My name is Mrs Bell. I am a Year 1 teacher and the Art and Design lead at St Anne (Stanley). I developed my love of art in primary school where I benefitted from the support of fantastic teachers who promoted creativity in learning. As a child, I was always encouraged to take ownership over my own learning. The mantra at my primary school was to make your work your own. While I studied Art and Design at GCSE-level; I enjoyed being creative in my work across the curriculum. During my A-levels, I enjoyed creative writing in English and French and problem solving in mathematics and biology.
Upon completing my A-levels, I began working towards a BA in Psychology. It was during this time that I came to truly appreciate the essentiality of creativity to both learning and development. I approached each assignment with the objective of originality and as a result, I graduated with first class honours. While my own experience has taught me the value of creativity in learning; the research that I explored as part of my psychology degree served to demonstrate that creativity is a strong predictor of academic success. Upon graduating, I became a student teacher with Liverpool John Moore’s University. It was during this time that I first joined St Anne (Stanley). As a student teacher, the dedication of the staff and the enthusiasm of the children had a huge impact on me. As I am originally from Ireland, the welcoming and caring nature of the St Anne family quickly made St Anne’s a home away from home. While teaching at St Anne’s is a dream come true for me; becoming the Art and Design lead was a real full-circle moment as I now have the opportunity to foster creativity in the children at my school. I have thoroughly enjoying developing the subject of Art and Design at St Anne’s; I have particularly enjoyed introducing a new framework through which to deliver the Art and Design curriculum. I am enthused by the opportunities for enriching the children’s experience of Art and Design through planned visits to local galleries; parent/children workshops led by visiting artists; an Art and Design afterschool club; and the celebration of children’s artwork in the local community.
As the Art and Design subject lead, I am committed to providing a rich and inclusive Art and Design curriculum through which our children can feel valued and flourish. I am passionate about inclusion; I believe that every child has the right to reach their full potential. To this end, I am currently working towards a Masters in Inclusion, Special Educational Needs and Disabilities. It is my hope that as I develop so too will my practices as a teacher and subject lead. I am excited about the future of Art and Design at St Anne (Stanley); I look forward to the many memories we have yet to create.
My favourite artist: Paul Henry; his paintings remind me of the summers I spent with my grandparents.
Year 1 Teacher and Art and Design Lead
Art and Design at St Anne (Stanley)
At St Anne (Stanley) we are committed to providing a rich and inclusive Art and Design curriculum through which our children can feel valued and flourish. Our curriculum seeks to provide opportunities for all learners to experience the creative process. We endeavor to enhance our children’s creativity through introducing our children to the inspirational work of prominent artists, designers, architects and craftspeople.
At St Anne (Stanley) we seek to provide opportunities for our children to build upon their cultural capital with a focus on developing the language of art and providing opportunities for our children to experience art in our locality. Through Art and Design, we strive for our children to be confident in creating, and engaging with, works of art. At St Anne (Stanley) we endeavor to instill in our children an appreciation for the way in which art both captures and enriches our experience of our world.
Art and Design Competition 2020
The St Anne’s Art and Design competition invited our children to create a piece of artwork expressing their experience of this extraordinary time.
Congratulations to Saji in Year 3SW; the winner of our Art and Design competition. Her artwork captures the many aspects of our shared experience.
Congratulations to Betty in Year 2KB; her representation of our beautiful city during lockdown earned her a prize in our Art and Design competition.
Congratulations to prize-winner Zahra in Year 1ES; her artwork demonstrates the wonderful opportunities for arts and crafts we shared with our families during our time at home.
Well done to everyone who entered our Art and Design competition; our St Anne’s family are truly talented.
Scroll down to see a sample of creative works by our children together with the key learning for each year group this term. You will also find out about how we worked with local artist Ian Fennelly and how you can support your child’s learning at home.
