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OUTCOMES
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STRANDS
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LEVEL A
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LEVEL B
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LEVEL C
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LEVEL D
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LEVEL E
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USING MATERIALS, TECHNIQUES, SKILLS AND MEDIA
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Investiga-
ting
visually
and recording
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• Observe and record from selected sources of
the environment, with support;
• draw, paint, model and construct from observed objects, eg,
houses, boats, plants, people.
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• Observe and record from given sources, eg. the environment,
found objects, each other, by drawing, painting and sketching;
• model and construct from observed objects.
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• With guidance, attempt detail, using a given number of ways
of recording, eg. drawing, painting, sketching, modelling,
constructing.
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• Use a limited number of ways of recording, eg. photography,
computer draw and paint programmes, annotating sketches.
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• Use a variety of ways of recording eg. drawing painting,
sketching, contructing, still or video photography;
• use these as the basis for further development in a variety
of media.
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Using
media
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• Experiment and explore a given range of media in a free and
spontaneous way, eg. Paint, crayon, modelling material, fabrics.
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• Select from a given range of media and use in a free and spontaneous
way, but with evidence of organisation and control, eg. mixing
paints in a mixing tray for a particular purpose.
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• Experiment with a given range of media, demonstrating basic
understanding of the uses and limitations of these, eg. the
quality of paint as opposed to a drawn pencil line.
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• Use a range of media, in painting, printing, modelling, 3D construction,
or fabric-related activities, showing some understanding of the
qualities of these, and evidence of personal choice.
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• Consider, select and use appropriately a range of media, occasionally
combining some of these;
• Work confidently in a range of process-based activities.
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Using visual elements
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• Use lines freely to make shapes;
• make simple compositions or build structures;
• recognise colour;
• use simple modelling materials to create 3-dimensions;
• recognise various the qualities of surfaces and textures.
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Control lines to make shapes showing some understanding of scale;
make simple compositions or structures in 3-dimensions;
identify colours which have been mixed from the three primaries
and use these, eg. to show distance, denote emphasis or make
simple patterns.
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• Use the visual elements with guidance to make images or objects
in drawing, painting, modelling and constructing.
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• Use some guidance and show progressive understanding of the
visual elements through making images and objects.
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• Show understanding of the visual elements, and use these in
making images and objects;
• demonstrate through discussion and application the relationship
between at least two of these, eg. colour and tone.
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EXPRESSING FEELINGS,
IDEAS, THOUGHTS
AND
SOLUTIONS
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Creating
and
designing
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• Produce two and three dimensional images expressing personal
ideas and feelings.
• use given materials with some evidence of planning to solve
simple problem or task in modelling or constructing.
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• Create paintings, models, and constructions from imagination
and observation;
• solve problems or tasks by selecting and organising two-and-three
dimensional materials from a given range.
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• Produce images which show some understanding of the visual elements
and their use, eg. in drawing, painting, modelling and constructing;
• show an ability to plan ahead, select, organise and control
materials in order to solve a specified problem or task.
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• Produce images which show further understanding of the qualities
of visual elements and their use, eg. in drawing, painting,
modelling and constructing;
• suggest by drawing, visual presentation, simple models at least
one possible solution to a design problem;
• produce a solution to a design problem.
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• Demonstrate understanding of the use of visual elements in a
wide range of activities, eg. in drawing, painting, sketching,
constructing, still or video photography;
• evaluate ideas in response to a design brief;
• select the most appropriate one and produce a prototype.
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Communi-
cating
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• Express personal ideas and feelings in picture form and in three
dimensions;
• use symbols to express ideas.
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• Paint/draw a personal picture, beginning to represent space
and distance, and to use colour to express emotions;
• show expression of personal ideas as part of visual /tactile
response to the environment.
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• Convey feelings, ideas and emotions, real and imagined, in two
and three dimensions;
• show a personal response to what is seen.
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• Show an increased interest in representing what is seen and
imagined;
• use a range of visual devices to attempt realism, eg. in
space, colour, detail and pattern.
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• Use a range of visual methods to express feelings and ideas,
attempting perspective, realistic colour and tone;
• use abstraction to express fantasy and imagination, occasionally
using images from the mass media.
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EVALUATING AND APPPRECIAT-
ING
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Observing, reflecting, describing and responding
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• With support, describe a picture/object, and in talking make
a personal response to some aspect of it.
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• With support, consider and comment upon a range of sources,
eg. slide, photograph, print, video, their own work, using
appropriate basic vocabulary, indicating a few similarities and
differences.
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• With support, consider and discuss information from several
sources, eg. print, slide, video, catalogue;
• using appropriate vocabulary make comparisons of art and
design works.
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• Research information about an artist or designer and their work
from supplied sources, eg. slides, video, school library;
• make a judgement about their own or an artist’s work using
appropriate vocabulary;
• make a personal evaluation of own or others’ designs,
showing some understanding of a design process.
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• Find out about an artist or designer and their work by
collating materials and information from several sources, eg.
art reference books, postcards, or computer database;
• make one or two personal statements about their own and
an artist or designer’s work, showing an understanding of
the use of the visual elements to support an opinion;
• evaluate their own design work, showing understanding of
a design process, indicating modifications where appropriate.
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