Y56 A3 Art Medium term question planner egyptian art
Key Skills to be covered:
Taken from Level 4
This will need filling for each plan depending on the medium you are working in please
1a Record from first-hand evidence, experience and imagination for a variety of purposes.
1b Question and make thoughtful observations about starting points for work.
1c Collect visual and other information to develop ideas, including a sketchbook.
2a Investigate and combine visual and tactile qualities and match them to the purpose of their work.
2b Apply and develop use of tools and techniques, including drawing.
2c Design and make images and artefacts that communicate observations, ideas and feelings by using a variety
of methods.
3a Compare methods and ideas used in their own and others’ work and say what they think and feel.
3b Adapt work in response to their views and describe how they may develop it further.
4a How visual and tactile elements including colour, pattern, texture, line, tone, shape and, form can be
combined.
4b How materials and processes can be matched to ideas and intentions.
4c Artists, craftspeople and designers in different times and cultures.
I explore ideas and collect visual and other information to help me to develop my work. I keep these
in my art sketchbook.
I select the most suitable drawing materials for the type of drawing I want to produce.
Taken from Level 5
This will need filling for each plan depending on the medium you are working in please
1a Record from first-hand evidence, experience and imagination for a variety of purposes.
1b Question and make thoughtful observations about starting points for work.
1c Collect visual and other information to develop ideas, including a sketchbook.
2a Investigate and combine visual and tactile qualities and match them to the purpose of their work.
2b Apply and develop use of tools and techniques, including drawing.
2c Design and make images and artefacts that communicate observations, ideas and feelings by using a variety
of methods.
3a Compare methods and ideas used in their own and others’ work and say what they think and feel.
3b Adapt work in response to their views and describe how they may develop it further.
4a How visual and tactile elements including colour, pattern, texture, line, tone, shape and form can be
combined.
4b How materials and processes can be matched to ideas and intentions.
4c Artists, craftspeople and designers in different times and cultures.
I explore ideas and collect visual and other information. I keep these in my art sketchbook.
I use this in developing my work, taking account of the purpose.
My portraiture work has a life like quality gained by choosing and applying the most appropriate techniques.
My models on a range of scales communicate my observations from the real or natural world.
My print work includes printing onto fabrics, papers and other materials.
I use shading to add interesting effects to my drawings, using different grades of pencil.
I use drawings and designs to bring fine detail into my work.
I explain the ideas behind my images in my art sketchbook.
I can create colours by mixing to represent images I have observed in the natural and man-made world.
I experiment with different colours to create a mood.
I use a variety of tools and techniques for sculpting in clay, papier-mache and other mouldable materials.
I build up colours in my prints.
I look at the work that I have produced, and that of others’, discussing whether it meets the purpose.
I keep notes in my art sketchbook about my methods of working and the methods of others’.
I select appropriate drawing materials.
I use carvings to a surface to create shapes, texture and pattern.
I know when different materials can be combined and use this to good effect.
I explore paper techniques such as pop- -up books and origami.
My printing uses a number of colours built up in a sequence.
I make precise repeating patterns by creating accurate printing blocks.
I use the internet to research.
I keep notes in my sketchbook about how I might develop my work further
I make comments on the ideas, methods and approaches used in my own and others’ work, relating these to the
context in which their work was made.
I adapt and refine my work to reflect the purpose and meaning of the work.
I use a variety of different shaped lines to indicate movement in my drawings.
I am developing my own style of drawing.
I choose appropriate techniques to convey the meaning of my work.
I analyse and comment on ideas, methods and approaches used in my own and others’ work, relating these to
its context.
I adapt and refine my work to reflect my own view of its purpose and meaning.
My drawings communicate movement.
My drawings of still life include shadows and reflections.
My work includes historical studies of technical drawings, such as ancient architecture.
I use shading to show shadows and reflections on 3D shapes.
I have studied other artists’ drawings and have experimented with some of these styles.
I add paper curlings or other objects to a surface to embellish.
I use carving techniques to reflect images I have observed and drawn in the natural
My paintings are based on observations and can convey realism or an impression of what I
observe.
I combine colours and create tints, tones and shades to reflect the purpose of my work.
Y56 A3 Art Medium term question planner egyptian art
world.
My printing replicates patterns I have observed in either the natural or man-made world and are
based on my observational drawings.
I have studied printmaking from other cultures or other time periods.
My work communicates a meaning, idea, thought, feeling or emotion and this is explained
in a short piece of writing to accompany each piece of artwork or technique.
The lines in my paintings are sometimes stark and cold and at other times warm to reflect different
features or intentions.
My 3D work reflects an intention that is sometimes obvious, but at other times is open to
interpretation of the viewer.
