2015 – 2016
Overview –

A chronological study of the history of art from prehistoric man to present day.

Sensory/theoretical exploration of Art and Design through introduction/repeat learning about a particular era and/or movement in the history of Art and Design.

SOW to include both practical and theoretical application depending on student need/ability.

Art as a means of communication.
KS - overview AUTUMN - ROCK CAVE LAND
3 – ‘What IS art’?
Exploring the concept of art by looking at art, design and craft throughout history.
Contextualising art and design by interacting with the lifestyles of the makers of
The History of Art –
Ancient rock, cave and land art (75000
BC).
Introduction to the topic through PP and individual research.
Developing an art piece by mimicking the processes used by ancient man.
Recreating cave/rock/land art.
Activities –
 Exploring lifestyle/context of artists/makers – who WERE the cave painters? What was
SPRING – ANCIENT EGYPT
The History of Art –
Ancient Egyptian Art (2000 BC).
Introduction to the topic through PP and individual research.
Developing artworks based on historical practice.
Activities –
 Exploring lifestyle/context of artists/makers – who WERE the Ancient Egyptians? What was important to them?
What and why did they
SUMMER – ANCIENT CHINESE ART
The History of Art –
Ancient Chinese Art (1000 BC).
Introduction to the topic through PP and individual research.
Developing artworks based on historical practice.
Activities –
 Exploring lifestyle/context of artists/makers – who WERE the
Ancient Chinese? What was important to them? What and why did they express themselves through

artworks, and questioning how this inspired what was being said and why. important to them? What and why did they express themselves through art?
 creating a cave structure and decorating.
 Sensory exploration of land art/movement based art.
Possible external trips – Outside space/parks/local wildlife walks.
Cross–curriculum links – RE, English,
Humanities.
4 - ‘What IS art’?
Exploring the concept of art by looking at art, design and craft throughout history.
Contextualising art and design by interacting with the lifestyles of the
What IS art?
Introduction to the concept of art – group discussion/learning partners to discuss the theoretical concept of art within the concept of…
Ancient rock, cave and land art (75000
BC).
Introduction to the topic through PP and individual research.
Developing an art piece by mimicking the processes used by ancient man. express themselves through art?
 3D artworks – ancient
Egyptian sculpture/mummification practices.

The book of the Dead.

Hieroglyphics.

Friezes.

Costume and make-up.
Possible external trips – British
Museum.
Cross–curriculum links – RE, English,
Humanities.
The History of Art –
Ancient Egyptian Art (2000 BC).
Continued exploration into the purpose and relevance of artistic practise in both a historical and contemporary setting.
Introduction to the topic through PP and individual research.
Developing artworks based on historical practice.
Activities – art?
 3D sculpture – terracotta army
(memento mori).
 Exploration of a variety of art making materials –
Bronze/terracotta/silk/paper/lacquer etc.

Use of symbolism in ACA – animals/script.

Calligraphy.
Possible External Trips – British
Museum/Victoria and Albert Museum.
Cross–curriculum links – RE, English,
Humanities.
The History of Art –
Ancient Chinese Art (1000 BC).
Continued exploration into the purpose and relevance of artistic practise in both a historical and contemporary setting.
Introduction to the topic through PP and individual research.
Developing artworks based on historical practice.
Activities –

makers of artworks, and questioning how this inspired what was being said and why.
How can individuals use their own art practise to explore who they are and express what they want to say within the local and wider community.
‘What is art and what can it do for you?’
Recreating cave/rock/land art .
Re-appropriating the various techniques within a more contemporary setting – e.g. what is land art now and does it have anything to say?
How can you as an individual artist use the processes of ancient man to have a voice within contemporary art practices?
Possible external trips – Outside space/parks/local wildlife walks.
Cross–curriculum links – RE, English,
Humanities.
 Exploring lifestyle/context of artists/makers – who WERE the Ancient Egyptians? What was important to them?
What and why did they express themselves through art?

3D artworks – ancient
Egyptian sculpture/mummification practices.

The book of the Dead.

Hieroglyphics.

Friezes.

Costume and make-up.
Individual projects/essay/response summarising what it is they have learnt through looking at ancient art practices.
Possible external trips – British
Museum.
Cross–curriculum links – RE, English,
Humanities.
 Exploring lifestyle/context of artists/makers – who WERE the
Ancient Chinese? What was important to them? What and why did they express themselves through art?

3D sculpture – terracotta army
(memento mori).

Exploration of a variety of art making materials –
Bronze/terracotta/silk/paper/lacquer etc.

Use of symbolism in ACA – animals/script.

Calligraphy.
Individual projects/essay/response summarising what it is they have learnt through looking at ancient art practices.
Exploring the differences and similarities of art and craft. (reference book – ‘Why we make things and why it matters: The education of a craftsman’ by Peter Korn)
Possible External Trips – British
Museum/Victoria and Albert Museum.
Cross–curriculum links – RE, English,

Humanities.