Art and Design · Year 2 · The Art of the Gallery · Summer Term

Sharing Our Art Stories

Students practice talking or writing a few sentences about their artwork, explaining what they made, how they made it, and what it means to them.

• National Curriculum Attainment Targets
• KS1: Art and Design - Evaluating and Developing Ideas

About This Topic

Art Through Time serves as a celebratory review of the diverse artists and movements studied throughout Year 2. The UK National Curriculum expects pupils to learn about the work of a range of artists, craft makers, and designers, describing the differences and similarities between different practices. This final topic helps students see the 'big picture', how art has evolved from the natural stamps of early humans to the bold abstractions of the modern era.

Students will reflect on their own 'artistic identity' and which styles resonated with them the most. This unit is about making connections across history and geography. This topic comes alive when students can participate in a 'living timeline' activity, physically placing themselves and the artists they've studied into a chronological and thematic sequence.

Key Questions

1. Can you tell us what your artwork is about and what story it tells?
2. Why did you choose the colours and materials you used in your artwork?
3. What was your favourite part of making this artwork?

Learning Objectives

• Explain the choices made in their own artwork, including materials and techniques, to a small group.
• Describe the narrative or meaning of their artwork using descriptive language.
• Compare their own artistic process and choices with those of artists studied during the year.
• Critique their own artwork, identifying strengths and areas for further development.

Before You Start

Creating Representational and Abstract Art

Why: Students need experience making art to have something to talk about and reflect upon.

Exploring Colour and Texture

Why: Understanding how colours and textures are used in art helps students explain their own choices and appreciate the choices of others.

Key Vocabulary

Artwork	A piece of art created by a person, such as a painting, drawing, or sculpture. It represents the student's creative work.
Narrative	The story or message that an artwork communicates. It is what the artwork is 'about'.
Materials	The physical substances used to create art, such as paint, clay, paper, or pencils. These choices affect the final look and feel.
Technique	The specific methods and skills an artist uses to apply materials, like brushstrokes, drawing lines, or sculpting shapes. It is 'how' the art is made.
Meaning	The idea, feeling, or message the artist intends to convey through their artwork. It is what the artwork represents to the creator.

Watch Out for These Misconceptions

Common Misconception

Art history is just a list of dates.

What to Teach Instead

Students can find history 'dry'. The 'Living Timeline' activity helps them see history as a series of people making choices and reacting to the world around them, making it feel more like a story and less like a list.

Common Misconception

Modern art is 'better' than old art.

What to Teach Instead

Children often think things get 'better' as they get newer. By comparing cave prints to modern prints, they can see that while the *tools* change, the human desire to create and share patterns remains the same.

Active Learning Ideas

Simulation Game: The Living Timeline

Each student is given a card with an artist or a technique they've learned (e.g., Monet, Gaudi, Weaving). They must work together to stand in a line from 'oldest' to 'newest', then explain to the class one thing that changed between their 'time' and the person next to them.

30 min·Whole Class

Think-Pair-Share: The Time Traveler's Question

If you could go back in time and meet one artist we studied, who would it be and what one question would you ask them? Students discuss their choice with a partner, focusing on the 'why' behind their curiosity.

15 min·Pairs

Gallery Walk: My Year in Art

Students lay out their sketchbooks from the whole year. They walk around and 'vote' (using a small token) on which of their *own* pieces shows the most 'growth' or 'change' in their style, then explain their choice to a small group.

25 min·Small Groups

Real-World Connections

• Museum curators, like those at the Tate Modern, often write descriptions for artworks to help visitors understand the artist's intentions and the historical context. Students can practice this by writing about their own pieces.
• Illustrators for children's books must explain their visual choices to authors and editors, discussing how their drawings tell the story and appeal to young readers. This involves talking about characters, settings, and mood.
• Designers presenting new product ideas to clients must clearly articulate their design choices, explaining why specific colours, shapes, and materials were used to meet the project's goals.

Assessment Ideas

Discussion Prompt

Gather students in small groups. Ask each student to present their artwork and respond to prompts: 'Tell us about your artwork. What is it called? What story does it tell? Why did you choose these colours and materials? What was your favourite part of making it?'

Exit Ticket

Provide students with a small card. Ask them to draw a simple picture of their artwork and write two sentences: one explaining what their artwork is about, and another explaining one choice they made (e.g., colour, material).

Quick Check

During independent work time, circulate and ask individual students to briefly explain one aspect of their artwork. For example: 'Can you tell me why you used blue here?' or 'What does this part of your picture represent?'

Frequently Asked Questions

Why do we study art history in Year 2?

It gives children a 'toolbox' of ideas. By seeing how others have solved artistic problems (like how to show light or how to tell a story), they realize they don't have to 'invent' everything from scratch. It also helps them feel part of a global community of makers.

How can active learning help students understand art history?

Active learning, like the 'Living Timeline', turns a linear concept into a social and physical one. When students have to 'negotiate' their place in time with their peers, they are actively processing the relationships between different artists and movements. This makes the 'story of art' much more memorable than just looking at a timeline on a wall.

How do I handle the 'Empire' context in art history?

Acknowledge that many 'British' art movements were influenced by materials and ideas from across the globe. Be honest about where materials like cotton or mahogany came from and the impact that had on the people in those countries.

How can I help students find their 'own style'?

Encourage them to 'steal like an artist'. If they loved Monet's dabs but also liked Ringgold's stories, suggest they try 'painting a story with dabs'. Style is often just a mix of the things we admire most.