Exploring Art
OPEN AWARDS
Vocational
This subtopic introduces learners to the basics of visual arts within the context of daily living, fostering personal expression and creativity. It covers recognising and valuing different forms of art, exploring simple art techniques, creating a personal artwork, and developing the practical skill of maintaining a tidy workspace—all essential for building independence and self-confidence.
34
Learning Outcomes
55
Assessment Guidance
56
Key Skills
32
Key Terms
62
Assessment Criteria
Assessment criteria
Open Awards Entry Level Certificate in Independent Living - Looking After Yourself and Your Home (Entry 2) (RQF)
Open Awards Entry Level Certificate in Independent Living - Living in the Community (Entry 1) (RQF)
Open Awards Entry Level Certificate in Independent Living - Looking After Yourself and Your Home (Entry 1) (RQF)
Open Awards Entry Level Certificate in Independent Living - Living in the Community (Entry 2) (RQF)
Open Awards Entry Level Certificate in Independent Living - Living in the Community (Entry 3) (RQF)
Open Awards Entry Level Diploma in Independent Living (Entry 1) (RQF)
Open Awards Entry Level Diploma in Independent Living (Entry 3) (RQF)
Open Awards Entry Level Diploma in Independent Living (Entry 2) (RQF)
Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 2) (RQF)
Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 2) (RQF)
Open Awards Entry Level Certificate in Skills for Further Learning and Employment (Entry 2) (RQF)
Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 1) (RQF)
Open Awards Entry Level Certificate in Skills for Further Learning and Employment (Entry 1) (RQF)
Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 1) (RQF)
Open Awards Entry Level Certificate in Independent Living - Looking After Yourself and Your Home (Entry 3) (RQF)
Topic Overview
The Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 2) (RQF) is a foundational qualification designed to help you build essential skills for education, work, and independent living. This diploma covers key areas such as communication, numeracy, digital skills, personal development, and employability. It is ideal if you are starting your learning journey or need to strengthen basic skills before moving on to higher-level qualifications.
In the Foundations for Learning unit, you will explore how to set personal goals, manage your time, work with others, and reflect on your progress. These skills are crucial for success in further education and employment because they help you become a confident, independent learner. By the end of this unit, you will have a clear understanding of your strengths and areas for improvement, and you will be able to create a plan to achieve your goals.
This qualification is part of a wider framework that prepares you for Entry 3 and Level 1 courses. It is recognised by colleges and employers as evidence that you have the basic skills needed to progress. The focus is on practical, real-world applications, so you will learn by doing activities that relate to everyday life and work situations.
Key Concepts
Core ideas you must understand for this topic
- →Goal setting: Identifying short-term and long-term goals and breaking them down into manageable steps.
- →Time management: Planning your day or week to balance study, work, and leisure effectively.
- →Teamwork: Working cooperatively with others, listening to different opinions, and contributing to group tasks.
- →Self-reflection: Reviewing your own progress, identifying what went well, and deciding what to improve next time.
- →Personal development: Recognising your strengths and weaknesses and taking steps to build new skills.
Learning Objectives
What you need to know and understand
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art..Be able to tidy up
- Be able to appreciate art.Know about art techniques.Create a piece of art
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
- Identify personal feelings or thoughts about a given artwork
- Demonstrate at least two simple art techniques (e.g., colouring, sticking, painting)
- Create a piece of personal art using chosen materials and techniques
- Tidy the work area by returning materials and disposing of waste appropriately
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art..Be able to tidy up
- Identify different forms of art (e.g., painting, drawing, collage).
- Describe a personal response to an artwork, expressing likes or dislikes.
- Name at least two basic art techniques such as colour mixing or using stencils.
- Produce a piece of personal art using a chosen technique.
- Demonstrate the ability to tidy art materials and clean the workspace after use.
- Identify at least two different art forms or styles from examples provided.
- Describe one's thoughts or feelings about a piece of art using simple language.
- Demonstrate basic art techniques such as colouring, painting, or collage.
- Produce a personal piece of artwork using a chosen technique.
- Tidy up art materials and clean the work area after completing a task.
