1.1 Lickhill Primary School is a through range primary school with an independent pre-school run by management community of governors. Age range 2 -11
1.2 Art and Design is a foundation subject in the National Curriculum. Within education, art has two main roles; as a subject in its own right and as an educational tool where it is used to support other curriculum areas. This document outlines the purpose, nature and management of the art taught in our school and informs interested parties about them.
1.3 This policy reflects the consensus of opinion of the whole staff and has the full agreement of the Governing Body. The implementation of this policy is the responsibility of the whole staff.
1.4 THE NATURE OF ART
“It is not the language of painters but the language of nature which one should listen to, the feeling for the things themselves, for reality, is more important than the feeling for pictures.”
Vincent van Gogh - artist
“Art shouldn’t be something that you go quietly into an art gallery and dip your forelock and say ‘I have to be quiet, I’m in here amongst the art.’ It’s here, art’s everywhere. It’s how you use your eyes. It’s about the enjoyment of visual things. And it’s certainly not for any one group of people.”
Ken Done – artist
“Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.”
Scott Adams- artist
“ Participation in the fine arts engenders discipline, a sense of community, trust, and teamwork. All of these qualities are essential to a student’s potential success in the workplace.”
Dr. Mike Moses, Commissioner of Education, Texas
“ Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world”
The National Curriculum Document
1.5 Art is the expression of ideas, thoughts and feelings, through sensory exploration and experience in a variety of two and three dimensional media. It is a vehicle for the expression of children’s creativity and is concerned with the development of visual perception and visual literacy, to enable the understanding and appreciation of art from a variety of cultures, styles and periods through time, both male and female and from artists, designers and craft-workers.
2. Aims and Objectives
2.1 At Lickhill Primary School we aim to :
- Develop the knowledge, skills and understanding of art and design.
- Promote children’s self-esteem and enjoyment of art
- Develop an appreciation of their environment and an ability to see.
- Encourage creativity and imagination.
2.2 Art provides an almost unique opportunity for every child to succeed and therefore is greatly valued by our school.
The children will have opportunities to:
- Learn the knowledge outlined in the programmes of study in the national curriculum for art.
- Explore a variety of media, developing their skills and techniques
- Explore their world and environment using all their senses.
- Draw from observation, imagination and memory.
- Understand the role of art in other cultures and times.
- Enjoy being creative and using their imaginations.
- Learn how to respond to their own work and that of others.
- Experiment, develop and improve their work through emphasis on sketchbooks used in a variety of ways and passed on for one class to another.
2.4 There are 4 programmes of study at KS1 and KS2
- Exploring and developing ideas
- Investigating and making art, craft and design
- Evaluating and developing work
- Knowledge and understanding
At the foundation stage they follow the early learning goals for creative activity.
3.1 SCHEMES OF WORK
All children are given the opportunity to undertake a balanced programme of 2D and 3D art activities which gives the children access to the traditions and language of art.
Each of the 4 programmes of study for each key stage are visited 3 times a year. All programmes of study are incorporated into each term’s unit of work. Topic titles are adapted to allow flexibility and a wider scope for creativeness. There is a clear progression of skills for each year group and the Suffolk Art and Design scheme can be followed or adapted with exemplifications for each unit. A variety of visual resources are available to all teachers to help introduce the language of art and the works of specific artists.
3.2 FOUNDATION STAGE
Children in the foundation stage follow the Early Adopter Early Years Framework to achieve the early learning goals and objectives for creative development, gradually progressing and developing their level of skill. They also introduce sketchbooks and colour work which is further developed in KS1 and KS2.
Key emphasis at the foundation stage is upon
- Stimulating environment
- Wide range of activities
- Time to explore, develop ideas and finish work/ideas
- Opportunities to express ideas through a range of representation
- Stimulate thinking through resources from a variety of cultures
- Opportunity to work alongside artists and other creative adults
- Accommodation for specific religious beliefs to be represented and opportunities for disabled or impaired children to access the curriculum
- To teach new skills and techniques and create atmosphere of expression
- To explore a range of media and materials
- To give sensitive feedback from practitioners
3.3 – KS1 and KS2
All the children are introduced to the visual and tactile elements and a progression of skills and techniques through practical activities.
