/ Art & Design Framework / Second Level / Second Level Tracker
Select and use a wide range of manual tools for specific purposes.
Develop an increasingly wide and detailed vocabulary to describe effects and specific uses of materials.
Describe properties of materials with increased complexity and relate them to task suitability, giving any pros/cons, e.g. Using cardboard for a model is easily cut/can slot together but is not water resistant/soaks up paint.
Select range of preferred tools dependent on task.
Select and use a wide range of work surfaces with increasing independence and can talk about why different scales/surfaces are suitable to a task.
Manipulate materials using hands and tools with increasing skill and control, e.g. uses cutting tools for lino print creation.
Select from a wide range of tools for task suitability, e.g. rollers to paint large surfaces, thin small brushes for details.
Use digital images/film in increasingly creative ways using appropriate apps, e.g. photo/movie editing.
Give appropriate reasons for using technologies and discuss the benefits and drawbacks using appropriate vocabulary.
Regularly access a wide range of tools for image and object creation with opportunity for personal/group led projects.
Use tools with increased purpose/skill/accuracy as well as opportunities to use more specialised tools with guidance, e.g. lino printing – acrylic and fabric paint.
Explore 3D structures in a wide range of materials with a focus on design to solve problems using knowledge of materials.
Create 2D shapes and images such as tiling, printing and collage with increasing skill and purpose, discussing choices with appropriate vocabulary.
Use 3D materials such as wool for a purpose, e.g. sewing hand fabric together or basic embroidery/knitting.
Manipulate modelling materials using hands/tools with increasing skill and mastery, e.g. making a cup with clay and attaching a handle using appropriate feeling and tools.
Experimenting with colour using a wide range of tones and shades using appropriate vocabulary to describe colour creation and choices.
Create visual patterns with increasing complexity and skill.
Explore textures with confidence and use text combinations and contrasts for visual effect.
Use textures and colours to enhance the purpose of an image or object, e.g. uses cold/blue colours to show loneliness in an antibullying poster.
Opportunities for child-led creation of new images and objects to display learning or message using a combination of resources, e.g. shows learning on a subject through a model/sculpture/painting/film/photo/collage.
- Create and use line with purpose and control, increasing in detail and accuracy, e.g. eye drawing shows pupil/iris detail.
- Use line to represent objects and experiences that are real, remembered or from imagination.
- Use a wide range of lines and combinations to form new effects, e.g. cross hatching lines to show tone.
- Use line to create basic perspective drawing using one-point perspective, e.g. looking down train tracks, at the back wall of a room.
- Describe 2D and 3D shapes both regular and irregular using technical and descriptive vocabulary.
- Use positional language to create images from different vantage points, e.g. birds-eye view, front and side views.
- Combine 2D and 3D to create new functional and artistic structures.
- Use basic shapes to prepare for a more detailed drawing, e.g. oval face shape construction
- Join materials together using a wide range of tools with precision to create desired structures, explaining their choices.
- Use wide range of tones and shade from dark to light to create form on 2D surfaces, using appropriate materials (2B, 4B, 8B pencils).
- Use line, tone and shade to create observational and representative drawings, communicating proportion and distance with increasing skill.
- Create 3D form using a range of materials and tools with increasing skill and independence.
- Regularly use a range of textures when freely creating images and objects across the curriculum.
- Use visual elements to create textures in images and artwork with increased attention to detail, e.g. uses fine, overlapping pencil strokes to create fine fur on a cat drawing
- Experience using collage/fabric/mixed media for a range of purposes across the curriculum.
- Discuss the visual elements of texture in mixed media and graphic design across the curriculum, e.g. to create posters / display information.
- Confidently identify primary and secondary colours, mixing them independently.
- Explore harmonious and contrasting colours, e,g. red and orange (harmonious) and red and green (contrasting).
- Select colours with purpose for a desired effect.
- Use colour and shade to evoke tone, mood, message in an image.
- Use colours in realistic ways as well as stylised and imaginative ways, e.g. explore observational colour “matching” and use colour in visual and surprising ways to suit a purpose or a task.
- Experiment with colour with increasing skill, e.g. watercolour, acrylic paints, ink.
- Confidently identify shades and tones from dark to light, using a range of gradients and tonal scale.
- Create images which show different light environments, e.g. sunsets, darkness, lit from one side.
- Combine hard and soft materials to create light and dark within an image with increasing skill.
- Use monochrome/limited pallets for design purposes across the curriculum.
- Discuss black and white as shades and tones and demonstrate their use in creating different colour gradients, e.g. use a little black to create a shade, use a little white to create a tint.
- Describe and recreate pattern with increasing complexity.
- Use line, shape, colour and form to create patterns with a design purpose, e.g. designing a necklace.
- Explore multiple lines of symmetry in both 2D and 3D shapes.
- Identify/explore the role pattern plays in design, e.g. find patterns in a homeware catalogue.
Continue to develop observation skills using increasingly detailed language related to the visual elements to comment on a range of visual stimuli.
Develop further the use of their senses to experience and investigate indoor and outdoor environments, using the visual elements to focus their observation skills.
Further develop observation and investigation skills using magnifying glasses, viewfinders, using ICT to enlarge images to investigate detail.
Develop skills in using digital technologies to make observations and investigations, e.g. take photographs with increasing skill.
