/ Art & Design Framework / First Level / First Level Tracker
Experiment with a wide range of mark-making tools.
Develop vocabulary to describe effects, e.g. pastels can be smudged.
Describe properties of materials in relation to their suitability for a task e.g. use paint rather than crayons to colour a junk model as wax won’t work on that surface.
Select preferred tool for a purpose.
Regularly use a wide range of work surfaces and scale e.g. large scale work, different papers and 3D surfaces, canvas, outdoor environment.
Experiment with a range of technologies to create images and objects for specific tasks and effect.
Manipulate materials with increasing control.
Use mark making tools with increasing skill, e.g. different sized brushes, sponges, pencil ranges.
Create images/film using digital tools with increasing confidence, selecting tools to suit a purpose
Discuss and select appropriate digital tools to suit purpose.
Regularly access a wide range of tools for image and object creation.
Explore tools and materials with increasing skill e.g. use pastel on it’s side to cover a large area but use the tip to draw details.
Use a variety of objects materials to create 3D structures with increasing mastery e.g. more complex structures such as bridges.
Use a variety of materials to create 2D shapes and images e.g. printing, tiling, collage.
Use 3D materials to weave and wind around objects such as wool, ribbon, string, rope, thread, with increasing accuracy.
Use modelling materials (playdough, salt dough, clay etc.) for a specific purpose. e.g. use papier mâché and a balloon to make a “bowl”.
Experiment with colour mixing and application using e.g. poster paint, water colour paint, block paint, crayon, chalk pastels, pencils, brush pens, tissue paper, acrylic sheets.
Create patterns using beads, pasta, loose parts, natural materials, paper, colour, 3D objects which are selected for a purpose.
Explore and describe textures through objects and images.
Link textures and colours to emotions and characteristics. e.g. the jaggy and bumpy crocodile is frightening and the soft fluffy bunny is gentle.
Combine materials and objects to create new image/structure to fit a purpose / present information.
Line
- Create a variety of lines, e.g. thick, thin, straight, wavy, zig-zag, with increasing control and purpose
- Recognise horizontal, vertical and diagonal lines
- Use a range of different kinds of line to create artwork
Shape
- Describe 2D and 3D shapes using appropriate vocabulary
- Use appropriate positional language and show understanding
- Create images and objects using 2D and 3D shapes with increasing complexity
Form
- Explore range of ways to join materials together using fine motor skills with increasing skill and precision
- Use tools to join materials together. E.g., glue, string, folding, tying, paper clips, elastic bands etc. with increasing independence
- Use dark and light to create form on 2D surface
- Plan and create models and sculptures
- Explore a range materials for creating 3D forms e.g. papier mâché, junk modelling, textiles, paper, clay, salt dough, mixed-media
Texture
- Explore and describe texture with increasingly developed vocabulary through physical objects and images.
- Use and select materials/visual elements to recreate a texture in an image/object. E..g using lines to recreate tree bark or shells.
- Explore range of collage materials /mixed media/textiles to create textured images and objects.
Colour
- Identify and use primary colours (red, yellow, blue) and secondary colours (orange, green, purple)
- Use primary colours to mix secondary colours.
- Mix primary colours to create brown.
- Use colours to evoke feeling or mood in an artwork.
- Select appropriate colours for a purpose.
- Experiment with colours using paint, pastel, tissue paper, cellophane.
Tone
- Identify light and dark.
- Use range of media to create light and dark on 2D surfaces.
- Use hard and soft materials to create light and dark images.
- Experiment using monochrome and limited colour palettes.
- Use black and white to lighten and darken colours.
Pattern
- Notice and describe patterns in the inside and outdoor environment.
- Use line, shape and colour to finish and create patterns with increasing complexity.
- Explore symmetrical pattern. Using a variety of 2D and 3D materials.
Develop observation skills using increasingly detailed language related to the VISUAL ELEMENTS to comment on a range of visual stimuli (i.e. colour, shape/space, pattern, texture, line, tone, form).
Continue to develop use of senses to experience and investigate indoor and outdoor environments, using the visual elements to focus observation skills.
