Our over-arching aim through our teaching of Art and design is to enthuse children about the subject and develop children who think creatively and artistically.
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.
The Art and design curriculum also offers children the opportunity to develop fine motor skills through working creatively.
Through teaching Art and Design, we intend to:
· 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.
At Delves Lane Primary School we follow a subject- focused approach to Art and Design as we feel that the skills and knowledge that need to be developed and
the requirement to analyse the work of famous artists; mimicking their styles, is impossible to do in a cross-curricular way. As a result, each year group has been allocated three Art and Design units to complete across the year. Each project focuses on one of the following:
· Developing knowledge of famous artists and their styles, thinking about why they are famous in their respective fields
· Developing specific skills in art such as sketching, drawing, painting, colour mixing, creating texture etc.
Our curriculum for Art and design is sequenced across the school so that children can develop and build upon skills as they move through the year groups.
Children within Key Stage 1 begin by learning about colours and how these can be mixed before moving onto different styles and looking at the works of famous artists, developing relevant skills as they progress.
Similarly, children within Key Stage 2 begin by developing particular skills and knowledge such as understanding of pattern etc. they then build upon this by looking at the styles of a range of different artists before finally, in years 5 and 6, completing units which allow them to express themselves, choosing their own styles and applying the artistic knowledge and skills that they have gained during their time in out school.
In order to implement our curriculum intent for Art and Design, we use planning units taken from planbee.com. We have chosen this approach as it:
· Offers engaging and motivating lessons and resources as well as planning support for teachers
· Provides a coherent and structured approach to Art and Design which is sequential, offering appropriate progression as children move through the school
· Offers consistency of key knowledge, skills and vocabulary across the school
· Offers pedagogical consistency
Each term, each class has an allocated unit. Each unit as a different context and is focused on developing children’s understanding of famous artists and their styles as well as developing specific art techniques
Each unit incorporates 5-7 lessons which begin by developing specific art skills related to the context of the unit before creating a final, high-quality piece of art work.
Within Art and design, this offers us the opportunity to teach children to:
· Recall information about famous artists from around the world; including a range of artists of different genders and ethnicities
· Understand how colours can be mixed in varying degrees to create new colours, tints or shades
· Use a range of different styles and techniques to create unique art work
As a school, we assess the impact of our curriculum in a number of ways.
This may be done through:
· Marking and giving feedback on pupils’ work
· Scrutiny of teacher’s planning and/ or books
· Lesson observations
· Learning walk
· Pupil discussions
· Subject leader’s red, amber green (RAG) rating following monitoring
Marking and Feedback
Marking and feedback is expected to be appropriate and proportionate in Art & Design. Work should be marked up to date using a three-ticks system (outlined in further detail in the Effective Feedback policy) where 1 tick denotes that the child has not met the objective and needs intervention of some kind, 2 ticks denotes that the child has met the objective or expectation and could be extended, and 3 ticks denotes that a child has exceeded the objective or expectation. This information will then be used to provide appropriate, timely feedback to children.
Children’s attainment in Art and design will be shared annually, via their end of year reports.
Children’s progress in Art will be assessed annually using the formats developed by the Curriculum Leader. This information will then be passed to the subject leader for analysis and review.
Monitoring and review
Following the subject leader’s assessment of the impact of the curriculum, an action plan with specific targets will be developed with a view to enhancing the provision further. The subject leader will then liaise with the Head Teacher, Deputy Head and other staff members in order to ensure that these action plan targets are met.