The Nature and History of Art

The Nature and History of Art

KNOWLEDGE & UNDERSTANDING

Children should be given direct instruction about the nature and history of Art. As part of this process, each class will study in detail a selected Artist(s), Craftworker(s) or Designer(s).

Key stage 2 classes will also develop a wider field of reference and knowledge of a range of Art works and the work of artists, craftworkers and designers in different periods and cultures.

Class	Artist.Craftworker or Designer	Range of Works Different Periods/Cultures
Nursery	Nick Butterworth	Free choice when required
Red (Rec)	Van Gogh	Free choice when required
Orange (Y1)	Matisse	Free choice when required
Yellow (Y2)	Monet	Free choice when required

Class Artist, Craftworker or Designer Range of Works Different Periods/Cultures


Green (Y3/4)	Monorian	Cezanne	Guatemalan Weaving Ancient Greek/ Roman Ceramics	Tie Dye - C20th influences

Blue	Picasso	Lowry	Aboriginal Painting/Printing Oriental Embroidery French Collage Clay relief- English Middle age influences	* Indonesian Batik * French Decoupage * Henry Moore Sculpture * Archetechture- Local environment

Indigo	Keith Haring	Andy Warhol	C20th American Art - e.g. James Rizzi Stained glass- local church archetechture African Textiles Ceramics- links to Bolton Art Gallery	* Printing repeated images- Any Warhol Japanese Marbling Mosiac - Roman/Greek influences Guadi/Spanish archetechture *Tudor/Greek architecture

Selecting Other Visual Sources:

Your selection of visual sources should be guided by the criteria set out below. (Don't worry about repetition - i.e. presenting visual sources which the child may have previously encountered - for it is this familiarity which leads to greater knowledge and understanding)

Select visual sources from PAST to PRESENT TIMES - i.e. choose random examples from Prehistoric Art right through to the 20th Century.

Select visual sources from DIFFERENT CULTURES - i.e. choose random examples which may include puppets from Malaysia, paintings from China, Japanese prints, Mexican murals, African masks, Italian paintings, etc.

Select visual sources which highlight a WIDE RANGE OF ART WORKS - i.e. choose random examples of drawings, paintings, sculpture, buildings, weaving, pottery, jewellery, construction, collage, fabric design etc.

Select visual sources from the CLASS, SCHOOL and LOCAL ENVIRONMENT - i.e. Choose random examples of children's work (class, hall displays etc); and local work (architecture, gardenscapes, museum trips etc.)

Links to Investigating & Making

Visual sources can be used:

At the start of a topic or beginning of a lesson. They can be used as the stimulus to a topic/lesson, providing inspiration and triggering the imagination.

At the end of a topic or conclusion to a lesson. They can be used as a means of gathering the children together to talk about the similarities/differences between their own work and that of the other artist, craft worker or designer.

The aim of using visual sources:

To inspire the child to apply their acquired knowledge and understanding of the work of other artists, craft workers and designers to their own work.

At key stage 1, this 'application' may take the form of mimicking selected methods/techniques

At key stage 2, this 'application' may take the form of adapting and modifying methods/techniques to create a desired effect or to add an extra dimension to a piece of work or to simply stimulate an 'idea' for a piece of work.

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