Cavell Primary and Nursery School A Curriculum Policy for Art & Design Written by: Date Written: Date approved Review Date:
Andrea Slater Nov 2009 pending review/adjustment for IPC Year 2010/11
‘Art is a unique form of experience which cannot be be imitated in any other way. way. Art experience is deeply embedded in the realm of life skills for all children. Joyful response, the ability and confidence to create and bring practical and theoretical skills to bear on a variety of problems, to assess the potential of ideas, tools and materials, will have consequences far beyond the discipline itself.’ Margaret Morgan ‘It (art and design) provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world. Pupils use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think. Through Art and Design activities, they learn to make informed value judgements and aesthetic and practical decisions, becoming actively involved in shaping environments……. Understanding, appreciation and enjoyment of the visual arts have the power to enrich our personal and public lives’. National Curriculum 1999
Introduction Art and Design is a foundation subject in the national Curriculum. This policy outlines the purpose, nature and management of the teaching and learning of art and design at Cavell Primary and Nursery School. The Nature of Art and Design Art is the expression of ideas, thoughts and feelings, through sensory experience of a variety of 2 and 3 dimensional media. Art is also concerned with the development of visual perception and of having experience and understanding of art forms from a variety of cultures, styles and periods through time. Our main aim is to stimulate and develop each child’s unique creativity whilst promoting understanding and enjoyment of art in its many forms. We believe that art and design is an area where every child can experience success.
Aims The main aims of art and design are to: • • • • • • • •
Stimulate and foster creativity and imagination Enable children to record from first hand experience and from imagination and to use their own ideas for their work Develop an awareness of visual and tactile and sensory elements Foster an enjoyment, appreciation and knowledge of artists, Designers and craftspeople Develop a sense of self-appraisal to improve and develop work Develop skills for working in two and three dimensions, using art, craft and design media Offer opportunities to experience personal satisfaction and build self confidence Develop increasing confidence and skill in the use of a wide range of techniques, materials and tools
Entitlement Children’s understanding and enjoyment of art will be developed through activities that bring together the requirements of the national curriculum programmes of study. Teaching will ensure that investigating and making includes exploring and developing ideas and evaluating and developing work. Knowledge and understanding will inform this process. The requirements for the programmes of study are for a balanced programme of art and design activities: • Drawing • Painting • Printmaking • Textiles • 3D (modelling, clay, construction) When Exploring and Developing Ideas children will be taught to: • record from first hand observation, experience and imagination and explore their ideas • ask and answer questions about the starting points in their work and develop their ideas When Investigating and Making children will be taught to: • investigate the possibilities of a wide range of materials and processes • try out tools and techniques and apply these to materials and processes including drawing • represent observations, ideas and feelings, and design and make images and artefacts
To enable children to Evaluate and Develop their work, they will be taught to • review what they and others have done and say what they think and feel about it • identify what they might change in current work or develop in future work The Knowledge and Understanding element ensures that children are taught about • visual and tactile elements, including colour, pattern and texture, line, tone, shape, form and space • materials and techniques • differences and similarities in the work of artists, craftspeople and designers in different times and cultures Children’s creativity will be nurtured and celebrated. Stereotypical images and tools that could impede creativity should not be used (templates, pre-drawn outlines etc) Children will be given opportunities, where appropriate, to develop and apply their ICT capability in art and design. Equal Opportunity We are committed to providing a teaching environment conducive to learning. Each child is equally valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability. The Disability Discrimination Act (2006) requires schools to promote equality of opportunity for all pupils. Implementation Art is ‘a subject discipline in it’s own right and, like a primary colour, nothing else can stand in its stead, although it can be a key component in some interesting and valuable mixtures’. Margaret Morgan All children will be given the opportunity to undertake a broad and balanced programme of 2 and 3 dimensional work to give access to the traditions and language of art. Children will have regular opportunities to draw, paint and make from direct observation and have opportunities to visit galleries and museums. They will also have opportunities to work alongside practising artists. Appreciation of the children’s own perceptions and expression through their artwork is valued and promoted at every opportunity.
Childrenâ€™s work will be displayed with care, alongside the work of other artists where appropriate. Children will be involved in the display process whenever possible. All teachers are responsible for planning and teaching art and design activities. Children with special educational needs will be given extra opportunities to use art to develop sensory perceptions, expression and to build confidence and self-esteem. All children are taught to value and care for materials as well as the safe and appropriate use of equipment and materials. In our studies of art from differing periods and cultures, equal value should be given to the contribution of both men and women. Equal value should also be given to art from all cultures and children will be given the opportunity to enjoy and discuss art from as wide a range of cultures as possible. An area where the children can have easy access to a wide variety of materials and tools should be a feature of every classroom. Materials are stored in the main storeroom. A wide range of prints is kept in themed files in the staffroom and there is a good range of art books in the library. All staff will receive regularly updated advice of art stock. Planning, monitoring and assessment Art and design activities will be planned with reference to the Cavell Scheme of work and identified in long, medium and short term planning which will be monitored by the Head Teacher and Subject Leader for Art and Design. Health and Safety When planning activities, teachers will anticipate likely safety issues. They will also explain the reason for safety measures and discuss any implications with the children. Children will always be encouraged to consider safety for themselves, others and the environment and the resources they use. The following considerations are carried out to safeguard children from being put to unnecessary risk. â€˘ All tools and practical equipment should be kept in good condition, stored safely and well organised â€˘ Appropriate cutting tools are introduced with care and children are supervised at all times
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Plastic containers are used for water rather than glass Floor spillages are cleared up immediately Care is taken when new items are purchased to ensure they are age-appropriate Children are taught the skills needed when handling tools and materials
Background Documentation This policy was informed by reference to: • • • • • • • • •
The National Curriculum (1999) QCA – Art and Design Teachers Guide (2000) Art in Practice – Margaret Morgan (1993) Art 4-11 - Margaret Morgan (1990) Investigating and making in Art – Clement and Page Teaching Art in Primary Schools – Geoff Rowswell What is Art? – Rosemary Davidson Early Years Foundation Stage Statutory Framework (DCSF – 2008) Health and Safety in Primary School Curriculum Activities (Norfolk County Council – 2008)