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Art

At Portfields Primary School, we believe that Art can and should be enjoyed by all.

Art is a diverse and stimulating subject that encourages children to actively engage with the world around them. It draws upon sensory experiences and provides endless opportunities for independent learning and building resilience. Through Art, children are encouraged to express their emotions and ideas while reflecting on and improving their knowledge about the subject.

 

Our Art programme has been designed as part of a broad and balanced curriculum and embodies our four key ‘Drivers’. In each unit of work, pupils are introduced to a new artist or school of art to inspire their creativity. They are taught to develop and refine a wide range of skills, using a variety of media to create desired effects. They are then challenged to apply these skills to independently plan and create a ‘final piece’ of work.

 

In line with National Curriculum expectations, our pupils use sketchbooks to record ideas and experiment with different art techniques including drawing, painting and modelling with a range of materials. They are taught to think critically and evaluate creative works using the language of art and understand how they can use this information to further their own learning.

Art and Design Intent    September 2020

At Portfields Primary School, we believe that art and design is an essential part of the curriculum that develops creativity, and that it can and should be enjoyed by all.

Art is a diverse and stimulating subject that encourages pupils to actively engage with world around them. It draws upon sensory experiences and provides endless opportunities for independent learning and building resilience. Through art, children are encouraged to express their emotions and ideas while reflecting on and improving their knowledge about the subject and developing their skills.

A Portfields child will:

  • Develop art and design skills in a variety of media and techniques in progression as they move up the school.
  • Learn about a variety of artists from different schools of art and different times and how they contribute to our culture.
  • Develop knowledge of art generally and thereby develop the ability to analyse and think critically about art: their own and that of others including the professional artists studied.
  • Believe that they can produce worthwhile art that they are proud of.
  • Use all of the above to experiment, invent, create and improve their own work in a range of media.

 

Implement

For all statements:

  • Teachers discuss and model all aspects, including modelling critical thinking about pieces of work, in order to support the children to develop their skills across art and design.
  •  They give children the time and resources to develop and practice each area, giving feedback and advice throughout art lessons.
  • They use regular ‘pit-stops’ to show successful examples of work and correct misconceptions etc.
  • They ask children to use their sketchbooks for most preparatory work
  • Sketchbooks include written annotations and records of thinking (at an age appropriate level) including thoughts on examples of the studied artist/ school of art.
  • Each art unit begins with a study of an artist/school of art (or sometimes a technique/specific medium), continues with practicing techniques and collecting ideas, leading to trial compositions of the children’s own, leading to a large final piece applying what they have learnt, concluding with reflection and review of the unit studied and the final piece

Developing skills and techniques:

  • Skills are revisited and developed each year in progression, building on previous knowledge
  • Children use sketch books that travel up the school with them to practise techniques and use as a resource bank, stimulus and reminder.
  • A range of techniques in different media are taught every year including sketching, printing, painting, modelling and sculpting and also in work using mixed media.

Learning about a variety of artists:

  • In the majority of units of work, pupils are introduced to a new artist or movement in art at the beginning of the unit.
  • The artists/schools of art introduced across the school cover a range of techniques, styles, media and time.
  • These are used to inspire their creativity and to model techniques, composition and understanding.
  • As children progress up the school, the artists studied are analysed in greater depth and put in a wider context.

Knowledge and thinking critically

  • A progression of thinking skills is used from the earliest years through to Year 6; beginning with likes and dislikes, through why something is liked or not, to understanding what effects an artist might have been wanting to achieve and how they achieved those effects, along with more detailed, personal responses to pieces of art with explanations of why they have responded in such a way.
  • Children increasingly, as they progress through the school, use their understanding of media, techniques and composition to achieve different effects, moods etc to think critically about their own work and to develop their ideas, resulting in a final piece of their own work.
  • Sketchbooks are used to collect ideas, analyse images, try out compositions and techniques. Children will select ideas of their own that they feel will be successful and, as they become older, they will be able to give reasons for that selection.
  • Children look critically (and are taught how to give feedback positively) at the work of others in their group in order to share ideas and improve their own work.
  • Children review their own work as it progresses, with increasing depth and knowledge as they get older, and become able to change things that they feel are not working in practice.
  • Children look back at the end of the unit and use critical thinking and knowledge, at an age appropriate level, to assess their own work and that of others in order to consolidate their learning.

Positive attitudes to art

  • Teachers model and foster a positive attitude to ALL art that the children produce, looking for and pointing out the good aspects that exist in all children’s work.
  • Teacher’s give advice for improvement in a constructive, positive way.
  • All children know that artists often make lots of trials before they feel they have got it right. Experiments that do not work are part of the process.
  • All children know that producing images of a photographic likeness is not a marker of good art: many artists are aiming for things much different to that, such as mood and effect.
  • Work produced is celebrated by being shown to the class and the final pieces are displayed in the class as far as possible.
  • Teachers ensure that ALL children’s work is shared/celebrated/displayed as much as possible, and not just the work of children who are perceived as ‘good’ at art.
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