Investigate using magnifying glasses, viewfinders and sensory boxes.
Use digital technologies to make observations and investigations, i.e. take photographs with increasing skill.
With increasing skill, use observations, sketches, photographs to create a variety of artwork relating to surrounding environments, interdisciplinary work and contexts for learning.
Drawing: using increased complexity and accuracy.
Painting: Use language of painting- dark/light, tone, tint, translucent, opaque
Mix paint to make different colours, make secondary colours, mix with black/white to make tones and tints, name and mix cool and complementary colours.
Use different tools for effects, experiment with and control different types of paint.
Printing: repeat patterns, use more than one colour, make own printing blocks or tiles
Rubbings: experiment with layers of objects for printing to create effects.
3D structures: Explore and select different materials to make models, sculptures, textiles.
Create artwork in response to stories/class novel (e.g. make a puppet or model of a character with increasing detail and accuracy, paint a portrait of a character)
Create artwork in response to roleplay/drama (e.g. make masks/props/ stage set/costumes to enhance a drama presentation)
Create artwork in response to film (e.g. draw favourite part of the film, paint the setting, create an imaginary world /setting in 3D)
Create artwork in response to smallworld play/construction (e.g. creating cardboard box garage for cars, create a castle for the Scottish King).
Create artwork in response to music (e.g. creating marks whilst listening to classical music, junk model instruments, create graphic scores using drawing/pictures to represent sounds).
Create artwork in response to environment (e.g. draw around shadows, create 3D constructions, create still life images using real objects outdoors, paint tree faces, take photographs to record).
Create artwork in response to seasons (e.g. leaf printing/collage, draw, paint, collage using seasonal colours)
Create artwork in response to objects (e.g. here is a plastic bottle, “What is it made of?”, What qualities does this material have?” “What can it do?”) discussing shape/space, line, tone, colour, pattern, texture, form as appropriate.
Shares ideas, thoughts and feelings, stating likes and dislikes and explains how it makes them feel using increasingly detailed vocabulary (e.g. ‘It’s scary – I think the jaggy lines and red paint make it look scary’, ‘I like how the blue sky helps me feel calm’).
Use the language of the visual elements when sharing thoughts and feelings, i.e. shape/space, line, tone, colour, pattern, texture, form.
Identify /respond to a design problems e.g. What do the 3 little pigs need to keep them safe from the wolf? What will the children need to build to escape from the desert island?
Explore features, look for inspiration and a starting point for the design, e.g. look at pictures, books, discuss what it looks like, what could it be made of, what problems could be encountered?
Work with the understanding that what is designed must meet a purpose, e.g. the boat needs to float, the house needs to stand up and be strong, not blow over.
Choose appropriate materials and discuss properties of materials using increasingly complex language , bendy (pliable), hard, strong, durable, waterproof etc.
Explore solutions e.g. experience trial and error. How can we make joins, hold things together so its strong, try out materials
Talk about the design process, with increasing skill, explaining how the problem was solved.
Justify choices, e.g. “I used sticks because they floated”, “I used strong carboard and Sellotaped the edges to make the house stand strong.”
With increasingly accurate and more complex language, share thoughts and opinions on other children’s work / work of artists and designers e.g. I like it because…/ It makes me feel…./ In my opinion…/I think…because…/
Answer questions about own artwork, beginning to use the language of the visual elements.
Look at, talk about and ask questions about others’ artwork, making comments beginning to use the language of the visual elements.
Encourage others by giving positive and constructive comments.
Give and receive suggestions on how to improve artwork, beginning to use the language of the visual elements.
Present own artwork to the class, parents or in the community
Contribute to and be involved in decisions on how to present own and others’ artwork, e.g. framing, hanging, arranging display.
Select an appropriate way to present own art work for a particular purpose
Experience being an audience member at, for example, other class presentations, visiting artist presentations and visits to galleries/museums.
Look at and talk about own and others’ artwork, including known artists, beginning to use the language of the visual elements.
Celebrate the achievement of others in their artwork.
