Spring 1
Year 3 – Sculpture
This unit introduces children to 3D art. Children are likely to be aware of sculpture through statues they have seen in public spaces. They start by exploring how sculptors can use different materials to make sculptures. From this starting point, lesson 2 explores the difference between the words ‘sculpture’ and ‘sculptor’ and the children compare Degas’ drawings and sculptures of ballerinas. Over the course of three lessons, the children then learn about the process of making a sculpture, using the work of Gormley and Hepworth to explore making models for larger sculptures, casting and applying colour to sculptures. To investigate this process themselves, they create sculptures in clay and plaster. The unit finishes by looking at the concept of style, in relation to painting, by comparing the work of Giacometti and Moore and the children create their own elongated Giacometti-like figures using pipe-cleaners and foil.
Year 4 – Design
The children are introduced to the idea of analysing art by splitting it into separate constituent parts by looking at Kauffman’s paintings at the Royal Academy of Art, which represent colour, design, composition and invention. They learn that we now analyse art by identifying that design (or composition) in art means how the different elements of art (line, colour, shape, form, tone, space and texture) work together to make a piece of art. They are made aware that they have studied all of these elements separately over the course of years 1-3.
The concept of design is then explored by considering how the elements work together in the cut-outs of Matisse in his book called Jazz. This analysis deepens their understanding of the concept of design. Over the course of three lessons, the children explore how Matisse worked and make their own cut-outs of trapeze artists based on the work Les Codomas.
In lesson 4-6 the children examine the design of Munch’s work The Scream of Nature, learning how the artist used colour and line to communicate strong emotions. This is known as expressionism. In particular, they consider how Munch uses complementary colours. They conclude the unit by creating their own picture showing a scream, using mixed media.
Year 5 – Art from Western Africa
This unit explores the art of Western Africa by looking at Malian antelope headdresses and the Benin plaques from Nigeria. The children learn about how the Malian headdresses, made by the Bamana peoples are used in a ceremony to honour the spirt Chiwara and reflect the importance of farming in their rural community. The children explore how the shapes in the headdress represent different important animals in Bamana society.
In the third lesson, the children are introduced to the Benin plaques, also known as the Benin bronzes. They learn that the plaques, made by the Edo peoples, were cast from brass, made between 1550 and 1650 to decorate the pillars of the royal palace in Benin City and tell us about life in the royal palace and the Benin Kingdom. By studying the plaques, the children understand how the Edo peoples traded with the Portuguese and consider the circumstances in which some of the plaques were taken from Benin City and brought back to Britain. They learn about the reception of the plaques by the late Victorians (who were surprised at the sophistication of the artworks) and of the current debate about restitution of the plaques to Nigeria. Understanding this as part of a wider debate regarding restitution by western museums of sending objects back to their country of origin builds on consideration of the similar debate concerning the Parthenon Marbles considered in the unit on Architecture in year 3 and the children’s understanding of the British Empire studied in the history curriculum in Autumn 2.
During the course of the unit, the children carry out an extended project to create a cardboard relief of an insect. Through this they explore the concept of sculptures in relief (as seen in the Benin plaques) and using simplified shapes to represent an animal (as shown in the Malian headdresses). They produce observational sketches, annotations and designs before building their relief from cardboard.
Year 6 – Victorian Art & Architecture
This unit builds on the children’s knowledge of the Victorians studied in history in Summer 2 of year 5. They start by looking at the architecture of the Houses of Parliament and how this important building was influenced by both gothic and classical styles. This necessitates a review of classical architecture, first studied in year 3 in the unit on Architecture through looking at the Parthenon and learning about the features of gothic architecture. The children then study examples of Victorian architecture which they see in their local environment, identifying where it has either classical or gothic influences. Over the course of three lessons, they do detailed drawings of famous London buildings (the Houses of Parliament, St Paul’s Cathedral and Westminster Abbey) which show gothic or classical influence. This activity repeats work done in their study of architecture in year 1 and can be a useful comparison to see the progress they have made in their drawing skills throughout their years in key stage 1 and 2.
The children then study the work of the Victorian pre-Raphaelite artists. This necessitates reference to rejection the idealized forms of Raphael which they will be familiar with from the unit at the beginning of year 6 on the renaissance. They look in detail at Ophelia by Millais and The Annunciation by Rossetti and consider how these artists wanted to reflect reality in their paintings by engaging in careful observation. They practise careful observation themselves, by using watercolours to paint flowers. Through this activity they learn different techniques of painting with watercolour, painting wet-on-dry and wet-on-wet, as well as working from light to dark, in contrast to working from dark to light as they have previously done with opaque materials such as acrylics and oil pastels.