Children are introduced to, encouraged to discuss examples of art, craft and design in varied genres and styles from a variety of cultures, western and non-western, developing their artistic vocabulary
All work is valued and positive feedback is promoted.
Particular emphasis has been given to the development of drawing and sketching skills as this is the foundation for all art activities. Children are encouraged to develop their observation skills and experience a wide range of mark making media. Use of sketchbooks to collect ideas and visual/tactile materials; experiment and make annotated observations; explore ideas and compositions and take risks in a safe place, is encouraged. These are key to the artistic processes and are begun in the foundation stage, developed in KS1 and explored more deeply into KS2.
Additional emphasis is given to the knowledge and understanding of the visual and tactile elements, including colour, pattern, texture, line, tone, shape, form and space. Observing them in works of art, craft and design and implementing them as a focus for the children’s work.
Work shown to children for stimulus and discussion should encompass a wide variety of genres, from artists, craftsworkers and designers, past and present, male and female from a range of cultures. This diverse diet is essential and evenly spread as the child travels through the school. To demonstrate the value of children’s work it is often displayed alongside the work of other artists.
Ongoing skills are encouraged throughout the school year to prepare for a unit of study; introduce new skills and techniques; remind and develop individual’s skills; and heighten the overall quality of the children’s work both cross curricular and in specific art units. These skills are exercises in their own right each week for a short period and do not necessarily result in a finished piece of work. This continual practice of essential skills is vital as there times during the year when art units are not taught due to blocking of topics for periods of prolonged study.
The children have opportunities to use skills acquired in art, in DT projects and other curriculum areas. Opportunities to use art as a learning tool to complement work associated with other curriculum areas, is encouraged.
The children are taught in their normal classrooms and at sites in the local environment and wider community.
3.4 EQUAL OPPORTUNITY AND SEND
For a variety of reasons some children may have special educational needs in relation to art. The delivery of the art curriculum should take account of these learning differences and children throughout the school should be catered for at their own level by means of differentiation of content, skills, techniques, compositions, or tools.
All children will be given the same experiences regardless of race, creed, colour or sex. Similar value and consideration is given to art from all cultures.
Opportunities for the use of IT are highlighted throughout the units e.g. – use of video cameras, digital cameras, colour or draw art programs, exploration of internet, photocopier and scanner. IT can be used as a starting point for stimulus, as a mid-point to develop work or as a final piece of work.
4 Health and Safety
All children are taught the safe and appropriate use of equipment and materials. A separate guidance document is issued for the teaching of this and other subjects. Children are taught the hazards, risks and risk control to recognise hazards, assess consequent risks and take steps to control them; to manage their environment for health and safety of themselves and others.
All teachers are responsible for ensuring that classroom assistants are acquainted with the aims and objectives of the activity together with specific safety issues.
Most consumable materials and specialist equipment are kept in a central resource area and staff are responsible for keeping equipment tidy and neatly put away. Other consumable resources are kept in classrooms and where space permits, an area where children have easy access to a wide variety of materials and tools is encouraged in each classroom.
The progression of skills and possible activities follows the Suffolk Scheme which sets out each area of art and links to possible artists to study.
As a progressive reflection on the development of the child, a figure drawing from memory/observation will be undertaken during the end of the Summer Term.
There are statements of attainment for all levels to gauge the children’s level of ability.
At the end of each study unit, there are specific expectations. Notes will be made of any children whose progress differs from that of the rest of the class. These notes will be used
- to pass on information to the next class teacher and expanded upon in the children’s individual records.
- to use a measure for report comments in the Summer term
- evaluations of the children’s work during and at the end of each unit will be done orally and a more formal written self – evaluation developed as the children progress through the key stages.