- Show awareness of safe handling of basic art equipment.
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
- Identify different types of art and share personal preferences.
- Demonstrate two simple art techniques such as colouring and collage.
- Produce a personal piece of art using chosen materials.
- Clean and organise art materials and workspace after use.
- Be able to appreciate art.Know about art techniques.Create a piece of art
- Be able to appreciate art.Know about art techniques.Create a piece of art
- Identify and name at least two feelings evoked by a given artwork.
- Select and use one basic art material correctly (e.g., crayons, paint, or paper).
- Demonstrate a simple technique such as colouring within lines or creating a collage.
- Follow step-by-step guidance to produce a completed piece of art.
- Show a willingness to explore different sensory materials (e.g., textures, smells).
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating appreciation by identifying at least two different types of art (e.g., painting, sculpture, photography) and expressing a simple personal preference.
- Award credit for accurately naming and applying at least one art technique (e.g., colouring, drawing, collage) during the production of a personal art piece.
- Award credit for producing a finished personal artwork that reflects individual choice and effort, with clear evidence of the process.
- Award credit for independently tidying up the workspace after the activity, including appropriate disposal of waste and returning materials to their correct storage.
- Award credit for demonstrating a basic engagement with an artwork, such as looking at it, touching it, or vocalising a preference.
- Award credit for attempting to use at least one art technique with appropriate support (e.g., dabbing a sponge to apply paint).
- Award credit for producing a simple piece of art that shows a clear link to the chosen technique, even if highly supported or abstract.
- Award credit for showing interest in at least one piece of art, such as pointing to a picture or verbally expressing what they like about it (e.g., 'The colour is bright').
- Learners must demonstrate a basic understanding of at least one art technique (e.g., painting with a brush, using crayons, or collage) through practical application.
- Evidence of producing a personal art piece, such as a completed drawing or painting, is required; the process and product should be documented, and assistance can be provided but must be acknowledged.
- Credit can be given for tidying up appropriately after the activity, including actions like putting paintbrushes in water, closing paint pots, or wiping the table with a cloth.
- Award credit for demonstrating awareness of at least two different types of art (e.g., painting, sculpture, photography).
- Credit given for correctly naming or showing one or more art techniques (e.g., drawing, collage, printing, painting).
- Evidence of producing a piece of personal art that reflects individual choice, idea, or theme, not direct copying.
- Marks awarded for tidying up independently after the activity, including washing brushes, disposing of waste, and returning materials to appropriate storage.
- Award credit for demonstrating an understanding of art appreciation by identifying simple elements in a piece of art (e.g., colour, shape).
- Award credit for correctly naming and using at least two art techniques (e.g., painting, collage).
- Award credit for producing a personal art piece that shows individual choice and effort.
- Award credit for independently tidying up art materials and workspace after the activity.
- Award credit for showing a basic personal reaction to art (e.g., pointing, gesturing, or verbalising like/dislike)
- Evidence of attempting to use at least one art material or technique, even if with full support
- Production of a finished or partially finished artwork that reflects the learner's own choice or effort
- Demonstration of returning items to designated storage areas or discarding rubbish, with prompting if necessary
- Award credit for demonstrating clear, personal appreciation of at least one artwork by describing what they see, feel, or think, using simple vocabulary relevant to the art.
- Credit is given for accurately naming and demonstrating at least two different art techniques, such as collage, finger painting, or stamping, with appropriate use of materials.
- Evidence of producing a finished, personal piece of art that shows some planning or intention, even if at a basic level, and the learner can briefly explain what they did.
- Award credit for fully tidying up the work area independently, including cleaning tools, disposing of waste, and returning materials to correct storage, demonstrating safe practice.
- Award credit for identifying and naming at least two different types of art.
- Evidence of describing their feelings about an artwork (e.g., 'I like this because...').
- Successful demonstration of a technique, such as creating a collage using glue and paper.
- Following instructions to wash brushes or wipe tables after the activity.
- Award credit for correctly naming or pointing to an art form when shown a picture.
- Look for evidence that the learner has made a personal response, such as a simple verbal or written comment on an artwork.