With increasing skill, use observations, sketches, photographs etc. to create a variety of artwork relating to surrounding environments, interdisciplinary work and contexts for learning.
Drawing:
- Using increased complexity and accuracy, select line, tone and shade to represent things seen, remembered or imagined.
- Use knowledge of proportion to draw faces and figures.
- Use perspective in drawing to show relative distance.
- Draw familiar things from different viewpoints.
- Select from a range of materials to produce line, tone and shade in drawings.
- Apply knowledge of texture, line, colour and pattern to create drawings.
Painting:
- Use language of painting – dark/light, tone, tint, translucent, opaque.
- Paint from observation, mixing and matching colours as appropriate.
- Experiment with use of colour to create atmosphere, emotions and mood.
- Experience a wide range of different types of paint, e.g. water colours, oils, acrylics.
- Experiment with the application of different types of paint on a variety of surfaces.
- Experiment with paint to create interesting effects, e.g. by adding PVA, sand, salt.
- Create paintings, using imagination, that demonstrate knowledge of texture, line, colour and pattern.
Printing:
- Use different printing techniques, e.g. lino, screen printing, press, collograph.
- Select different materials to create different textures for printing, e.g. string, polystyrene, fabric.
- Add detail to prints using different media, e.g. pens, pastels.
- Design and create prints using appropriate methods and media, e.g. design wallpaper, fabric.
3D structures:
- Design, plan and make models using a variety of tools, selecting appropriate materials, e.g. clay, junk materials, papier mâché, mod roc.
- Shape, form, model and join with confidence to create 3D objects.
- Make armatures for 3D model.
Collage/Textiles:
- Select and combine different materials to create collages, including adding collage to painted/drawn/printed backgrounds.
- Create repeated patterns on fabric using different media, e.g. fabric paints/crayons, dyes, stitching.
- Experiment with and use dyes, paints, batik, applique etc. to design and create textiles.
Moving image and photography:
- Take photographs and record sound and images to represent experiences.
- Explore and use digital media, including moving image, animation, digital packages to communicate ideas, experiences and information in a creative way.
Create artwork in response to stories/class novel, e.g. paint a portrait of a character using knowledge of proportion, create the setting by painting or drawing using perspective and using colour to create mood/atmosphere.
Create artwork in response to drama, e.g. make masks/props/stage/set/costumes to enhance a drama (create 3D model to represent staging and use textiles to create costumes).
Create artwork in response film, e.g. draw/paint the setting using colour to create atmosphere, mood, or create the setting in 3D; use digital media to communicate own ideas inspired by film.
Create artwork in response to learning contexts, e.g. WW1 – collaboratively design and build a life size replica air-raid shelter; Victorians – design and create a textile using printing techniques; Rainforest– create collage to represent the four layers.
Create artwork in response to music, e.g. create graphic scores using drawing/pictures to represent sounds; use digital media to communicate own ideas; create 3D models, drawings and paintings inspired by pieces of music.
Create artwork in response to environment, e.g. go on an ‘inspiration walk’ and record interesting images by making sketches and taking photographs, explore these images in class, pick out interesting details and experiment with different media to create design ideas; use ideas to create a design (e.g. wallpaper, using printing techniques)
Create artwork in response to objects, e.g. fine tune observation skills using everyday objects, discussing shape/space, line, tone, colour, pattern, texture, form as appropriate (Here is a shoe, “What is it made of?”, What qualities does this material have?” “How does it feel?”)
State likes and dislikes and explain feelings using increasingly more detailed and accurate language, e.g. the use of different shades of green make me feel calm and relaxed; the use of string on the press print has created an interesting texture.
Share ideas using language of the visual elements with increasing skill and confidence.
Identify/respond to and research a design brief, e.g. design and make a moving toy for a P1 child; design a stained glass window for your classroom.
Explore features, look for inspiration and a starting point for the design, e.g. look at pictures, books, take photographs, ask questions (indoors and outdoors), discuss what it could look like, what could it be made of, what problems could be encountered?
Understand that what is designed must meet a purpose, e.g.
- A toy – needs to move in some way to engage the child – will it spin, jump, move on wheels? How will it look? Will it be attractive to a small child and suit their interests?
- Stained glass – light needs to get though stained glass and it needs to create interest and a focal point of a room/hall etc.
Choose appropriate materials and discuss properties of materials using increasingly complex language (pliable, rigid, hard, strong, durable, waterproof, transparent, opaque, circular).
Explore solutions, experiencing trial and error, e.g. try out materials – how can we make joins / hold things together so its strong? How can we make this move? What shapes do we need?
Talk about the design process, with increasing skill and confidence, explaining how the problem was solved, and confidently justify choices, ‘I used…because…’
Explore the work of artists, sculptors and designers with a developing understanding of how and why they make their work.
With increasingly accurate and more complex language, share thoughts and opinions on other children’s work / work of artists and designers and justify opinions.
Answer questions about own artwork, using the language of the visual elements.
Look at, talk about and ask questions about others’ artwork, making comments using the language of the visual elements.
Evaluate and improve own work and the work of others by giving feedback on agreed criteria.
Give and receive constructive suggestions on how to improve artwork, using the language of the visual elements.
Understand and appreciate the value of displaying and exhibiting art and that art can take many different forms.
Present own artwork to the class, school, 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.