Autumn Term 2020
Expressive Art and Design by the Early Years Foundation Stage
Year 1 Autumn Term Key Knowledge
Autumn Artworks by Year 1
Year 1 explored the formal elements of colour and pattern. The children explored colour and pattern through drawing i.e. drawing around and overlapping 2D shapes to create an abstract composition, filling each shape with a different colour and medium. The children built on this drawing lesson through creating overlapping coloured/patterned designs in Lego printing. The children then explored colour and pattern through 3D form i.e. using playdough to mix the primary colours of red, blue and yellow to make secondary colours. The children continued to explore colour and pattern and develop their colour mixing skills through creating their own versions of the artwork ‘0-9’ by artist Jasper Johns. Building on these colour mixing lessons, the children began to mix colours with greater precision. The children mixed different hues of blue and yellow to create a piece of artwork before decorating their piece with dots, zigzags, stripes, wavy lines and shapes. Finally, the children applied the printing skills that they developed through Lego printing and explored colour and pattern through printing with a different medium. Here, the children used shaving foam and ink, to create a print representing the flames and beams of the Tudor houses.
Year 2 Autumn Term Key Knowledge
Autumn Artworks by Year 2
Year 2 explored the formal elements of pattern and texture. The children explored pattern and texture through weaving. They used everyday objects to create repeating patterns, varying the direction of the pattern and the colours of the paint and paper. The children then explored pattern and texture through weaving. They overlapped coloured strips of paper to create a checkerboard, before selecting a shape to overlay onto the weave and decorate. The children then explored pattern and texture through taking rubbings and through the technique of frottage. The children used a media of their choosing to take rubbings of textures which interest them before tearing and assembling their rubbings to make pictures in the style of artist Max Ernst. Finally, the children explored pattern and texture through creating a sculpture. The children used a variety of tools to create a uniquely patterned and textured clay tile.
Year 3 Autumn Term Key Knowledge
Autumn Artworks by Year 3
Year 3 explored the formal elements of shape and tone. The children explored shape and tone through drawing. They used the four rules of shading to work evenly and neatly, in one direction, with straight edges and no gaps. Building on this lesson, the children used tone to create a contrasting image. The children studied an object to identify the simple geometric shapes it’s made up of, before sketching out the details using light guidelines. The children then drew a teddy from observation, first positioning the object so they have their preferred vantage point, then sketching in the basic shape outlines before finally adding in details. Finally, the children explored shape and tone through craft. The children used a variety of materials to make a puppet. The children applied their understanding of shape to make the various parts of their puppets to the correct proportions and their understanding of tone in painting to create a life-like effect. Building on drawing geometric shapes as the basis for observational drawing, the children created shapes by drawing silhouettes to create shadow puppets before making and decorating a puppet theatre using recyclable materials.
Year 4 Autumn Term Key Knowledge
Autumn Artworks by Year 4
Year 4 explored pattern and form. The children explored pattern and form through creating a patterned 3D effect. The children created an optical illusion piece of art, inspired by the ‘lenticular prints’ of Luz Perez Ojeda. The children then explored pattern and form through impressing a pattern on a 3D form. The children designed their own willow pattern style plate, based on a tale of their choice, by first drawing three key characters, then going over the details with undiluted ink, before finally using a water wash to add lighter tones of blue. Building on their skills in impressing patterns onto 3D forms, the children explored pattern and form through sculpture. The children used a variety of tools to carve a piece of soap into a sculpture in the style of artist and sculptor Barbara Hepworth. Building on this, the children explored pattern and form through painting and drawing. The children used patterned brush stroke techniques to paint in the style of artist Paul Cézanne, mixing colours using short, angular strokes and painting in various directions. Finally, the children created still life drawings in the style of Giorgio Morandi. The children applied their understanding of pattern and form to make their still life drawings look three-dimensional.
Year 5 Autumn Term Key Knowledge
Autumn Artworks by Year 5
Year 5 explored the formal elements of line and tone. The children explored line and tone through drawing a house from observation. Building on this, the children explored line and tone through printing. They used ink to create a monoprint based on their own drawing. The children then explored line and tone through drawing with different media. The children used a variety of media to add vibrant colours to an image of a house in the style of Hundertwasser. The children then applied their skills to create a representation of a local landmark building in the style of Hundertwasser.
Year 6 Autumn Term Key Knowledge
Autumn Artworks by Year 6
Year 6 explored the formal elements of line and tone. The children explored a variety of different types of lines and the effect of tone through Zengtangle patterns. The children then explored line and tone through graffiti art. The children designed a graffiti tag with block letters including details such as serifs, contrasting colours and a 3D shadow effect. The children developed their skills in the formal elements of line and tone through drawing in the style of Käthe Kollwitz. They drew a portrait using lines to create emotional expression and charcoal to add shadows, experimenting with ‘halo’ and ‘chiaroscuro’ techniques. The children then explored line and tone through drawing and painting in the style of Pablo Picasso i.e. using tones of black, grey and white to create effect. Finally, the children applied their understanding of line and tone to sculpture. The children created sculptures based on their Kollwitz-inspired drawings.
