Art & Design
“Every child is an artist; the problem is staying an artist when you grow up” ~ Pablo Picasso
Intent
At Our Lady’s Catholic Primary School, we value the opportunities that Art and Design offers in stimulating our creativity and imagination, and how this tactile, sensory experience enables us to understand and respond to the world and improve our well-being. We want to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art.
Our curriculum enables children of all abilities to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes. We provide opportunities for children to experience a variety of art activities, thus offering an introduction to a wide diversity of enriching, inspirational and aspirational opportunities for pupil’s future, igniting and developing their curiosity and creativity. We introduce children to artists, craftspeople, architects and designers, encouraging children to think critically and develop a thorough understanding of art and its place in the world, including how it reflects our history and contributes to the culture, creativity and wealth of our nation.
Implementation
The teaching and implementation of the Art and Design curriculum at Our Lady's is based on the National Curriculum and supported by stimulating experiential units of work (as favoured by NSEAD) from AccessArt. This ensures high standards of teaching and learning, in addition to a curriculum that is progressive throughout the whole school.
Art and Design is taught as a discrete subject; three art units are taught in each year group, including drawing, painting and making. Through the units of work, pupils can meet, practice, and repeat key skills in such a way that each pupil can then explore their own creativity. By creating a safe and nurturing environment, pupils are encouraged to take creative risks; to learn from the journey, rather than head towards a pre-defined end result in a range of media and on a range of scales; and develop creative resilience.
The Art & Design Progression in Skills document maps out the key milestones for each area of art. Pupils develop their use of sketchbooks as they progress through the school; they are used as a tool to record observations, research, develop ideas, test materials and plan. Within each art unit pupils will: take inspiration, develop ideas, master skills and evaluate their work. Pupils are taught to regularly reflect on their work as it develops, to adapt or improve it in order to realise their ideas and to explain and justify changes made.
Curriculum & Subject Content
The art curriculum will allow pupils to:
- Show development in their ability to create images.
- Work with confidence in two and three dimensions, and on a variety of sizes and scales.
- Experiment with a variety of different materials - helping to understand their potential, become familiar with their characteristics and develop confidence and competency when working with them.
- Select materials and decide how they will use these in the work they are undertaking.
- Understand and use the language of art when relating to their work and the work of others.
- Develop an increasing ability to analyse and record the world around them.
- Understand and apply the basic principles of art, including line, tone, texture, shape, form, space, pattern, colour, contrast, composition, proportion and perspective.
- Record observations in sketchbooks.
- Be realistic about their own abilities in art and recognise their successes as well as areas for development.
- Evaluate and discuss the outcome of their own work against the set criteria.
- Develop the ability to justify decisions taken concerning the process of their own work.
- Realise their ideas and sustain a level of working from start to the completion of a project or piece of work.
- Recognise the different approaches taken by artists in their work.
- Recognise that art differs from culture to culture and reflects the times in which it was produced.
- Relate their artwork to other curriculum areas.
- Use art as a medium to express their world.
EYFS Statutory Framework Early Learning Goals
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Expressive Arts and Design (Creating with materials) |
Expressive Arts and Design (Being Imaginative and Expressive) |
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Children at the expected level of development will:
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Children at the expected level of development will:
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Key Stage 1 National Curriculum
Pupils should 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.
- to talk 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 National Curriculum
Pupils should 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.
- 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].
- to learn about about great artists, architects and designers in history.
The national curriculum for art and design aims to ensure that all pupils by the end of year 6:
- 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 form.
Long Term Plan
Progression in Skills