My 3D work contains both visual and tactile qualities.
I choose from all of the techniques from levels 1-4 to embellish my work, as appropriate
My prints combine a range of visual elements to reflect a purpose.
My prints are based on a theme from other cultures.
My prints have a starting point from a designer in history.
My work combines visual and tactile qualities to communicate an intention or purpose.
National Curriculum Links:
Pupils should be taught:
• To create sketchbooks to record their observations and use them to review and revisit their ideas
• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
• About great artists, architects and designers in history
Cross-curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching:
Computing:
Literacy:
Writing Opportunities:
• Links with writing messages and codes in hieroglyphics
• Planning and evaluating, writing descriptions of pieces of work and examples of art
Numeracy:
Hieroglyphic codes.
Links with History topic ANCIENT EGYPT and with Geography topic AFRICA
Extended Opportunities including possible visits/visitors and local connections:
Visits/Visitors:
Local information:
Y56 A3 Art Medium term question planner egyptian art
Key objectives as questions
1
2
This term’s artist to study is:
• What did you learn in Art last
time?
• What do you already know
about painting and
sculpture?
• What do you want to
improve in your technique?
• What
•
•
•
•
What do you know about
Egyptian art and sculpture?
What is the bust of Nefertiti?
Why was Egyptian art so
important to their culture?
Why wer hieroglyphics and
sculpture used?
What are you opinions on
Eygptian hieroglyphics and
Art?
Key Skills that can be covered
Possible activities including use of
Computing and Technology
3a Compare methods and ideas used in their own
and others’ work and say what they think and
feel.
1a Record from first-hand evidence, experience
and imagination for a variety of purposes.
1b Question and make thoughtful observations
about starting points for work.
In sketch book, jot down thoughts and ideas
for improvement in painting
http://www.historyforkids.org/learn/egypt/
Ask the children to share the artistic
knowledge they have learnt through the
course of the year. Pupil to pupil
interviews (ICT links – Recorded on Ipads).
3a Compare methods and ideas used in their own
and others’ work and say what they think and
feel.
3b Adapt work in response to their views and
describe how they may develop it further.
4a How visual and tactile elements including
colour, pattern, texture, line, tone, shape and,
form can be combined.
4b How materials and processes can be matched
to ideas and intentions.
4c Artists, craftspeople and designers
in different times and cultures.
I explore ideas and collect visual and
other information to help me to
develop my work. I keep these in my
art sketchbook.
I use carving techniques to reflect
images I have observed and
drawn in the natural world.
My printing replicates patterns I have
observed in either the natural or man-made
world and are based on my observational
drawings.
I have studied printmaking from
other cultures or other time
What do the children feel they know about
painting and sculpture? What do they feel
they are good at and which artistic skills
would they like to improve?
TASK 1 Ask the children what they know
about Ancient Egyptian Art.
TASK 2 Show the children a range of
examples of representations of painting,
writing and sculpture ask them in groups to
identify which may be ancient Egyptian
(AFL – knowledge of wider art examples e.g
the statue of David. Mona Lisa)
TASK 3: Once the art has been identified
ask the children for their opinions on
hieroglyphics and sculpture from the
period.
Outcomes/Evidence that teaching
has taken place
•
Children can discuss the work
of the Artists we have studied
this year and especially the
work of Rembrandt (last
term).
•
Children can discuss their
artistic skills and limitations
their areas for development
and the knowledge they can
share with others.
•
Children are able to share
their feelings and ideas about
Ancient Egyptian Art and
sculpture.
The can identify hieroglyphics
and sculptures of famous
Egyptians.
Children can comment on the
effectiveness of Egyptian Art
and hieroglyphics.
•
•
Y56 A3 Art Medium term question planner egyptian art
periods.
My work communicates a meaning, idea,
thought, feeling or emotion and this is
explained in a short piece of writing to
accompany each piece of artwork or
technique
3
•
•
How can we produce a print
of an Egyptian hieroglyph?
How can we paint/print a
large section of Egyptian
hieroglyphs?
2a Investigate and combine visual and tactile
qualities and match them to the purpose of their
work.
2b Apply and develop use of tools and
techniques, including drawing.
2c Design and make images and artefacts that
communicate observations, ideas and feelings by
using a variety of methods.
I make comments on the ideas, methods and
approaches used in my own and others’ work,
relating these to the context in which their work
was made.
Show the children some hieroglyphics how
do they think they were produced? LET THE
CHILDREN EXPLORE their theories with
pencil, paint, chalk, pastels. Once they feel
they have succeeded and found the
technique ask them how they could print
and mass produce the technique so it was
all the same (MAKING PRINTS/TEMPLATES).
