Charlton Kings Infants’ School Art and Design Policy
Written: October 2012 Last reviewed: September 2016
Statutory and non-statutory requirements
The school focus
Aims and objectives
Organisation at CKIS
Teaching and learning
SEND and able, gifted and talented provision
Staff roles, responsibilities and PD
Cross phase links and links with outside agencies
Dissemination and review
1. Subject Definition Art and Design Education provides for the acquisition and application of fine motor skills, use of various tools and resources and a knowledge of artists and some art history, through the process of planning, research, creating, demonstrating, displaying and evaluating.
2. Statutory and non-statutory requirements To fulfil National Curriculum and Early Years Foundation Stage requirements that all pupils will be involved in a continuous programme of planning, learning and evaluating across all art activities.
3. The school focus Early Years Foundation Stage
Explore different media and respond to a variety of sensory experiences Capture experiences, using a variety of different media Explore colour, texture, shape, form and space in 2 or 3 dimensions Uses imagination in art and design Express and communicate ideas, thoughts and feelings using a range of materials Express feelings and preferences in response to artwork and makes some comparisons and links between different pieces. Respond to own work and that of others when exploring and communicating ideas, feelings and preferences through art Begin to use ICT as an art form
Key Stage 1 By the end of Year 2 children are expected to: Explore and Develop ideas Record what they observe, experience and imagine, and explore ideas Ask and answer questions about the starting points for their work, and develop their ideas Investigate and make art, craft and design Investigate the possibilities of materials and processes Try out tools and techniques and apply them to materials and processes, including drawing Represent observations, ideas and feelings, and make images and artefacts Evaluate and develop work Review what they and others have done and comment on differences Identify what they might change in their current work or develop in future work 3
Knowledge and understanding Visual and tactile elements for example; colour, pattern, texture, line, tone, shape, form, space Materials and processes used in art, craft and design :- painting, collage/mixed media, printmaking, digital media, 3D sculpture, textiles Differences and similarities in the work of other artists, craftspeople and designers in different times and cultures:- painters, photographers, illustrators, sculptors, architects, designers and craftspeople
4. Aims and objectives Art and design is important as a foundation subject and we aim to provide effective learning opportunities for all pupils. During the Early Years Foundation Stage and Key Stage One the subject is concerned with developing children’s creativity and imagination through providing activities that relate to the children’s own identities and experiences, the natural and man made objects and materials with which they are familiar, the locality in which they live and the work of other craftspeople. Art and design offers opportunities to: stimulate children’s creativity and imagination develop children’s understanding of colour, shape, texture, line, pattern and form develop ability to use materials, techniques and processes to communicate ideas and feelings explore and evaluate ideas and meanings in work of other artists, craftspeople and designers and develop ability to discriminate and understand own preferences help children learn about the functions of art, craft and design in their own lives in past and present times and in different cultures help children learn how to develop thoughts, make judgments and decisions and become involved in shaping the environment
5. Organisation Foundation Stage Art is planned throughout the day as part of E.A.D. The afternoons have a more specific art and design focus. Term 1
Teddy bears and spider collage Berry juice/apple printing 2paint
Self portraits Firework picture using the computer Diwali lamps 2d and 3d, wire snowflakes and papier mache landscapes, Junk modelling/ sock puppets
Spring flower drawing Exploring colour through printing Collage fruit faces with real fruit Salt dough tadpoles Mother’s Day and Easter Cards Outdoor observational drawing Texture rubbings Positional and symmetrical art Painting giants Drawings and sculpture of characters from traditional tales.
YR art folder on private teacher share. YR classes have a creative corner on their class web page.
Key Stage 1 Term 1
Year 1 Colour Mixing - George Seurat - Pointillism Mark making - Van Gogh (Starry Night) - Cards and Calendars Portraits - Pablo Picasso - Line drawing - Using a paintbrush Drawing -Line drawing from imagination -Using pencil crayons Collage -Using different materials to create an image of my house Mixing shades -Van Gogh (sunflowers) -Observational drawing
Year 2 Line drawings -Draw a Tudor House -Draw a picture of Florence Nightingale DT in focus this term (create an electrical Christmas decoration) -Cards and calendars Printing - William Morris - Repeating patterns DT in focus this term (vehicles)
Colour mixing - David Hockney - Landscapes - Using IPad to create a landscape Mark Making -Kurt Jackson -Seascapes -washes
WHOLE SCHOOL There are additional pieces of art work for school displays in the hall, library and corridors. Children also take part in themed days and weeks such as Barnaby Bear Adventure days and One World Week. The children also enter competitions for eco events, photographic competitions and general art competitions. Year 2 children have the opportunity to take part in craft club as part of extra-curricular activities. Year 2 also take part in regular creative afternoons. Art features as one on the rotation activities. Examples of Art work can be seen in Art folders for year groups on main server under private teacher share.
