Art and Design Policy
Introduction
Art is a creative skill that children instinctively use as a means of expression, to communicate ideas and feelings. The School features its own art area based in KS2 and a further art area in KS1. This enables children to develop their observational and creative skills whilst allowing them a unique way of responding to the world.
“Art is not what you see, but what you make others see.”
(Edward Degas artist, 1834- 1917 )
Aims
To encourage enjoyment of art.
To stimulate children’s creativity and imagination by providing visual, tactile and sensory experiences.
To develop children’s understanding of colour, form, texture, pattern, line and tone.
To develop each child’s ability to use materials and processes to communicate ideas and feelings;
To enable each child to record from firsthand experience and from imagination;
To explore with each child the ideas and meanings in the work of artists, craftspeople and designers;
To help each child to learn about the functions of art, craft and design in their own lives and in different times and cultures;
To help each child to learn how to make thoughtful judgements and aesthetic and practical decisions;
To extend and enrich other curriculum areas through art and design.
Teaching methods
The school uses a variety of teaching and learning styles in art and design lessons. Our principal aim is to develop the children’s enjoyment, knowledge, skills and understanding in art and design. We ensure this through the children’s use of a sketch book which follows them throughout their school life. It becomes a valuable record over time of the child’s learning and progress in art.
We give children the opportunity within lessons to work on their own to collaborate with others, on projects in two and three dimensions and on different scales. Children also have the opportunity to use a wide range of materials and resources, including ICT.
Planning
A variety of Art and Design opportunities will be given to the children through integrated cross curricular topic work based on the National Curriculum POS. We carry out the curriculum planning in art and design in three phases: our long-term Rolling Programme, medium-term and short-term. Our long-term plan maps out the themes and skill progression covered in each term during the key stage.
Assessment
Evidence of attainment in art and design is made whilst observing them working during lessons. Teachers record the progress made by the children against the learning objectives for their lessons.
Pieces of individual children’s work will be kept in an individual portfolio in order to keep a record of their progress.
Sketch Books
Children are encouraged to develop the habit of using a sketchbook regularly.
It should be used for:
Recording, exploring and storing visual ideas
For working out ideas, plans and designs
For reference as pupils develop their own ideas
For looking back reflecting on their work and identifying their progress.
As an ongoing record of learning and achievement.
Cross-curricular links
Through the Rolling Programme relevant cross-curricular links with other curriculum areas will be maintained and developed. Art and Design makes an important contribution to Design and Technology, ICT (collecting visual information and exploring art using software), Geography, History, Literacy (speaking and listening) and maths (through shape and space.)
Foundation Stage
In the Foundation class we encourage creative work as this is part of the EYFS Curriculum. We relate the creative development of the children to the objectives set out in the Early Learning Goals. This area of learning includes art, music, dance, role play and imaginative play and enables children to make connections between one area of learning and another and so extend their understanding.
Health and Safety
Please refer to the Health and Safety policy for Art.
Equal Opportunities and Inclusion
At the Colletonwe recognise the fact that we have children of different ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies:
Setting common tasks that are open-ended and can have a variety of responses;
Setting tasks of increasing difficulty where not all children complete all tasks;
Grouping children by ability and setting different tasks for each group;
Providing a range of challenges with different resources;
Using additional adults to support the work of individual children or small groups.
Please refer to our Special Educational Needs Policy, Able child and Equal Opportunities Policy.
Responsibilty:CC
Written by:AC
Reviewed:three yearly
Last Reviewed:October 10
Next Review:October 13
Ratified:03/02/11