Our Talk Time has a vocabulary focus this week.
Thinking about the new topic vocabulary, I can begin to use these words at home.
We’re all being artists this half term. Along the way, we’ll gain knowledge of famous artists and their work. We’ll also learn and develop a range of skills to improve our own art. The following list of vocabulary is being taught and applied in our art lesson at school:
Years 1 and 2 Art vocabulary:
|graphite||Mixed with clay, graphite forms the ‘lead’ in a pencil|
|HB||Referring to pencils, HB stands for ‘hard black’ – a medium hard pencil|
|H and B||H stands for ‘hard’ and B stands for ‘black. B pencils are soft.|
|primary colours||three colours (red, yellow, blue) that can’t be made by mixing other colours, but can make other colours|
|secondary colours||three colours (orange, green, purple) that are made when two primary colours are mixed using paint|
|pattern||arrangements of things such as colour, shapes and lines that repeat in a logical way|
|texture||how something feels, like smooth or rough|
|shape||a two-dimensional area which may be created using lines or colour|
|tone||how light or dark a colour is|
Years 3 and 4 Art vocabulary:
|complementary colours||colours that are opposite on the colour wheel (roughly, a primary and a secondary colour can be paired up like this)|
|warm and cold colours||Warm colours represent roughly one half of the colour wheel (like red, orange, yellow) and usually represent heat and emotions like anger and excitement. Cool colours roughly represent the other half of the colour wheel (like blue, green, purple) and usually represent cold things and emotions like calm and sadness.|
|form||Often used to talk about sculpture or the human body, form is the physical aspects or the shape of the artwork or parts of the artwork.|
|space||usually used to describe areas or parts of an artwork where there are large blocks of colour or ‘gaps’|
|medium||the type of art (eg painting, sculpture, printmaking), or the materials an artwork is made from (plural: media)|
|collage||the technique and the resulting artwork where things like pieces of paper, photographs and fabric are arranged and attached to a surface|
|mixed media||artworks created from a combination of different media or materials|
|abstract art||a type of modern art that is not an accurate depiction but instead use shapes, colours, forms and marks to achieve its effect|
|figurative art||art that has strong references to the real world and in particular, the human figure|
Years 5 and 6 Art vocabulary:
|pastel||a coloured drawing medium, usually stick-shaped, produced in soft, hard and pencil formproduced in soft, hard and pencil form|
|art||the expression of creativity or imagination, or both|
|art movement||a style in art followed by a group of artists, often linked to a time and place or to particular artists (sometimes called an ‘ism’)|
|sculpture||three-dimensional art made by one of four basic processes: carving, modelling, casting, constructing|
|negative space||the space around and between the subject|
|maquette||a sculptor’s initial model or sketch|
|modern art||art that is often experimental and not traditional (1900s onwards approximately)|
|classical art||used to describe art that makes reference to ancient Greek or Roman style|
Some of the words may not have been covered in class as of yet so be sure to refer to the definitions for words your child seems less confident about.
Encourage your child to think back to their art learning so far. The following questions might prompt your child to remember even more about the vocabulary:
- What does this word mean?
- Can you use the word in a sentence?
- Can you (where possible) give an example of this?
- Have you seen a piece of art that links to that word?
- Can you link this word to one or more of the other words?
- Which of these words would you group together?
This half term, our oracy focus is building on the views of others and reasoning. Referring to these ‘Remember 2s’ (R2s) will help your child to speak confidently whilst also respecting the views of others.
- Listen carefully to an opinion (have eyes on the speaker).
- Respond by acknowledging what has been said and add further ideas of you own. Use phrases like these:
- ‘Picking up on what’s been said, I’d add…’
- ‘As well as that…’
- ‘In addition to that…’
- Challenge yourself to provide reasons for your opinions by using ‘because’.