1. Ocean of Light: ART DEPARTMENT – SCHEME OF WORK
Year: Class 1-6 Title: Art and design overview – Multi-disciplinary Term: Autumn
Aims and objectives 1. To get an ov erv iew, understanding and conf idence of dif f erent disciplines in Art and Design and in technical skills
2. To experiment and explore a wide range of materials in 2D and 3D using appropriate media and making inf ormed aesthetic judgments recognizing the ef f ect of the
relationship between v isual and or other f orms ef fectively
3. To gain knowledge and understanding on Art and design and contemporary artists f rom dif ferent cultures and backgrounds
4. Collaboration and group work in some disciplines in Art and Design
5. Identif y and problem solv e in v isual and tactile f orms to lead to solutions in f inal outcomes
6. Demonstrate practical, technical and expressiv e skills and intentions
7. Present an inf ormed response through personal ev aluation, ref lection and critical thinking
Equal opportunities, Special Needs
support/Gifted and Talented
considerations
Lower ability students may need to copy images directly and employ these f or their designs
G+T to use more complex resources f rom outset of project. Create own inspiring quote that is personal to their experiences.
ICT
Literacy - Specialist vocabulary Tone, shape, colour, f orm, line, shades, primary colour, secondary colour, tertiary colours
Numeracy Change of scale, patterns, proportions, motif s, designs
Cross Curricular links Design, geography , history
Curricular enhancement
Display whole school – all abilities-working towards a f inal exhibition
WEEK TEACHING AND LEARNING ACTIVITIES OUTCOMES/LEARNING
INTENTIONS/differentiation
RESOURCES HOMEWORK ASSESSMENT CRITERIA
1-2 Introduction/ov erv iew to theme and v arious themes of art
with powerpoint images and questions to discuss (10 mins).
Drawing lesson. Giv e pupils the starter activ ity to get to know
their strengths in art and design. (10 mins) Find dif f erent still
lif e objects f or pupils to draw (hav e this set up on
tables).Demonstrate how to draw ef f ectively from
observ ation capturing accurate and realistic tones/shades
etc (5 mins). Pupils to start their drawings (20 mins-40 mins).
Tidy ing up (5 mins).
To know how to draw effectively in
observation using Pencil
To understand howto represent accurate and
realistic tones
To be able to vary pencil pressure to achieve
tonal variety
ALL: To gain knowledge on dif f erent art disciplines
and started their drawing skills and to hav e
undesrstood how to represent accurate and realistic
tones. (look at drawing powerpoint and handout).
MOST: To hav e participated in a discussion on key
question and looked at work critically .
SOME (EXT): To hav e started another sheet of
drawing-if f inished.
Sketchbooks (ask
pupils to buy
these for next
lesson)
paper
Drawing Pencils
Still Life Objects
powerpoint
Fill a page with drawings
of interesting vegetables
that you have at home. The
underneath of mushrooms
are great, or a piece of cut
broccoli or cauliflower etc.
Be creative!
Homework 1.use of skills
learnt in class to create
accurate drawings f rom
observ ation with a v ariety of
tones.
0-20 (see assessment criteria)
A04: Selection and control of
materials, media and
processes (a) and (b) A05:
personal v ision and
presentation.
Classwork: A04 and A05

2. 2-3 Note: hav e paints and paintbrushes set up. Starter:
explaining the primary and secondary colours-look at
handout on display -ask pupils to paint these (5 mins), {Also
to show h/w to rest of classmates (5 mins)}. Ref lect critically
ref erring to assessment criteria and learning objectiv es on
work with plenary : Have yourepresentedtones anddrawn
the still life accurately? What has been successful and
why? What improvements couldbe made? Whichpiece of
work from your classmates do youthink is verysuccessful
andeffective?
Write down annotations in sketchbooks (10 mins).
Pupils to be introducedto key painters andtechniques and
to look over powerpoint andstart a study of one ofthe
painters worktryingto replicate the styleandwork of that
artist. Tell pupils about primarycolour, secondarycolour,
tertiary colours. Pupils to fill a sheet about this (15mins).
Pupils to fill in sheet about mixingprimarycolours to
make secondarycolours..Pupils tostart a study of one of
the artists work (20-40mins).
Demonstrate topupils Different colour mixingtechinques
for their paintings.
ALL: To hav e Completed sheet about primary ,
secondary and tertiary colours and made an
inf ormed response through personal ev aluation,
ref lection and critical thinking about drawings.
MOST: To participate in a discussion and to start
their study of an artists work (look at powerpoint).
SOME: To be f inishing of their paintings of the
artists work.
Pencil
Paper
Paints
Paintbrushes
Waterpots
powerpoint
2. Painting: Research a painter of
y our choice and do a small study of
this artist work and write what y ou
think is ef f ective about the work
and how the artist has used tone,
colour, line and shapes to create
their paintings.
Homework 2. Research and
skill of replicating and
understanding how an painting
is made. A05 b)
0-20 (see assessment criteria)
Classwork: A01gathering,
recording, research and
manipulation(b) recording
andanalyzinginformation
from direct observation
and/or other sources and
personal experience. A04:
Selection andcontrol of
materials, media and
processes (b) Select and
control appropriatemedia and
processes, demonstrating
practical,technical and
expressive skills and
intentions.
3-4 Starter about line (3 mins). Pupils to f inish painting’s (10
mins) and to collect all their work. Show pupils presentation
on dif f erent artists who use sculpture in their artwork this to
include materials and techniques as well as installation art,
public art and env ironment art (10 mins). Discuss this and
start v arious design’s of a sculpture f or a space. Pupils to
think about what shape their sculpture would be and what it
would be made of (25 mins-45 mins). Pupils choose the best
image to make into an A4 sheet with colour and annotations.
