Art & Design | Bish Nym

Art and Design

Intent

At the Exmoor Federation, we strongly believe that Art and Design provides an essential role in the education of a well-rounded child. We know that art fosters transferable skills that boost overall academic achievement and provides a place where pupils can enhance their well-being and self-esteem. Our art curriculum aims to help children with the development of motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness; providing a challenge for all learners. We also strive to develop an understanding of their own and others’ cultural heritages through studying a diverse range of male and female artists as well as local and global themes.

As pupils progress, we want them to think critically about art and to develop a rigorous understanding of its place in our society. We want the power of art to shine a light on our history and how it has contributed to the culture, creativity and wealth of our nation.

Aims And Objectives
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Art and Design is an essential component of curriculum provision because it develops:

produce creative work, exploring their ideas and recording their experiences
become proficient in drawing, painting, sculpture and other art, craft and design techniques
evaluate and analyse creative works using the language of art, craft and design
know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

Implementation

Teaching and learning style:
The school uses a variety of teaching and learning styles in art and design lessons. Our principal aim is to develop the children’s knowledge, skills and understanding. We do this through a mixture of whole-class teaching and individual / group activities. Each project has a core focus and an area that provides inspiration, be it an individual artist/illustrator, an art movement or a period in the past. This enables links to other curriculum areas to be made, including literacy and history. By following a set of key skills, children are given opportunities to express their creative imagination, as well as practise and develop mastery in the key processes of art: drawing, painting, printing, textiles and sculpture. We support our art curriculum with a wide range of quality resources which improve children’s confidence in the use of different media. Sketch books follow the pupils on their progress through the year groups. This provides them with a clear sense of where they have come from in terms of their artistic journey and to reflect on their developing skills. The children also have the opportunity to use a variety of secondary sources of information, where it will enhance learning as well as gaining first hand experiences, for example, the use of books, real life objects, first aid experiences, photographs, graphs, diagrams, models and IT.

Teachers may employ the following methods when delivering art and design sessions:
• Setting common tasks that are open-ended and can have a variety of responses
• Setting tasks of increasing difficulty (we do not expect all children to complete all tasks)
• Providing a range of challenges with different resources
• Using additional adults to support the work of individual children or small groups
• Incorporating high order questions that apply to thinking to extend the most able children in art and design

Planning

This subject is a component subject within the Primary Learning Pathways Curriculum (and a core subject in the national curriculum). Teachers plan using the ART Progression (and rolling programmes) to produce medium term plans. Units may be enquiry or area led and links may be made to other subjects. Our units are typically designed to run half termly but may be shorter blocks or specific projects. Learning about an artist and their theme of work and style, challenges, enquiry and investigation generally drive these projects. ART is taught through discreet (standalone) subject work and may be blocked into days / sessions according to the project based approach.

Art and Design In Key Stage 1 And 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment] to design, make and evaluate as well as increase their technical knowledge:

Key stage 1

Pupils will be taught:

to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

Key Stage 2

Pupils will be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils will be taught:

to create sketch books to record their observations and use them to review and revisit ideas
to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
about great artists, architects and designers in history

Learning Opportunities
We believe it is important to be apart of our community, and we take part in local events; sharing the love art through our creations of learning in the local community and with the local community.

Outdoor Learning

The school emphasises the outdoor learning environment and large elements of the ART curriculum are delivered through our well developed programme. The school outdoor learning area has been developed to assist with drawing, sculpture, and painting.

Art and Design In The Early Years
Throughout the Early Years, activities and opportunities are planned where children can learn
through talk, play and their own life experiences.
Children in the Foundation Stage will experience a variety of activities including:
choosing and exploring a variety of materials such as paint, chalk, shaving foam, clap, playdough etc. The children learn how to use a range of mediums for a range of purposes focusing on skills, grip, speed, direction, shape etc eg hold a paintbrush, using lolly pop sticks, your hands; and combining materials together such as chalk and water, paint and sand to change textures. Children use real life experiences to experience, learn, have ago at, practise and apply knowledge and skills; accompanied with talk of what my mark is, how I made my creation, what I did, naming colours and shapes, and what I liked/disliked.

Each school has their own store of resources for art and design. Teachers may provide or request certain resources for specific units. A resource bank is provided by the subject leader to support teachers in CPD and teaching and assessing art and design.

Impact

Assessment:

Assessment is recorded against key statements for which pupils attain at, above or below the expectations for the year group in the key areas shown in the programmes of study.

Teachers will make informal judgments during lessons and on completion of a piece of work, the teacher will assess and use this information to plan for future learning. Written or verbal feedback is given to the child to help guide is or her progress. The results are used in reporting to parents at the end of the year and used for data analysis. At the end of each academic year a review takes place where the features of the analysis feed in to the following year’s action plan for the subject.

We believe our children will:

Acquire an appreciation, enjoyment and love of art and design.
Develop positive attitudes to art and design.
Demonstrate awareness of art and design across the curriculum and the wider world.
Demonstrate their pride and the high status of art and design through classroom, school and online display of their quality work.
Develop personal qualities including: perseverance, independent thinking, self-confidence and co-operation through art and design.