- Assess practical work for the use of at least one technique (e.g., brushstrokes, cutting, sticking) in a controlled way.
- The personal artwork should show individuality – even if simple, the learner's own choices are evident.
- Check that the learner puts away resources in the correct place and wipes surfaces or cleans brushes as instructed.
- Evidence of safe practice, such as using scissors correctly or wearing an apron when needed, should be rewarded.
- Award credit for demonstrating an ability to identify and discuss at least two different art forms or styles, expressing a personal opinion.
- Evidence of knowing at least two basic art techniques (e.g., drawing, painting, collage, printing) and being able to describe their key features.
- Production of a completed piece of personal art that reflects an intentional use of chosen materials and techniques, with a brief explanation of the creative process.
- Consistent demonstration of tidying up shared and individual work areas, including appropriate cleaning of tools and safe storage of materials.
- Award credit for identifying at least one art form (e.g., painting, sculpture) and expressing a simple opinion about it.
- Credit demonstration of at least two techniques, such as drawing a line, mixing colours, or cutting and sticking.
- Assess the completed artwork for evidence of personal choice and effort, not technical skill.
- Observe learner putting materials away in designated places and wiping down surfaces.
- Evidence may be gathered through observation, photographic records, and witness statements.
- Award credit for demonstrating the ability to point to or indicate a preferred piece of art when presented with a choice of two contrasting images.
- Award credit for verbally or non-verbally expressing a simple personal reaction to an artwork, such as 'I like it' or a thumbs-up.
- Award credit for correctly identifying and naming at least one basic art material or technique (e.g., 'paint', 'drawing', 'collage') when shown examples.
- Award credit for producing a piece of art that shows evidence of using at least one taught technique (e.g., marks from a brush, torn paper stuck down) even if the outcome is abstract.
- Award credit for following simple step-by-step instructions to complete a creative task with appropriate support.
- Award credit for demonstrating personal response to art, such as identifying a liked colour or shape and giving a simple reason.
- Look for evidence that the learner can name at least one art technique (e.g., painting, drawing, collage) and show basic use of it.
- The final piece should clearly show effort to apply a chosen technique, even if very simple, with support acknowledged where appropriate.
- Award credit for choosing a personal response (e.g., pointing or verbalising 'like' or 'don't like') when shown an artwork.
- Evidence of handling materials with some level of control, even if support is needed, should be recognised.
- A completed artwork, however simple, must show an intentional mark or arrangement made by the learner.
- Credit participation and engagement, not artistic quality – any attempt to follow an instruction counts.
- Award credit for demonstrating an understanding of different art forms and expressing a personal opinion.
- Acknowledge knowledge of at least two distinct art techniques (e.g., collage, painting, drawing).
- Credit production of a personal art piece that reflects individual choice and effort, not necessarily technical skill.
- Recognition for effectively and independently tidying the workspace, returning materials to their proper places.
Assessment Guidance
Guidance for achieving higher grades
- 💡Gather photographic or video evidence of the entire process, from discussing art preferences to the final tidy-up, to provide comprehensive evidence for all learning outcomes.
- 💡Encourage learners to explain their choices verbally during the activity, and record these explanations as witness statements or annotations to strengthen assessment evidence.
- 💡Provide a visual checklist for tidying up to help learners remember all steps, and use this as evidence of their ability to follow a routine independently.
- 💡Use a variety of accessible art materials and techniques to allow learners to demonstrate their knowledge and skills in a way that suits their individual abilities.
- 💡Capture all evidence: photographs, video clips, and witness statements are essential for non-verbal or minimally verbal learners to show appreciation.
- 💡Break down techniques into very small, sequential steps and record which steps the learner completes independently.
- 💡Use familiar objects and sensory materials (e.g., textured paint, scented dough) to maximise engagement and provide context for the artwork.
- 💡During assessment, give learners ample time to explore materials and talk about their choices; rushed work may not reflect their true ability to appreciate or create.
- 💡Document the entire process with photographs or witness statements to capture appreciation and tidying stages, not just the final product, ensuring holistic evidence.