Spring Term 2021
Year 1 Spring Term Key Knowledge
Spring Artworks by Year 1
Year 1 are developing their knowledge and skills in the formal elements of line and texture. The first lesson of this topic builds on lesson 1 of the autumn topic in which children drew around and overlapped 2D shapes to create an abstract composition. In this topic, the children begin by experimenting with composition and line through collage i.e. using shapes within shapes and overlapping shapes, to create a piece of abstract art inspired by artist Beatriz Milhazes. The children then explore line through drawing. They apply the principles of composition, developed in the previous lesson, to represent the horizon and tide lines in landscape artwork, inspired by artists Renoir, Sorolla and Krøyer. Building on skills developed in lesson 1 and continuing to develop the artwork created in lesson 2, the children explore the formal element of texture through collage. They learn to identify different textures in a scene before using appropriate materials to replicate the range of textures. Building on the use of line in landscape art and continuing to develop the artwork created in lessons 2 and 3, the children develop their skills in the formal element of line through painting. They make different tints, shades and hues with paint, creating a tonal representation of the sea and sky (horizon and tide lines), understanding that light colours stand out more and darker colours recede. Building on colour mixing skills developed in the autumn topic and continuing to develop their piece of landscape art, the children explore texture through painting, they identify the colours used in an artist’s work, mixing colours to match these and using tools such as sponges to apply the colours onto a textured surface. Finally, the children explore the formal element of texture through collage. They apply skills developed throughout the topic (creating tonal representations with paint and adding texture using collage) to complete their piece of landscape art.
Year 2 Spring Term Key Knowledge
Spring Artworks by Year 2
Year 2 are developing their knowledge and skills in the formal elements of tone and space. The children begin by exploring tone through drawing. They learn to control a pencil to create dark and light tones, shading without any gaps and within the lines. Building on this lesson, the children apply their skills in the formal element of tone to create a 3D effect. They experiment with pencils to create different tones. Using different gradients of pencil in the style of Ed Ruscha, the children learn to use these different tones to make a drawing look three dimensional. Building on the previous lessons in tone and inspired by the work of Damien Hirst, the children create a colourful 3D image of a skull. Here, the children learn about the use of space in creating an image, that is, the distances or areas around, between and within components of a piece. Continuing with a focus on facial features, the children explore space through collage. They learn how to create a collage of facial features with attention to proportion and space. The children then apply their skills in the formal element of space through drawing. Maintaining the focus on facial features the children create a self-portrait in the style of Julian Opie by drawing long lines to outline the face, head, neck and hair, and adding facial features using dots and short lines. Finally, the children explore proportion through craft. They apply their understanding of proportion developed in the previous lessons through creating a proportionate figure of a human form. In particular, the children make a clothes peg figure from a variety of materials in the style of craftsperson Edwina Bridgeman.
Year 3 Spring Term Key Knowledge
Spring Artworks by Year 3
Year 3 are developing their knowledge and skills in the formal elements of colour and texture. The children begin by exploring colour through painting. They build on their colour mixing skills by mixing their own colours to create a contrasting image. They learn about blending tones through the work of Diego Velázquez (‘An Old Woman Cooking Eggs’). The children then explore colour through drawing. Building on their understanding of proportion developed in the autumn term (e.g. developing proportionate sketches of teddy bears), the children use muted earth colours to create a proportionate drawing of an animal in the style of prehistoric man made art. The children then explore texture through drawing with a different media. They scale up their drawing (from the previous lesson) using a different medium, identifying key 2D shapes within the image and applying and blending charcoal to create texture. Continuing to develop their piece of artwork created in the previous lessons, the children explore colour and texture through painting. They create a textured background using natural materials (eg. lentils, seeds, sand etc.) before painting onto their textured backgrounds using natural ingredients (e.g. spices such as paprika, turmeric and cinnamon). The children paint a picture of the animal drawing they have developed over the previous lessons. Finally, the children explore colour and texture through printing. They create a collaborative piece of artwork using both positive and negative impressions on a textured background.
