Reception

Artist: Jason Pollack

Know that paintbrushes can make marks on a surface when combined with paint using brush strokes.

Identify components of objects such as petal, stem, bud, leaf, branch, trunk and represent these using appropriate shapes.

Know that some paints move differently to others. E.g. some may be thick and

need more effort to move. Some may be drier etc.

Know that when paint is mixed, it will change its colour.

Know the names of all of the colours.

Choose colours to be used in an artwork.

Know what the term ‘background’ and  means.

Know that some colours can be “light” or “bright” or “dark”.

Hold painting medium (paintbrush, sponge brush etc) with increasing control, using a consistent full grip or three-fingered grip.

Create lines and shapes that more clearly reference a given shape or concept.

Using painting apparatus, they can create basic shapes that represent objects from

observation or imagination.

Represent textures of an object using different brush strokes. E.g. sharp strokes for tree bark. 

Create lines that consist of differing widths(thick and thin) by

changing the position of the paintbrush or selecting appropriate apparatus.

Learn about different effects paintbrushes can create.  E.g. splattering

Know that some artists combine media and replicate that in their work.

Year One

Artist: Van Gogh

Know that paintbrushes can differ in appearance and can create different effects.

Know that if the paintbrush is held more tightly, will improve control.

Hold the paintbrush close to the tip for control and detail, hold the paintbrush further towards the end for loose mark making. 

Apply lines that follow basic contours and outlines of shapes from observation.

Know that simple shapes combine to create an overall picture.

Know that refining lines means to make them more accurate.

Know that paints can be thick/thin in consistency and create different effects.  E.g. background wash

Know what a wash is.

Know that when adding white to a colour, its value becomes lighter (known as tint)

Know that when adding black (or a darker colour such as purple) makes its colour or value darker. This is known as shade.

Talk about light, mid and dark values of colour.

Knows that red, blue and yellow are primary colours.

Know what a still life is.

Collect ideas from different paintings and portrayals of sunflowers: Van Gogh, Klimt, Monet.

Create a painting using different brush strokes that depict sunflowers in different ways.

Know what composition means.

Describe the composition in different artists’ work about sunflowers.

Refine lines to make them more accurate by using controlled application.

Know what the outline in black does to something on the picture.

Year Two

Craft Workers: C R Mackintosh; May Morris

Know that using different brushes will create a different aesthetic. E.g. a large flat brush will create wide sharp lines.

Know that holding the paintbrush close to the point will help control and detail and that brush strokes are more fluid and expressive when creating sketched lines; grip towards the end.

Know that paints have different properties – they can be thick or thin in consistency and used for different effects.

Know what a ‘wash’ is.

Know that red, blue and yellow are primary colours and orange, green and purple are secondary colours. Knows that blue, green and purple belong to the cool colour family.

Knows that when adding a darker colour such as purple makes its colour or value darker. This is known as shade. Colours can also be tinted with other colours (when red is added to white, it has a red tint creating pink).

Know that tones can be blended together from light, mid to dark using a paintbrush.

Know how to paint flowers and plants.

Know that sometimes artists plan out what they are going to paint with fine sketch lines

Year Three

Artist: John Constable

Know that paintbrushes can differ in appearance and purpose.

Flat brush are useful for blending and creating washes.

Rounded brush makes them suitable for small details and delicate lines.

Know that paint can be layered to add texture.

Chooses correct paintbrush grip for purpose. E.g. holding the brush with three -finger grip close to the tip to add detail.

Lines and shapes can be applied with increasing accuracy, showing control. 

Using directional brush strokes, their objects can begin to possess form.

The application of tone shows a clear contrast between dark, mid and light.

Know how to consider composition placing the object/s for a reason.

Know that they can use the grid method of referencing to correctly scale an object.

Know that a horizon line runs horizontally.

Know that paints have different properties and can be more suited for certain projects, for example: - Watercolour = translucent, soft

images. - Acrylic paint = thick and textured. Begin to suggest why certain paints are more  appropriate for a project. E.g. Watercolour for still life as requires less equipment and can be utilised quickly. It also dries quickly.