- 💡Encourage learners to describe their art in their own words, even if it's just 'I like the colours', to evidence appreciation and meet the learning outcome effectively.
- 💡When showing appreciation, describe one thing you see in the artwork (colours, shapes, subject) and explain how it makes you feel.
- 💡Choose a simple art technique you are confident with and name it correctly in your evidence.
- 💡Make your personal art unique by adding at least one element that represents you (favourite colour, symbol, or theme).
- 💡Develop a habit of tidying as you go and double-check your workspace at the end to ensure all criteria are met.
- 💡When sharing your appreciation of art, use descriptive words to show you have thought about the piece.
- 💡Experiment with different techniques before starting your final piece to build confidence and choose the best approach.
- 💡Take photos of your tidy workspace at the end as evidence; this also helps you reflect on your organization skills.
- 💡For portfolio evidence, include annotated photos showing the learner engaging with art and tidying up, even if heavily supported
- 💡Focus on the process rather than the final product; assessors value evidence of participation and choice-making
- 💡Use simple observation checklists to record the learner's ability to appreciate art, such as pointing or smiling at a piece
- 💡When demonstrating techniques, break them down into very small steps and document each step achieved to build a complete evidence trail
- 💡When appreciating art, use a simple framework: Describe what you see, express how it makes you feel, and relate it to something in your own life—this shows deeper engagement.
- 💡Practise naming art techniques by creating a visual journal or reference sheet with examples; this helps secure knowledge and provides evidence for the assessor.
- 💡For personal art, choose a subject or theme you genuinely enjoy, and document your process with photos or simple notes, as this will support your evidence of planning and reflection.
- 💡Tidy up after every practice session without being reminded, and consider taking a 'before and after' photo of your workspace to demonstrate your independent tidying skills to the assessor.
- 💡Take your time when looking at art; try to say at least one thing you like and one you don't.
- 💡Practice different techniques before attempting your final piece so you feel confident.
- 💡Always check your workspace is clean and tidy before moving to the next activity.
- 💡Ask for help if you're unsure how to use materials safely.
- 💡During portfolio building, annotate your artwork with simple labels or symbols to show your thoughts and the techniques used.
- 💡Take a photo of your work area before and after tidying up to provide clear visual evidence of your routine.
- 💡When appreciating art, use sentence starters like 'I can see...', 'This makes me feel...' to structure your response.
- 💡Practice different techniques several times before the final piece – experimentation is evidence of skill development at this level.
- 💡If working in a group, show that you can share and communicate about your art, as collaborative skills may be assessed.
- 💡Keep a visual diary or sketchbook to document your exploration of art forms and techniques; this provides clear evidence for assessment.
- 💡When discussing artworks, use the 'Describe, Analyse, Interpret, Judge' model to structure your observations.
- 💡Plan your personal artwork in steps, showing evidence of experimenting with techniques before creating the final piece.
- 💡Create a simple cleaning checklist to ensure you consistently meet tidying requirements and gather witness statements if needed.
- 💡Encourage learners to talk about what they like in their own and others' art to demonstrate appreciation.
- 💡Document the process with photos, not just the final piece, to capture technique use and tidying up.
- 💡Practice using art materials regularly to build confidence before assessment.
- 💡During portfolio building, include photographic evidence of the learner in the act of engaging with artworks, such as looking, pointing, or smiling, to clearly demonstrate appreciation.
- 💡Label all practical work with the technique used and any support given, as this provides clear evidence for the 'know about art techniques' criterion.
- 💡Encourage learners to talk about their own work in simple terms (e.g., 'I used red paint'), and record these comments as part of the evidence for both appreciation and creation.
- 💡For the final piece, ensure the learner has access to a variety of materials but focus on one or two techniques to avoid overwhelming them, and document choices made.
- 💡Collect photos or witness statements as evidence of the appreciation and creation stages, as these are often assessed via portfolio.
- 💡When choosing a technique, pick one that is simple to manage independently, such as finger painting or collage, to maximise success.
- 💡Label your artwork with the technique used and a short sentence about what you like about it—this links all three learning objectives together.
