Kandinsky Circles

---

Concepts

This study delivers 1 primary concept and 2 secondary concepts.

Primary concept: Artists, Craft Makers and Designers (AD-KS1-C006)

Type: Knowledge | Teaching weight: 1/6

Knowledge of practitioners in art, craft and design gives pupils models of creative practice, historical context and cultural diversity. At KS1, pupils learn that different people make different things in different ways and for different purposes, and that these practices have histories and traditions. Comparing the work of different practitioners develops critical and analytical vocabulary.

Teaching guidance: Introduce a diverse range of artists, craft makers and designers including those from different cultures, genders, historical periods and disciplines. Use high-quality reproductions and, where possible, real objects. Ask pupils to describe what they see, what they think the artist was trying to do, and what connections they can make to their own work. Use artists as starting points for pupils' own making activities. Include craft makers such as potters and textile artists alongside fine artists. Key vocabulary: artist, designer, craft maker, painting, sculpture, drawing, textile, print, illustrator, architect, style, tradition, culture Common misconceptions: Pupils often begin with a narrow view of who artists are and what art looks like. Deliberately including diverse examples challenges this. Some pupils may find it difficult to connect what they see in an artist's work to their own making; structured links through projects and activities help build this bridge.

Differentiation

Model response (Entry): The painting is for looking at on a wall. The pot is for holding things and it looks nice. The chair is for sitting on. Different people make different things for different reasons.

Model response (Developing): Andy Goldsworthy uses natural materials like leaves, stones, ice and sticks to make sculptures outdoors. His work is special because it uses nature itself as the material and it changes over time — the wind blows it away or it melts. He doesn't use paint or a studio.

Model response (Expected): I was inspired by Andy Goldsworthy. I collected autumn leaves and arranged them in a colour gradient from green to yellow to red in a spiral pattern on the grass. Like Goldsworthy, I used only natural materials and worked outdoors. I took a photograph because the wind would blow it away, which is part of the point — art doesn't have to last forever.

Secondary concept: Painting (AD-KS1-C003)

Type: Skill | Teaching weight: 1/6

Painting involves applying colour to a surface using brushes or other tools to create images and expressions. At KS1, pupils explore colour mixing, brush control and different ways of applying paint. Painting develops understanding of colour as a visual element and builds physical skill and creative confidence.

Differentiation

Secondary concept: Visual Elements: Colour, Pattern, Texture, Line, Shape, Form and Space (AD-KS1-C005)

Type: Knowledge | Teaching weight: 1/6

The formal elements of art are the building blocks used by artists to construct visual compositions and communicate meaning. Colour carries emotional associations and creates harmony or contrast. Pattern involves repetition of motifs. Texture describes the surface quality of a material. Line can be expressive, directional or descriptive. Shape is two-dimensional and form is three-dimensional. Space refers to areas within and around forms. Understanding these elements gives pupils both a creative toolkit and a vocabulary for discussing art.

Differentiation

---

Thinking lens: Structure and Function (primary)

Key question: How does the structure of this thing enable or explain what it does? Why this lens fits: Each formal element serves a specific expressive or compositional function; teaching pupils to name and deploy them intentionally builds understanding of how visual structure creates meaning. Question stems for KS1:

What shape is it? Why do you think it is that shape?

What job does this part do?

What would happen if this part were a different shape?

Can you find something else that does the same job?

Secondary lens: Patterns — Colour, pattern, texture, line, shape and form are all instances of visual regularity and variation — recognising, comparing and manipulating these elements is fundamentally pattern-based cognitive work.

---

Session structure: Creative Response

Creative Response

A creative arts or writing sequence that develops technique through exposure to exemplary work, guided exploration of techniques, structured planning, independent creation, and peer critique. Balances creative freedom with technical skill development.

exemplar_exposure → technique_exploration → planning → creating → critique Assessment: Final creative outcome (artwork, design, written piece) accompanied by a reflective evaluation discussing techniques used, influences, and areas for development. Teacher note: Use the CREATIVE RESPONSE template: show children examples of artwork or creative writing that inspire curiosity and excitement. Let them explore materials and techniques through play and experimentation. Support them in planning what they want to make, then give them time to create. Encourage them to talk about what they made and what they like about it. KS1 question stems:

What do you notice about this artwork or writing?

What materials or colours will you use?

Can you tell me about what you have made?

What is your favourite part? Why?

---

Art focus

Artist: Wassily Kandinsky (1866-1944) Art movement: Abstract Expressionism Medium: paint Techniques: colour mixing, wet-on-wet, concentric painting Visual elements: colour, shape, pattern Cultural context: Russian/European

---

Why this study matters

Kandinsky's Squares with Concentric Circles is a classroom favourite because it combines colour exploration with the satisfying repetition of circle-drawing. Each square becomes a mini colour experiment. The work teaches colour relationships (warm vs cool, complementary pairs) through free exploration. The grid format means the whole class can contribute squares to a collaborative artwork.

---

Pitfalls to avoid

Pupils try to make perfect circles -- emphasise that Kandinsky's circles are deliberately imperfect

All squares look the same -- challenge pupils to use different colour combinations in each

Using only primary colours -- this is the time to explore the full range of mixing

---

Vocabulary word mat

Prior knowledge (retrieval plan)

Pupils should already know the following from earlier units:

---

Scaffolding and inclusion (Y1)

---

Knowledge organiser

Key terms:

concentric

warm colours

cool colours

abstract

composition

circle

Core facts (expected standard):

Artists, Craft Makers and Designers: Making connections between the work of artists studied and their own creative work, explaining how an artist's ideas or techniques have influenced their choices.

---

Graph context

Node type: ArtTopicSuggestion | Study ID: TS-AD-KS1-007 Concept IDs:

AD-KS1-C006: Artists, Craft Makers and Designers (primary)

AD-KS1-C003: Painting

AD-KS1-C005: Visual Elements: Colour, Pattern, Texture, Line, Shape, Form and Space

Cypher query:

``cypher

MATCH (ts:ArtTopicSuggestion {suggestion_id: 'TS-AD-KS1-007'})

-[:DELIVERS_VIA]->(c:Concept)

-[:HAS_DIFFICULTY_LEVEL]->(dl)

RETURN c.name, dl.label, dl.description

``

---

Generated from the UK Curriculum Knowledge Graph — zero LLM generation.