•
What is sculpture? What can it are made
off? Children list ideas on IWB. Show the
children different sculptures from around
the word and the local area, mother and
child, Eric Morecambe The Angel of the
North. Examples of stone sculpture and
ancient Egyptian artefacts. Children discuss
their opinions express favouritism of pieces
and support their opinions with detailed
•
•
Children can create and print
their own Egyptian
hieroglyphics.
Children can create a print
they can use for their
hieroglyphs.
I adapt and refine my work to reflect
the purpose and meaning of the work.
I use carving techniques to reflect
images I have observed and
drawn in the natural world.
My printing replicates patterns I have
observed in either the natural or man-made
world and are based on my observational
drawings.
I have studied printmaking from
other cultures or other time
periods.
My work communicates a meaning, idea,
thought, feeling or emotion and this is
explained in a short piece of writing to
accompany each piece of artwork or
technique
4
•
•
•
Why was sculpture so
important to the Ancient
Egyptian culture?
What are your views of
Ancient Egyptian sculpture?
Which is your favourite and
why?
3a Compare methods and ideas used in their own
and others’ work and say what they think and
feel.
3b Adapt work in response to their views and
describe how they may develop it further.
4a How visual and tactile elements including
colour, pattern, texture, line, tone, shape and,
form can be combined.
4b How materials and processes can be matched
to ideas and intentions.
4c Artists, craftspeople and designers
in different times and cultures.
•
•
Children can identify the
importance of sculpture in
the ancient Egyptian
civilisation.
Children know how to plan
and begin to make a
sculpture.
Children can create a list of
techniques and tools for their
Y56 A3 Art Medium term question planner egyptian art
I explore ideas and collect visual and
other information to help me to
develop my work. I keep these in my
art sketchbook.
5
•
•
•
Why is it important to plan
your sculpture?
Which tools/equipment will
be needed to make your
sculpture?
When starting to work with
modelling clay which skills/
techniques will be useful?
2a Investigate and combine visual and tactile
qualities and match them to the purpose of their
work.
2b Apply and develop use of tools and
techniques, including drawing.
2c Design and make images and artefacts that
communicate observations, ideas and feelings by
using a variety of methods.
I make comments on the ideas, methods and
approaches used in my own and others’ work,
relating these to the context in which their work
was made.
reasoning. Ask them to sketch their
favourite (WILL HELP WITH THE PLANNING
NEXT WEEK).
project.
Explain that we will be making sculptures
from modelling clay mod-roc. They are
going to be based on the ancient examples
we have looked at from Egypt. The children
have to:
Plan and label diagram (with equipment
list) link to techniques explored last week.
Start making their sculptures.
•
Children complete their sculptures from
last week and begin to finish their pieces
off to a high standard so they can be
successfully displayed and evaluated.
Children adapt plans and discuss the
techniques and finishes used.
•
Ask the children to show their work to each
other and explain the things they have
learnt personally and about Egyptian
painting/printing and sculpture. Is there
anything they would still like to know? Do
you feel the topic was successful? How
could it be improved/ changed in the
future?
•
•
Children can begin to make
their Egyptian sculptures
from modelling clay.
Children can follow and adapt
their plans and describe the
changes they have made.
I adapt and refine my work to reflect
the purpose and meaning of the work.
6
•
•
•
Why is it important to finish
your sculptures to a high
standard?
Why is evaluation of work
important?
Which techniques have you
used during your work and
how did it vary from your
original idea?
2a Investigate and combine visual and tactile
qualities and match them to the purpose of their
work.
2b Apply and develop use of tools and
techniques, including drawing.
2c Design and make images and artefacts that
communicate observations, ideas and feelings by
using a variety of methods.
I make comments on the ideas, methods and
approaches used in my own and others’ work,
relating these to the context in which their work
was made.
•
•
Children can complete and
decorate their sculptures.
They can use a range of
techniques to add a high
quality finish to their work.
Children can evaluate their
work.
I adapt and refine my work to reflect
the purpose and meaning of the work.
7
•
•
•
What did you learn during
this topic?
What questions are still
unanswered?
How do you feel the topic
went?
3a Compare methods and ideas used in their own
and others’ work and say what they think and
feel.
1a Record from first-hand evidence, experience
and imagination for a variety of purposes.
1b Question and make thoughtful observations
about starting points for work.
•
•
Children have produced
examples of Egyptian
hieroglyphs.
They can explain the
importance of art and
sculpture to the Egyptian
culture.
Children have produced an
Egyptian sculpture and
evaluated the effectiveness
Y56 A3 Art Medium term question planner egyptian art
of their work.