- 💡Always refer to your own reactions first – there is no 'wrong' feeling when appreciating art at this level.
- 💡When choosing a technique, pick one you have practised and feel comfortable with, rather than trying something completely new on assessment day.
- 💡Keep your art piece simple and focused on showing you can use a basic skill; avoid overcomplicating.
- 💡Include photographic evidence of the art-making process and final piece.
- 💡Record verbal statements of appreciation, such as describing what they like about a famous painting, in a witness statement.
- 💡Provide clear, step-by-step visual aids for techniques to support understanding and independent work.
- 💡Demonstrate tidying skills by taking before-and-after photos of the workspace.
- 💡Use specific examples from your own experience when answering questions about goal setting or teamwork. For instance, describe a time you worked in a group and what you learned from it.
- 💡Show that you can reflect honestly. When discussing your progress, mention both successes and challenges, and explain how you plan to overcome difficulties.
- 💡Keep a simple portfolio or diary of your activities. This will help you remember details for assessments and demonstrate your learning journey clearly.
Common Mistakes
Common errors to avoid in your coursework
- Confusing art appreciation with simple liking/disliking without articulating reasons or recognising different art forms.
- Using art materials incorrectly or unsafely due to lack of understanding of basic techniques.
- Leaving the workspace untidy or only partially cleaning up, assuming someone else will complete the task.
- Producing work that lacks personal input, such as directly copying a given example without any modification.
- Learners may assume there is a 'right' way to do art, leading to frustration; emphasise process over product.
- Confusion between art tools (e.g., brush vs. sponge) and their uses; consistent, repetitive practice is needed.
- Over-reliance on adult hand-over-hand support can mask the learner's own initiation; assessors must look for intentionality.
- Learners may confuse art appreciation with only liking famous paintings, rather than expressing personal reactions to any visual stimuli, including their own work.
- When tidying up, some learners might not understand that art materials need to be cleaned or stored correctly, leading to dried-out brushes or spilled paint.
- Assuming that art has to be realistic or 'good' can cause anxiety; the focus should be on expression, not technical skill, and learners may avoid trying if they fear failure.
- Confusing 'appreciating art' with merely liking or disliking a piece without giving a reason or identifying features.
- Claiming knowledge of an art technique but unable to demonstrate or describe it simply.
- Producing artwork that closely resembles a provided example instead of showing personal expression.
- Neglecting to tidy up or doing so incompletely, often overlooking details like wiping surfaces or capping pens.
- Confusing art appreciation with personal preference, struggling to articulate why they like or dislike a piece beyond 'it's nice'.
- Using art techniques without considering the final outcome, resulting in messy or unintended results.
- Neglecting to tidy up or relying on others to clean, missing the opportunity to demonstrate independent living skills.
- Confusing appreciation with simply saying 'pretty' without linking to observable features or personal meaning
- Using materials unsafely or indiscriminately without regard for technique (e.g., pressing too hard with brush, eating glue)
- Believing that personal art must be a perfect copy rather than an expression of their own ideas
- Leaving the workspace messy or expecting others to tidy up, showing limited ownership of the process
- Confusing appreciation with a simplistic 'I like it' statement without any description or reasoning, failing to show genuine engagement with the artwork.
- Inability to distinguish between different art techniques, often mixing up terms (e.g., calling all cutting and sticking 'collage' without recognising other methods like printmaking or drawing).
- Producing a piece of art that is entirely teacher-led or copied without any personal element, making it difficult to assess individual creativity or understanding.
- Leaving the workspace untidy or requiring prompts, which indicates a lack of independence in the essential life skill of tidying up after an activity.
- Confusing art techniques, such as thinking that all painting requires watercolours.
- Struggling to articulate personal preferences about art, providing only one-word answers.
- Forgetting to wash brushes or leaving materials scattered, posing a safety risk.
- Rushing the creative process without considering the finished product.
- Confusing 'appreciating' art with simply stating 'I like it' without any observation or reasoning.
- Rushing the art-making process and not exploring the technique fully, resulting in an incomplete or messy piece.
