"Every Child is an Artist" — Pablo Picasso
"It is the supreme art of the teacher to awaken joy in creative expression and knowledge." - Albert Einstein
At Wybunbury Delves we aim to 'light the spark for a love of learning and of life' and believe Art and Design is a subject which offers the very best opportunities to achieve this. We adopt SPARK approach to learning to foster and maintain children's creativity.
Why do we teach Art?
Art is a non-core subject within the National Curriculum. 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.
The aims of Art and design are to:
The national curriculum for art and design aims to ensure that all pupils:
and in our school to:
Curriculum and School Organisation
Wybunbury Delves Primary school uses a variety of teaching and learning styles in art and design lessons. Art is taught through a combination of direct teaching, providing children with real experience, use of teacher-prepared materials, other artists' work, educational visits, artists-in-residence and other resources such as TV and Information Technology. We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. Children are given opportunity for exploration and experimentation and instruction in handling tools and materials. We do this best through a mixture of whole-class teaching, where introductions and discussions are appropriate, and individual/group activities. Each term, the children's learning is based around an artist and the skills used, ensuring that three differing artists are studied throughout the year, covering different areas of the curriculum/styles of artists. Teachers draw attention to good examples of individual performance as models for the other children. They encourage children to evaluate their own ideas and methods, and the work of others, and say what they think and feel about them. At Key Stage 2 Art is sometimes timetabled and children work at a set time in groups on a variety of activities. However, the organisation of Art may differ between each year group and each Key Stage, and the amount of time allocated to Art in any one week can vary for a particular class.
EYFS Area: Expressive Arts and Design By the end of Reception children should:
Exploring and Using Media and Materials: They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
National curriculum Subject content
Key stage 1: Pupils should be taught:
Key stage 2: 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.
Pupils should be taught:
Teaching and learning style / The Learning Environment
Class teachers are responsible for their own class organisation and teaching style in relation to Art, while at the same time ensuring these complement and reflect the overall aims and philosophy of the school. Each class takes part in our Big Art week at the beginning of each term, with a focus on skills related to 3D art to engage children with their learning theme. This week is closely linked to Design and Technology skills and incorporates the skills taught and the artist linked to each term's learning.
Curriculum Enhancement Opportunities
Big Art week- termly in the first week
Competitions e.g. Christmas card through local MP etc
Gallery through Display to celebrate and value children's work
Visiting Artists — professional (paid) or amateur (voluntary) eg Twigtwisters 2013 , grant aided.
Assessment, Recording and Reporting
See whole school Assessment, Recording and Reporting Policy. Art is assessed in the same way as other foundation subjects. Planning and assessment is recorded in each class' planning journal, including pupil voice and examples of work. Medium term planning is incorporated into termly holistic plans and is developed in staff planning journals. Individual lesson planning and outcomes can be evidenced through staff planning journals, smart board files, displays, study work books, sketch books and photographs. We currently assess children's learning at the end of a series of lessons through class teacher's judgments, AfL and an assessment task (outcomes stored in cohort assessment folders). The children are assessed as 'above expectation', 'online' or 'below expectation' and this information feeds into a termly cohort percentage grid of achievement. This information is collated annually by class teachers.
Monitoring, review and evaluation
The Art Subject Leader ensures policy is in practice and is implemented across the school. The Art Subject Leader will take Lesson observations, Review of policy, Collate an overview of curriculum coverage, Complete Pupil Voice
Good practice is shared with staff through professional skills dialogue and sharing and through subject leaders working alongside colleagues.
Training planned for one twilight annually.
Curriculum Risk Assessment: Please see curriculum file.
An inventory of resources is available. General materials are stored centrally in the art area. Staff are asked to submit to the Art and Design Subject Leader lists of any resources which they require to be added to the existing stock. The purchase is based on the Art budget allocated from the main school budget.
Links with Other Subjects
Coverage of Art in each year group is integrated where possible into cross-curricular study work plans.
See Annual Planner: e.g. History-Remembrance day- Art used as an expression of the message and our reflection.
PSHE- e.g. KIVA message communicated through Big Art on the playground.