Assessment Guidelines Year 3/4

Investigating & Marking

Record Responses: 

Select and represent, with increasing confidence, what they observe, experience and imagine in a variety of ways.

Gather Resources and Materials:

Collect visual and other information in a sketch book and use as source material for different purposes.

Explore and use Media  (skills & elements)   

Line & Tone

With encouragement attempts to create realistic representations of more sophisticated  images that they observe, remember or imagine.Create images demonstrating an increasing level of attention to 3D form - i.e. experiments in using different line techniques which can be used to create a 3D representation of a solid form.

Create images expressing ideas/feelings

Experiment confidently in using different mark making techniques  (See P.O.S.)

Understand that tone  is 'the amount of lightness and darkness cast over a object/image'.

Begin to create tone in their artwork  -  e.g.  using light/dark shades of a pencil.

Talk with increasing confidence about the use of line and tone in their own work and the work of others.  With encouragement begin to make links with other visual elements.

Colour                        

Understand that a combination of primary and secondary colours creates almost  all other colours.                                   

Understand that Black is created  by mixing Red, Blue and Yellow.

Understand that White is 'no colour' -  i.e.  it can't be made by colour mixing, it is manufactured.

Create a colour wheel to explore colour theories.

Understand the theory of 'Colour Temperature'.

a)  know that warm colours are reds, yellows and oranges (these advance in image)

b)  know that cool colours are blues, greens and purples  (these recede in an image).

Talk with increasing confidence about the use of colour in their own work and the work of others.  With encouragement, begin to make links with other visual elements.

Pattern                       

Design and create a press print.  Understand and use the technique of roller printing'.

Design and create a pattern using the technique of 'tie & dye'

Design and create a pattern using the technique of 'weaving'

Experiment confidently in creating other pattern making techniques (see P.O.S.)

Talk with increasing confidence about the use of pattern in their own work and the work of others.  With encouragement, begin to make links with other visual elements.

Texture                      

Sort fabrics/threads according to colour, texture and pattern.  Talk                             about their choices and describe their fabrics/threads.

Select and use fabrics/threads to create a  'coloured landscape collage'. Talk about design, effects created through colour choices, shapes, patterns, textures etc.

Select and use  different textured materials to create 'textured paint'. Create a textured painting or background for other artwork.

Talk with increasing confidence about the use of texture in their own work and the work of others.  With encouragement, begin to make links with other visual elements.

Shape, Form & Space

Can recognise, sort and match a variety of 2D and 3D  shapes.

Design and create a 2D image using an arrangement of shapes  -  i.e.                overlapping.  (see P.O.S.)      

Use clay to create a 3D form.  Understand  and use the technique of  'wrapping' or 'coiling'

Create an exterior design of a landscape.  Construct their design using selected construction materials (see P.O.S.)

Create an architectural design of a simply shaped building.  Record the                    desired materials to be used (see P.O.S.)

Design  and create a sculpture using the techniques of 'paper sculpture'

Talk with increasing confidence about the use of shape, form and space in their own work and the work of others.  With encouragement, begin to make links with other visual elements.

Review and Modify

Begin to reflect on and adapt their work in the light of what they intended  -  e.g.  'My press print design wasn't right.  I've added a border and it looks better now'.

Knowledge & Understanding

Develop Understanding

With encouragement,  identify similarities and differences in the method and approach of artists, craft workers and designers.  Begin to recognise how different visual elements are used for different purposes - e.g. (in response to a study of ceramics and coiling)  'I'm making a coil pot  like the Greeks did thousands of years ago.  This is a photograph of an old Greek wine vat.   It is made out of clay.  My pot will look a little bit like this but much smaller.  I'm going to paint my pot bright red and use this stamp print in black because it looks like a Greek pattern. I think red and black look good together.

Respond to and Evaluate

Compare - with increasing confidence,  the ideas, methods or approaches of artists, craft workers and designers including those used in different styles and traditions,  e.g.  in response to a study of Guatemalan Weaving patterns.  'We weave like this - under/over, under/over.  But we can use different threads and wools to make different patterns.  In Guatemala  the spinners and weavers still make the motifs used by their ancestors.  I have designed my own pattern and I'm using brilliant coloured thread to weave with, just like the ones used by the Guatemalan weavers".

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