- Forgetting to tidy up or needing constant reminders, showing a lack of routine in the workspace.
- Using art materials without permission or in a way that could be unsafe, such as putting paint near the mouth.
- Copying a teacher's example exactly rather than adding personal touches, which limits the assessment of own creativity.
- Confusing personal opinion with factual description when appreciating art; learners may simply state 'I like it' without explaining why.
- Attempting to use a technique without understanding its basic steps, leading to messy or incomplete outcomes (e.g., applying paint too thickly without thinning).
- Not linking the personal artwork to any taught technique, resulting in a piece that lacks clear intention or evidence of skill development.
- Neglecting to tidy up thoroughly, leaving materials scattered or not cleaning brushes properly, which can affect future work.
- Learners may confuse artistic skill with personal expression, assuming their work is 'not good enough'.
- Forgetting to tidy up or not understanding the importance of cleaning up after creative activities.
- Using materials unsafely or not following instructions for techniques.
- Assuming that 'appreciating art' requires deep analysis rather than simple personal preference or sensory engagement; many learners may think they need to use complex vocabulary.
- Confusing the names of art materials or techniques, e.g., calling paints 'crayons' or mixing up terms like 'drawing' and 'painting'.
- Becoming overly focused on making a realistic or 'neat' final product, leading to frustration, rather than understanding that the process of experimenting is valued at this level.
- Struggling to start without 1:1 support; some learners may wait passively instead of attempting to make marks or choices independently.
- Overlooking the requirement to show awareness of different techniques – they may revert to only one familiar method (e.g., only scribbling) when given a range of materials.
- Learners often state only 'I like it' without linking to a specific feature, missing the chance to show appreciation.
- Confusing techniques with finished products—e.g., thinking 'painting' is a picture rather than the method.
- Rushing the creation stage without planning, leading to a piece that does not clearly demonstrate any taught technique.
- Treating all materials the same way, e.g., pressing too hard with a paintbrush or using too much glue.
- Becoming overwhelmed by open-ended tasks; learners may freeze if not given clear, small steps.
- Ignoring personal preference when describing art, instead repeating rote phrases without understanding.
- Confusing appreciation with simple preference without explaining why.
- Attempting art techniques without appropriate guidance, leading to frustration or unsafe practices.
- Focusing solely on the art product and neglecting the tidying-up process.
- Producing art that does not align with any taught technique, indicating lack of understanding.
- Misconception: 'Setting goals is just writing down what I want.' Correction: Effective goals are specific, measurable, achievable, relevant, and time-bound (SMART). For example, 'I will improve my reading by reading one page of a book every day for a week.'
- Misconception: 'Time management means filling every minute with work.' Correction: Good time management includes scheduling breaks and free time. It helps you work efficiently so you have time for other activities.
- Misconception: 'Teamwork means everyone does the same thing.' Correction: In a team, each person has a role based on their strengths. Good teamwork involves sharing tasks and supporting each other.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Exploring Art
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic literacy and numeracy skills at Entry 1 level or equivalent.
- •Ability to follow simple instructions and complete short tasks with support.
- •Some experience of working in a group or pair, such as in school or community activities.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art..Be able to tidy up
- Be able to appreciate art.Know about art techniques.Create a piece of art
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
- Art appreciation and personal response
- Introduction to art techniques
- Creating personal artwork
- Workspace organisation and tidiness
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art..Be able to tidy up
- Art Appreciation
- Art Techniques
- Personal Expression
- Organisation and Cleanliness
- Art appreciation basics
- Simple art techniques
- Personal creative expression
- Tidying and safety in art
- Building confidence through art
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
- Art appreciation
- Exploring art techniques
- Creating personal artwork
- Responsible studio practice
- Be able to appreciate art.Know about art techniques.Create a piece of art
- Be able to appreciate art.Know about art techniques.Create a piece of art
- Personal response to art
- Basic colour and shape recognition
- Simple art-making techniques
- Creative self-expression
- Following instructions securely
- Be able to appreciate art.Know of art techniques.Produce a piece of personal art.Be able to tidy up
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