Art and Design
At Giffard Park Primary School, we believe it is important to foster creativity and imagination in all our children. In Art and Design, we aim to provide experiences and skills in various aspects of art and design: painting, drawing, sculpture, dance, drama, printing, pottery plus many more! We aim to provide unique opportunities for our children that enable them to express their creativity in their own way. Over the year, we weave art and design into our project- based learning as well as our focused weeks and competitions.
Drama and dance
Throughout the school year different Year groups take part in performances and showcase talent. Children in the Early Years take part in a simple Nativity. Children in Year One and Two take part in a Christmas performance and learn various dances and songs to perform.
Children throughout Key Stage Two are encouraged to learn an instrument and will showcase their talents through performance to parents, the elderly community and in local competitions. Before leaving school Year Six children are involved with script writing, set design and prop production for their end of year performance.
Year One children study the work of many famous artists including Van Gogh, Turner, Constable, Picasso and Archimboldo. They begin to explore different genres of art and techniques used by artists throughout the world. They focus on representing themselves through various self portraits, drawing the landscapes around them and exploring the use of sculpture. During the Summer Term they travel through art to the African landscapes and explore colour and pattern through traditional African materials and create a mask in the style of an African Warrior.
They also explore plenty of opportunities to design and make products such as cars, moving picture books and photo frames. Throughout the design process they are encouraged to evaluate each product and consider strengths and weaknesses.
Throughout the year there are several links to different craft makers, designers and artists.
They learn about Charles Rennie Mackintosh and design and make their own stained glass window using card and tissue paper. They discover the works of Monet and Pollock and use these styles to create their own artwork. They also learn how to sketch. They explore paints, colouring pencils, pastels, crayons and watercolour paints; they begin to learn about shade and tone.
During the 'London' topic the children are transported back in time and become architects. The children design and make their own Tudor houses. They use cardboard boxes, sugar paper, paint and glue to create the houses. They add finishing design features such as wooden beams, windows and doors.
Upon returning to modern day Britain the children use clay to design and make their own famous London Landmark. They use clay tools to create lines and features on it. The children think carefully about the shape of each landmark and how they can use their tools to create it. There is a strong focus on line and shape throughout the creative process.
Later in the year the children take an adventure to Mumbai and compare life between their home city and one in another country. The children learn about another culture, different beliefs and study the arts and patterns associated with the country. They use this information to design and make their own diva lamp. They use clay to make their lamp and use the clay tools to create patterns on the sides. Once dry, the children use bright colours to paint them in the style of the fabrics and materials they have studied in the unit.
As we move into Key Stage Two, the children begin to use sketchbooks. They keep a record of continuous work and are encouraged to record sketches and ideas like an artist. This is demonstrated through topic inspired learning such as Stone Age sketching and silhouettes, and the use of different media to reproduce Stone Age artworks.
They study and compare the work of famous artists, focusing on the work of Seurat and Monet, to compare style and technique.
During technology lessons they prepare and make dinosaur fossils. They begin to explore cookery and focus on predominantly savoury dishes.
Our Art and Design curriculum lets Year Four show their creative side. They look at examples of Viking shields and learn about why they were used. They then use this knowledge to design and create shields. We also explore why the Vikings wore brooches and look into different examples to gain ideas to design and make their own brooch.
During English the children study a book called ‘How to train a dragon’ and their art skills are sharpened by carefully sketching spooky dragon eyes. In Spring, Year 4 children delve into the post-impressionism Art era and not only learn about Henri Rousseau’s ‘Tiger in a tropical storm’ but also investigate the era he lived in and compare his other pieces of work. Year 4 also explore the work of artists around the world and focus on into The Great Wave off Kanagawa woodblock print by the Japanese ukiyo-e artist Hokusai.
They learn about nutrition and diet as they grow to understand more about food, by the end of the topic they will be able to plan, prepare and taste a balanced meal.
Much of Year Five’s art is linked to their topic work. They explore Ancient Egypt and look at Egyptian portraits. They also use their design skills to produce Egyptian canonic jars using materials available to them.
They explore the work by Andy Warhol and his famous Vesuvius volcano painting. They focus on his use of colour and style of work. They return to this theme when exploring wartime artwork and motivational propaganda used throughout this era. The children look at how imagery was used to inspire and motivate people. They also use their design and product building skills to recreate air raid shelters.
In Year 6, the children are able to consolidate a range of skills that they have learnt across both Key Stages within a range of different topics and projects. We also take a look at the importance of different artists like Matisse and his influences on the world, comparing them to both ancient and modern similarities.
We take a big focus on Ancient Greek pottery in comparison to modern day pottery, looking at its uses and even creating our own from clay.
The children enjoy using a wide range of materials and mediums like: water colours for landscapes; chalk and pastels for recreating images of the Northern Lights; experimenting with marbling ink to create abstract pieces and different grades of pencils for realism pieces.
In DT, the children undertake a project looking at the different structures of bridges and the physics behind them. They create many scale models using carefully selected materials based on a design brief after careful planning and preparing. After testing their bridges, the children can evaluate their models in detail to, if necessary, make improvements and changes