Art & Design

Art Curriculum Leader: Mrs A Corlett

Intent:

The intent of the Art Curriculum at Hindsford is to provide plenty of opportunities for the children to learn, apply and strengthen the key elements of:

line

tone

texture

colour

pattern

shape

within:

It is also the intent of the Art Curriculum to provide the children with knowledge of different artists which they can draw inspiration and technique from as well as enjoy the cultured world of art by visiting art galleries and working with artists in school.

In addition, the school aims to develop the children’s use and understanding of technical vocabulary associated with this subject. This is so that the children can articulate the skills / techniques that they have applied, the equipment that they have used and an explanation what their art work represents.

Implementation:

Early Years:

In Early Years, the children develop essential basic skills in Art and Design which prepares them for their transition into Year 1. This is by the teacher creating many opportunities for the children to carry out creative activities across all areas of learning.

The most relevant statements for art are taken from the following areas of learning:

  • Physical Development

  • Expressive Arts and Design

3 & 4 Year Olds
Physical Development
Use large-muscle movements to wave flags and streamers, paint and make marks.
Choose the right resources to carry out their own plan.
Use one-handed tools and equipment, for example, making snips in paper with scissors.
Use a comfortable grip with good control when holding pens and pencils.
Expressive Arts and Design
Explore different materials freely, in order to develop their ideas about how to use them and what to make.
Develop their own ideas and then decide which materials to use to express them.
Join different materials and explore different textures.
Create closed shapes with continuous lines, and begin to use these shapes to represent objects.
Draw with increasing complexity and detail, such as representing a face with a circle and including details.
Use drawing to represent ideas like movement or loud noises.
Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc.
Explore colour and colour mixing.
Reception
Physical Development
Develop their small motor skills so that they can use a range of tools competently, safely and confidently.
Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
Develop overall body-strength, balance, coordination and agility.
Expressive Arts and Design
Explore, use and refine a variety of artistic effects to express their ideas and feelings.
Return to and build on their previous learning, refining ideas and developing their ability to represent them.
Create collaboratively, sharing ideas, resources and skills.
ELG
Physical Development
Fine Motor Skills:
Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.
Use a range of small tools, including scissors, paintbrushes and cutlery.
Begin to show accuracy and care when drawing.
Expressive Arts and Design
Creating with Materials:
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Share their creations, explaining the process they have used.

Years 1 to 6:

From Year 1 upwards, the children will engage in three art units a year which will involve the children researching artist’s work, practising skills, designing, making and evaluating. To ensure the quality of the teaching and learning in each area of the curriculum, the school provides staff with an Art Workshop once every term led by a local artist.

Researching

In this type of session, the children will explore an artist’s work linked to their unit.

Pupils will start to build on their understanding of an art work by critiquing a chosen piece. Starting by describing exactly what they see in the piece, interpreting what they think the piece is about, judging it based on their own opinions and what they have learnt and finally analysing the elements of art used to produce the piece.

Practising Skills

During this session, the children will engage in practical activities to practise the necessary skills that they will need when completing their final piece of work. This may be a new skill or a skill previously practised but that required more practise.

Designing

The children will draw/sketch their design and annotate this with information about their design such as, what features they have included in their design.

During this lesson the children will also answer questions such as:

  • What materials will I need?

  • What colours will I use?

  • What technical skills will I need to practise before making the product? (Some of these may have been previously taught skills which need refreshing or be completely new)

Making

The children make their final piece.

Evaluating

The children will not only evaluate the overall effectiveness of their final piece of work but also the skills that they applied. This will be recorded individually in their Art Sketch Book.

Below is a copy of the long term plan for Art & Design:

Below is a copy of Medium-Term Plans for each year group:

Below is a copy of the progression in skills for Art & Design:

Below is a copy of the Art & Design National Curriculum:

To ensure that:

  • The children remember the long-term content.

  • The children understanding that they are systematically learning.

  • The children can integrate new knowledge into larger concepts.

The school has implemented the following system, which is adhered to each lesson.

At the start of each Art & Design lesson, prior learning from the last lesson is recapped. If, however, this is the first lesson in the unit, time will be spent looking back at the Art & Design units completed overtime. This is so that the children can see if there are any previous skills or learning that could be transferred to this new unit.

The children have individual books to use as a reminder of the work that they have completed previously.

Impact:

The intended impact of the Art Curriculum is that the majority of children in each year group are working at or above the expected level for their age.

In addition, it is the intended impact of the Curriculum that the children:

  • are inspired by the Art Curriculum and want to learn more.

  • show the progression in their skills, knowledge and understanding in the work in their books.

  • can discuss their learning and remember what they have learnt.

  • can identify some key artists and talk about their work.

The above impact will be assessed in a number of different ways throughout each year:

  • At the end of each unit, the teacher will carry out assessments linked to the Medium-Term Plan objectives. A best fit level will then be given at the end of the as an overall level of learning. This levelling will be graded as set out in the school’s Assessment Policy – Below (Not Accessing the Curriculum), Working Towards, Expected or Exceeding.

  • The pace of learning will be viewed via the Art & Design Books and linked to the Medium-Term Plan objectives.Learning Walks will be carried out to assess the quality of teaching and learning being delivered.

