge of Islamic art and culture into their storytelling. They can then write and illustrate their story, paying attention to the artistic style and visual elements commonly seen in Islamic art. By doing this, students can understand the narrative aspects of Islamic art and its connection to storytelling traditions.

Lastly, the legacy of early Islam can be examined through the exploration of paper-making, pen, and ink. Students can discover how the Islamic conquest of Central Asia spread the knowledge of paper-making and its significance in preserving and disseminating knowledge. They can learn the techniques of making paper, pen, and ink in the Islamic tradition. With homemade materials, students can then write and decorate biographies or other written works in an Islamic style. This exercise enables them to understand the artistic elements involved in calligraphy, book-making, and manuscript illumination, which are essential components of Islamic art.

By incorporating these various activities and projects into the art and design curriculum, students can thoroughly explore Islamic art. Through the study of artifacts, mathematics, storytelling, and the legacy of early Islam, students can gain a deep understanding of the artistic traditions, techniques, and influences that are synonymous with Islamic art.

How can digital art be incorporated into the art and design curriculum?

Digital art can be effectively incorporated into the art and design curriculum through various engaging activities. For example, in the Computational Thinking and Creativity topic, students in Year 5 and Year 6 have the opportunity to explore creative software to enhance their artistic skills.

One way to integrate digital art is through 3D Modelling. By introducing students to popular online games like Minecraft, they can appreciate the incredible 3D modelling techniques used in building virtual worlds. Through this activity, students can identify different 3D shapes used in constructing various structures. They can further enhance their understanding by utilizing software such as Sketchup to create their own 3D buildings, allowing them to apply their knowledge and bring their imagination to life.

Another exciting activity is the Art Challenge, which introduces students to renowned artists like David Hockney and digital landscape artist, Andy Maitland. By exploring the digital artwork created by these artists, students can gain inspiration and insight into different art styles and techniques. Additionally, they can review various painting apps available and select one that appeals to them the most. With the chosen app, students can create their own digital landscape paintings, giving them the opportunity to explore their creativity and express their artistic vision in a digital format.

By incorporating digital art into the art and design curriculum, students not only learn traditional art principles but also develop digital skills that are increasingly valuable in today's technologically advanced world. Through hands-on activities with creative software and exposure to digital artists, students can expand their artistic horizons while gaining a deeper understanding of the intersection between art and technology.

What are some art and design opportunities in upper key stage 2?

Upper Key Stage 2 offers several exciting art and design opportunities for children to explore their creativity. Students in Year 5 and Year 6 have the chance to delve into the world of creative software through the Computational Thinking and Creativity topic.

One of the activities is centered around 3D modelling, where children are introduced to the popular online game Minecraft. They will have the opportunity to observe and appreciate the incredible 3D models found within the game. Furthermore, they will learn to identify the various 3D shapes used to construct buildings. To put this knowledge into practice, students will engage with software called Sketchup and develop their own 3D building.

Another art-focused challenge involves delving into the works of renowned artists. Students will have the opportunity to meet David Hockney, a prominent artist, and explore his remarkable iPad art. Additionally, they will discover the artistic creations of digital landscape artist Andy Maitland. To enhance their digital art skills, students will review various painting apps and subsequently choose one to create a unique digital landscape painting of their own.

These diverse activities within the Computational Thinking and Creativity topic provide Upper Key Stage 2 students with an exceptional platform to expand their artistic abilities and appreciate the intersection of technology and art.

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