6. Teaching and learning A range of teaching strategies can be used with children to enable their learning. Learning intentions will be an integral part of planning in art and design. Children will be working individually, in groups or collaboratively as a class. Also, after demonstration and discussion, the children can explore an idea, skill or technique or produce a completed piece of work. Use of sketchbooks is an important part of this process and will demonstrate progress and will be monitored by the co-ordinator as part of teaching and learning within the school’s curriculum.
Reference should be made to the school’s Health and Safety Policy for appropriate procedures. Children should be taught to abide by safety rules with particular reference to scissors, glue and needles etc. In all lessons, tasks and activities children will have opportunities to:
develop respect for their own and others’ work and learn how to offer and receive feedback and praise work with others and learn to value different ideas, interests and strengths develop skills and techniques appropriate to a variety of resources and equipment explore and develop ideas through practice and experimentation value the natural and made environment celebrate their achievements through displays
A balance should always be sought between three important roles for art education: Integrated art is a means by which children can learn in all areas of the curriculum. This is especially important in the early years/Key Stage One as art is an integral part of topic and themed work Discrete art as a means and end in itself. Each practice has its own unique areas of knowledge, skills, techniques, language, tradition and values. Knowledge and Understanding related to some of the world’s artistic and cultural heritage making links with, and extending from children’s own national and family background and experience. Children should be given access to: teacher directed learning activities planned for continuity and progression self directed / negotiated activities with chance to work at own pace, making choices about content and direction of work while applying learning experiences and having the freedom to explore
7. Cross-curricular links Art and Design is truly cross curricular as skills of visual presentation and expression are appropriate to subjects in a variety of ways. English Discussion, as an aspect of speaking and listening, enables children to develop understanding of their own and others’ work by expressing opinions and appreciating those of friends and adults Writing tasks (possibly based on art work) can involve any type of recording with appropriate illustrations. Extend and develop vocabulary. Develop ability to make own judgments and evaluations of a variety of art and design from a range of artists and craftspeople. 6
Mathematics There are various situations in which this curriculum area links with art and design involving topics such as: symmetry; geometry; shape and space; direction and position; sequencing; fractions and data handling. Computing This subject can provide additional ways to produce and alter images and play with ideas using e.g. 2 Paint, while developing control of the mouse and use of programs. Use of the internet can provide easily accessible information e.g. to extend their knowledge of other artists and craftspeople etc. together with the possibility of sharing photographs and pictures via the school network. Use of the digital camera in capturing images will be used in with different subjects. Design and Technology As the subject name implies there are many ways in which the two areas overlap and link in terms of skills, techniques and resources. Humanities and science Visual recording of investigations. Use of symbols Comparative drawings Labelled diagrams Bird’s eye views, plans, map making Observational drawings connected with plants, machines, artefacts etc. Music The use of symbols for notation together with interpretations via visual imagery and recording related to different musical pieces. P.E. Visual ideas of shape and space can be converted to movements and skills in floor, apparatus, dance and creative work.
8. Assessment Termly plans are written and used for each year group using the appropriate National Curriculum expectations and guidelines as the basis for the work to be covered together with weekly lesson objectives/statements drawn up by the art coordinator. Any marking and target setting is given as appropriate to the task and to children’s previous and current achievements. An end of year summative statement is provided for each child on the annual written report in term 6. 7
Children’s progress is reported to the parents verbally at the twice yearly parents’ meetings. A selection of Art and Design work is photographed and stored on PTS on the school’s network. Children who are considered gifted and talented or able in Art are put on the Gifted and Talented and Able Register. Their progress is monitored and tracked.
9. SEND and able, gifted and talented provision AGT children are identified in lessons as well as extra- curricular clubs Able gifted and talented pupils have their work valued in classroom and whole school displays. They have the opportunity in Foundation stage to choose extra art and craft activities in class Art workshops and outside in the art areas. This is child initiated work, where they can choose to practise and develop their skills. In Y2 children have the opportunity to join craft club. The use of ICT in art extends the able, gifted and talented. Suites of laptops are now available where art programmes can be located and skills and creativity developed. For SEND pupils, T.A. support is available to help children develop their skills, especially where motor control is lacking. Fizzy club is available to help develop motor control and also trips to Forest School; twice a year in foundation Stage and on a weekly basis in Y2.
Art resources are ordered by the year group co-ordinators and class teachers as and when they are needed. Resources are shared between the year groups. There is a small central store of general art and design resources in the staff resource room.
Staff roles, responsibilities and professional development
The coordinator should: Disseminate appropriate and useful information to staff Attend training courses and meetings Lead staff meetings and arrange training as necessary Write and review policy and other documentation as appropriate Audit school / classroom resources Observe and appraise teaching and learning through school if directed to do so
Collate results of pupil interviews about teaching and learning and report to the head teacher.
Cross phase links and links with outside agencies
Links with outside agencies are developed each year to enrich the teaching and learning of Art and Design.
Dissemination and review
This policy has been written to reflect current practice at Charlton Kings Infants’ School. A copy can be found on the website. The policy will be reviewed annually and any amendments will be discussed with staff and governors.