“Every child is an artist. The problem is how to remain an artist once we grow up”
Art is a foundation subject of the National Curriculum and an important part of developing our children’s ability to develop their individual creativity, express their ideas and understanding and to work both individually and collaboratively with others. Each year group plans art lessons, which aim to ensure that children can develop key skills using specific media. The importance of Art is evident through these detailed cohesive whole school linked plans emphasizing a focus on the same element of art or skill to illustrate and inform progression through the educational phases. Our aim is to ensure that children are confident approaching artwork, feel a strong sense of achievement and value the impact of art within their own lives.
The national curriculum for art and design aims to ensure that all pupils:
• 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.
Lydd Primary school believes that art is a vital part of children’s education and has a significant and valuable role in the taught curriculum, as well as the enrichment opportunities we offer our pupils. The art curriculum will develop children’s critical abilities and understanding of their own and others’ cultural heritages through studying a diverse range of male and female artists. Children will develop their understanding of the visual language of art with effective teaching and considered sequences of lessons and experiences. Understanding of the visual elements of art (line, tone, texture, colour, pattern, 3D form) will be developed by providing a curriculum which will enable children to reach their full potential.
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 teaching and implementation of the Art and Design Curriculum at Lydd Primary School is based on the National Curriculum ensuring a well-structured approach to this creative subject.
The children are taught art as part of their termly topic work. Areas covered include sculpture including the work of Barbara Hepworth ,Henry Moore and Giacometti ,pottery including influence of Hans Coper ,Clarice Cliff and Lucie Rie ,printing based on a topic themes such as Victorians and the work of William Morris or Hindu symbols and celebrations , African and Chinese art , pointillism, cubism ,the works of the Impressionist artists as well as the movements such as Pop Art. Maggi Hambling and Julian Opie will be an example of the various people that represent living contemporary artists in our whole school drawing and portrait unit of work in Term 1.
The work of famous local, national and international artists is continually explored to enhance our children's learning.
The children's learning is further enriched with a whole school arts week in the summer term where our pupils have the opportunity for collaborative working and exploration under the theme of “Take One Picture. “
Pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to learn to:
Pupils are taught:
Pupils are 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.
Classroom displays reflect the children’s sense of pride in their artwork and this is also demonstrated by creative outcomes across the wider curriculum. The school environment also celebrates children’s achievements in art and demonstrates the subject’s high status in the school, with outcomes, including sculptures, enhancing the outdoor as well as indoor environment. The art curriculum at Lydd contributes to children’s personal development in creativity, independence, judgement and self-reflection
Summative assessments take place at Lydd throughout the year and teachers record the progress and attainment against the National Curriculum expectations of attainment. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.
Further information is gathered through pupil questionnaires; highlighting strengths and achievement and any improvements, knowledge and skills that still need to be embedded.
Final end of year assessments are made using assessment criteria that has been developed in line with the national curriculum and Target Tracker. Thus, identifying the level in which the child is working
Children in Early years Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly using Tapestry tracking assessment system.
Collaborative work in design and technology develops mutual respect for the differing opinions, beliefs and abilities of others. In addition, children develop a respect for the environment, for their own health and safety and that of others. They learn to appreciate the value of similarities and differences and learn to show tolerance. A variety of experiences teaches them to appreciate that all people – and their views – are equally important. Children are encouraged to work in a democratic way, exercising the ‘give and take’ required for successful teamwork.
Lessons and activities are planned to include all children by using a range of approaches. This includes: questioning, use of equipment and mixed ability grouping to enable children to offer peer support. Lessons are planned to facilitate the best possible outcome for all children within the class.