Mix primary colours confidently to create secondary and tertiary colours (mixing a primary with a secondary).

Using knowledge of shade and tint, know how to mix variations of dark, mid and light of a certain colour by adding the correct ratio of white or black.

Knows that colours can be blended using a gradient.

Know that tone can create contrast in a painting.

Year Four

Artists: JMW Turner

Katsushika Hokusai

Know that paintbrushes can differ in appearance and purpose and can reflect a certain style of painting.

Detail - round brushes with short hairs. They are a good choice for

working on details and making short strokes to help create realism.

Flat square end brushes are good for bold strokes, washes and filling wide spaces. They can also be used for fine lines, straight edges and stripes.

Filbert flat and oval-shaped end brushes work well for blending and creating softness.

Knows how to chooses the correct paintbrush grip for purpose and outcome.

Paint objects that are correctly sized in comparison to others within an artwork.

Create objects in the foreground that appear larger than those in the back and midground.

When painting, elements of the same object are drawn using an accurate proportion e.g. the plants, sea, boats and trees.

Identify areas of shadow and light and blend tones accurately to create soft gradients.

Follow the contours of a shape using directional brush strokes to show its form with consideration of light source and shape e.g. rounded edges like flower petals.

Directional brush strokes can be used to portray form.

Know that texture can be manipulated via different methods and techniques such as layering, differing brush strokes or varying equipment such as a sponge.

Know that they can measure shapes from observation using a scaling method using their thumb and pencil.

Know that scale is a comparison of size between objects.

Know that scale will change relative to distance and depth.

Capture form in an implied 3D space.

Use different techniques such as layering, differing brush strokes or varying equipment such as a sponge.

Consider composition with regards to placement of the object with an understanding of how to highlight the focal point.

Know that complementary colours are opposite on the colour wheel.

Using knowledge of shade and tint, knows how to mix variations of dark, mid and light of a certain colour and know that to blend them softly.

Year Five

Artist: Frederick Goodall

Know that brushes differ in appearance and purpose and can reflect a certain style or movement.  Round or pointed tip brushes are good for sketching, outlining, detailed work and filling in small areas. Flat square end brushes are good for bold strokes, washes and filling wide spaces. Know that shaped end brushes work well for blending and creating soft rounded edges like flower petals.

Know how to clearly marks areas of light and shadow in an observational painting.

Know how to capture light and shadow in the correct areas with knowledge of light source.

Know how to use directional brush strokes to create form.

Consider perspective when creating a painting (1 and 2 -point perspective).

Know how to paint so that lines diminish at the vanishing point.

Know how to use scaling and composition for a balanced artwork. E.g. the focal point may not be centred but is in the foreground to highlight its importance.

Know how artists encourage the viewer to roam across the painting with their eyes.

Know how to paint details by making short strokes.

Know that the horizon line is a horizontal line that runs across the paper to represent the viewer's eye level, or outline where the sky meets the ground.

Know that the vanishing point is where receding parallel lines diminish.

Know how to stipple.

Know that when complementary colours are mixed, they will become muted.

Year Six

Artists: Diego Rivera; Frida Karlo

Know that a more expressive range of painting apparatus can be chosen and applied based on their properties, purpose or outcome. E.g. painting round or pointed tip brushes are good for sketching, outlining, detailed work and filling in small areas.

Flat square end brushes are good for bold strokes, washes and filling wide spaces. They can also be used for fine lines, straight edges and stripes.

Know how to paint something from different viewpoints using knowledge of perspective.

Know what cubism was and how this tried to portray objects from different angles.

Know what surrealism is.

Apply a range of techniques to create texture and meaning.

Know that the paintbrush, colours, shapes and composition can be used in different ways to inform mood.

Know that depth in a painting affects the scale of an object and its clarity.

Know that different viewpoints and perspectives affects a shape’s appearance.

Knows that by mixing different variations of primary colours, different hues of black can be created.

Know that tone can affect the ability to create form.

Know that tone can affect the mood of an artwork.