  • Pupil voice sessions will assess how much knowledge the children are retaining overtime and able to recall when asked. These sessions will focus on asking the children questions about the learning that is documented in their Art & Design Book.

  • During Curriculum Governor Days, the children will also be asked about their learning in reference to the work in their Art & Design Books linked to the Medium-Term Plans.

  • Photographic evidence highlighting areas covered and shown on Hindsford Blogs.

Art Gallery:

Spring Term 21/22

Reception Expressive Art

Year 3 Collage

Year 5 Collage

Year 6 Wet Felting

Autumn Term 21/22

Year 3 Drawing

Year 5 Drawing

Year 6 Painting

Art Club:

During the Autumn Term, years 1, 3 and 5 completed the Drawing Unit of Work:

Whilst years 1, 3 and 5 completed the Drawing Unit of Work, years 2, 4 and 6 completed the Painting Unit of Work:

 Below are some photographs of work produced during the Painting Unit of Work for all year groups. This is an example of the progression in art across the school:

Artist Research:


Observational Sketches:


Practising of key skills for relief printing and mono printing:

Key Stage 1 and 2 used bubble wrap, corrugated card, netting and leaves to create relief prints.

Year 5 have used their observational sketches to practise impressed printing using a styrofoam printing block to create a repeating pattern.

Year 6 combined relief and impressed printing techniques and mono printing to produce prints inspired by Janet Dickson and the poppy symbol associated with WW1.

Below are some examples of work that has been completed over the last few years in KS1 and KS2.

Reception:

Year 1:

Year 2:

  

Year 3:

 

Year 4:

Year 5:

Year 6:

   

Colour Mixing:

Portrait Drawing:


Response to Covid-19:

During the 2021 national lockdown (January 2021 – March 2021), Art lessons were taught remotely. To support with the delivery of this at home, the Long-Term plan was adapted so that all classes were taught the collage unit during this time. This was for two reasons: 1) Guidance could be given to staff to support them in adapting their planning to teach these lessons remotely 2) The materials required for this unit of wok could be gathered from the family home.

With regard to assessment, when the children returned back to school, the children participated in an art day where they had the opportunity to create their final piece of work for the unit. A quiz was then given on the skills used in order to assess the children’s knowledge and skills understanding.

Pupil Voice:

Following the recent collage unit of work, some of the children took part in a pupil voice about their learning. Here are some of their comments:

“I liked this work because we learnt how to rip, tear and layer different materials.” (Year 3 Pupil)

“My favourite part of this unit was the wax resist work that we did. I liked the pattern that I created using different lines and shapes.” (Year 4 Pupil)

“I was really proud of my final piece of work. I used lots of different materials such as tissue paper, cellophane, wrapping paper and foil to create a picture of a Viking Ship. I had to rip the paper and then place it carefully on top of top of each so that I created a layered effect.” (Year 5 Pupil)

“I made a collage picture using rough and smooth materials.” (Year 1 Pupil)

“I liked learning about the artist Clare Youngs who is an artist that works with paper and fabric.” (Year 2 Pupil)

Staff Training:

Subject Leader Staff Meeting – January 2022 (Focus: Art & Design Health Check)

Subject Leader Staff Meeting – October 2021 (Focus: Art & Design Sketch Book Quick Flick)

Consortia Subject Leader Zoom Meeting – September 2021 (Focus: Deep Dive in Art & Design)

INSET Staff Training – July 2021 (Focus: Re-visit to the Art & Design Curriculum)

Consortia Subject Leader Zoom Meeting – June 2021 (Focus: Sketch Books)

Whole School Zoom Staff Meeting – April 2021 (Focus: Progression of Skills & Knowledge in Sculpturing using Clay)

 

Consortia Subject Leader Zoom Meeting – February 2021 (Focus: Art & Design Deep Dive)

Staff Meeting – December 2020 (Focus: Wet Felting Refresher Training)

Consortia Subject Leader Meeting – October 2020 (Focus: Website Review)

Consortia Subject Leader Meeting – June 2020 (Focus: Intent, Implementation & Impact Review)

Staff Meeting with Ursula Hurst – January 2020 (Launching the Printmaking Unit of Work

Art Staff Meeting – September 2019 (Focus: Launching the Collage Unit of Work)

Consortia Subject Leader Meeting – June 2019 (Focus: Art Moderation)

Consortia Subject Leader Meeting – May 2019 (Fpcus: Developing an Art Glossary)

Art Staff Meeting with Artist Ursula Hurst – May 2019: Launching the felting unit of work (Textiles).

Consortium Pupil Art Competition – February 2019

Consortia Subject Leader Meeting – February 2019 (Focus: What does an expected piece of work look like?)

Art Staff Meeting with Artist Ursula Hurst – January 2019 (Focus: Launching the Colour Mixing Unit of Work: Painting.

Consortia Curriculum Leader Meeting – January 2019 (Focus: Sharing Good Practice)

 

Art Staff Meeting with Artist Ursula Hurst – September 2018 (Focus: Launching the Portrait Unit of Work: Drawing)

 1:1 Curriculum Leader Support Day – July 2018 (Focus: Planning a New Art Curriculum)

Art Risk Assessment:

Click on the button below to view the Art Risk Assessment that we use in school to ensure that all of our Art lessons are safe.