Pupils to start their sculptures (20-40 mins). Tidy ing up (5
mins). If there are no materials f or the sculpture: introduce
collogrpah printing with string, PVA and cardboard based on
a tongan design
ALL: To hav e started their designs of a dif f erent
sculpture and to hav e seen the powerpoint at least 2
designs with colour.
MOST: To hav e participated in discussion and
recorded key notes down on paper
SOME: To hav e started to make their sculpture.
Paper
Colouring pencils
Materials
Knif e
Cutting matts
spaces
3. Create a 3D piece with found
materials-either bring this in or
photograph piece.
Homework 3. Creativ ity ,
originality in creating sculptural
piece. A01 a) and b) A05 a)
0-20 (see assessment criteria)
Classwork: A02: Exploration
and dev elopment of ideas a)
Explore a range of v isual
and/or other ideas by
manipulating images b) Show
a dev elopment of ideas
through appropriate processes.
A04: a) Show exploration and
experimentation and
appropriate materials b)Select
and control appropriate media
and processes, demonstrating
practical, technical and
expressiv e skills and
intentions.
5-6 Starter wordsearch (5-10mins). Students to f inish of f
sculptural pieces, or pieces f rom paper. Use av ailable
materials to install a piece of art, or create a piece of art
based on designs and techniques (15 mins). Discuss what
has been successf ul and why and what can be improv ed
on(10 mins). Introduce photography , on a powerpoint. Ask
pupils to take their own photographs based on their interests
and to print them of f in their books and show to others. If
there are no camera’s pupils to draw, paint or do a collage
based on a photograph: introduce photomontage. Choose
one to draw v ery accurately to be assessed this can be
based on y our own photograph or f rom the handout.
Ev aluate the work. (25-45 mins). Tidy ing up (5 mins).
ALL: To hav e analy sed dif f erent photographs and
started to take their own (if no camera’s pupils to do
photom ontages and discuss work on powerpoint).
MOST: Started their photomontages.
SOME: To introduce paint and started another
image
Pencil
Paper
Cameras
Computer room and
printers
Newspapers
Scissors
Glue
Paint
powerpoint
handouts of dif f erent
phptographers
4. Research: Find an inspiring
photographer and say what y ou
think the artists is try ing to capture
and if y ou think he has been
successf ul and why .
Homework 4. Depth of
research and annotation and
analy tical skills of the piece of
art,
0-20 (see assessment criteria)
Classwork: A03 a) and b)

3. 6-7 Starter :wordsearch (5mins). Students to f inish of f their
photos, photomontage with dif f erent materials and to
ev aluate this in their sketchbooks (10 mins).
Introduce Kandinsky and artists who use music to create
their work. Discuss the mark making and f orms of the pieces
inspired by music(15 mins). Bring in dif f erent sty le’s of music
and ask pupils to create a v ariety of drawings and paintings,
some blind drawing others with dif f erent materials. Take one
of the drawings to f ill the whole page… Ev aluate each piece
of work with more detail…. (25-45 mins). Critically ev aluate
and ref lect on work to see what has been successf ul and
why and what can be improv ed. (10 mins) Tidy ing up (5
mins).
ALL: to hav e created a series of drawings and
paintings based on dif f erent genres of music
MOST: to hav e created a v ariety of abstract mark
making, details and a v ariety of tone in the work.
SOME: to hav e started to annotate work
Paper
Paints
Brushes
Paintpots
Powerpoint
CD play er/laptop
Dif f erent genres of
music
5. Techniques: Choose a
genre/piece of music and create a
piece of work based on the music
and emotion. Write what piece of
music it is and who and how y ou
tried to show this in the painting
Homework 5. Use of creativ ity
and materials to respond to a
piece of music. A02 b) A04 b)
0-20 (see assessment criteria)
Classwork: A03 b) Ao4 a) A05
a) and b)
7-8 Pupils to choose one of the disciplines that they hav e
excelled at the most to produce a f inal piece of the subject
matter of their choice eg. A portrait drawing in pencil or a
drawing of nature in pencil, a landscape painting in acry lic
paint, Pupils to make small studies of what the f inal piece
should look like and write about what is their f av ourite
composition, colour, tone etc.
ALL: To hav e started their f inal pieces in their
chosen material
MOST: To hav e f inished their f inal pieces by the end
of week 8
SOME: Still f inishing of f f inal pieces, and some to
hav e gone ov er precious work to improv e or re-do.
Materials f or their f inal
pieces.
6. Materials: pupils to get an
additional material’s that they
need.
8-9 Pupils to go ov er prev ious work to re-do or improv e. Pupils to
add a f rame to their work. Pupils to critically look at their
work and the work of their classmates.
ALL: To hav e f inished producing f inal pieces
MOST: To hav e added a f rame to their work.
SOME:
Final pieces A05 a) and b)
10 Work through the ‘Ev aluation and self -assessment sheets’. Each to complete self -assessment and rev iew of the
project.
‘Ev aluation and Self -
Assessment sheets’.
7. Evaluation: Produce an
illustrated ev aluation of all work
produced, knowledge dev eloped
through the completion of this
project.
Homework 7. Use of
v ocabulary and spellings.
Staf f to award NC Lev el f or
project/ end of y ear. A05:
Personal v ision and
presentation.
0-20 (see assessment criteria)
Classwork: A05: Personal
v ision and presentation
b)Present a inf ormed
response through personal
ev aluation, ref lection and
critical thinking.