Year 4 Spring Term Key Knowledge
Spring Artworks by Year 4
Year 4 are exploring the formal elements of pattern and form. The children begin by exploring the pattern through printing. They make stamps to create repeating and symmetrical patterns, varying configurations and their use of colour. The children then explore pattern through drawing. They apply the techniques of reflection and symmetry to create a flip pattern. The children continue to explore pattern through drawing by using a compass to recreate the flower of life pattern. The children then explore pattern and form through craft. They use recycled materials to construct an instrument before decorating this 3D form with a pattern of consistent size and shape. Finally, the children explore pattern and form through sculpture. Inspired by the work of El Anatsui, they create an abstract sculpture from recycled materials, arranging the materials into patterns.. The children then explore form through the sculptures of Sokari Douglas Camp, they create a sculpture of a word (which they consider powerful or significant) using recycled materials, drawing block letters with a focus on composition.
Year 5 Spring Term Key Knowledge
Spring Artworks by Year 5
Year 5 are applying the formal elements of art to the process of design. The children begin by applying the formal elements of art to design an invention. Inspired by the inventions of Leonardo da Vinci and Dominic Wilcox, the children design a new invention for a set purpose by brainstorming ideas and developing and communicating these through notes and sketches, with reference to shape, colour and pattern. They then select one idea to draw and annotate in full. The children then apply the formal elements of art to design a coat of arms. With reference to space, shape, colour and pattern, they design a coat of arms by selecting and placing imagery appropriately within a shape. The children then explore the use of shape, pattern and colour in the designs of Morag Myerscough and Luke Morgan before working collaboratively to design a space. Finally, the children apply the formal elements of art to design a product.. They work in a team to design a product, using advertising logos, USPs and packaging to give their product an identity. The children draw their product in 2D or add their design to an existing 3D shape, before ‘selling’ their product idea to a ‘client’.
Year 6 Spring Term Key Knowledge
Spring Artworks by Year 6
Year 6 are exploring the formal elements of composition and tone. The children begin by analysing the formal elements within a piece of artwork. They analyse works of art such as Edward Hopper’s ‘Nighthawks’, answering questions on fundamental principles in art, including; scene, technique, form and shape, colour and light. Inspired by the still life works of Cezanne’s ‘Still Life with Apples’, Funke’s ‘Composition – glass and ball’, and Nicholson’s ‘1946 (still life)’, the children arrange and sketch their own selection of objects with a focus on composition. The children then explore tone through drawing with a different media. Inspired by Camargo’s abstract piece ‘Still Life 15’ in which the shapes and lines are simplified and the colours are reduced to greys, the children recreate their still life drawing (from the previous lesson) using the medium of charcoal. The children continue to explore composition and tone through drawing with a different media. They create a negative image(of their still life artwork from the previous lessons) by using an eraser to define lines and shapes and mark out areas of light and shadow. The children then explore composition and tone through painting their still life piece. They mix and apply paint to add dynamic colour to their still life artwork with a range of tints and hues. Finally, the children explore composition through 3D sculpture, that is, they make decisions about the composition of their still life artworks in 3D form. The children showcase their work in 3D form by creating a box with a different still life piece on each face together with a visual representation of the memories and emotions they evoke.
Our Visiting Artist
Click on the image above to find out more about our visiting artist. Artist Ian Fennelly visited our school and worked with our children, parents and staff to develop our knowledge, understanding and skills in the area of sculpture.
Artist Ian Fennelly working with Year 1MS
Year 1MS used empty milk bottles to create sculptures that represent the pupils of St Anne (Stanley). Linking to our PSHE curriculum, we celebrated our similarities and differences.
Our parents came along to our workshop. We don’t know who enjoyed it more!
Artist Ian Fennelly working with Yr6N
Yr6N worked with wire and tape to create intricate coral reef sculptures, linked to their geography topic ‘Are we damaging our world?’
Resources to Support your Child’s Learning
Click on the image above to access resources from ‘Tate for Children’. You can support your child to further develop their art and design skills through free instructional activities based on painting, drawing, sculpture and much more! You can also support your child to further develop their knowledge and understanding of art and design through free online games and quizzes.
Click on the image above to access BBC Bitesize Art and Design where your child can explore famous works of art together with learning about the history of art. You can support your child to enhance their developing knowledge and skills in a variety of media including paint, drawing and 3D sculpture. Your child can also enhance their understanding of the formal elements of art including colour, pattern and texture.