General Statement

From the beginning of time, through to the present day, Art has, and always will be, an instrument by which we can express our feelings and thoughts, and communicate our ideas.  Art has recorded moments in history; it has made its mark on history.  Art provides us with, not only the means of self-expression and communication, but also a window into other people’s feelings, thoughts and visions.

Art is a unique and diverse visual language.  It is common to all cultures and age groups.  Art has a role in its own right but has several functions both to the individual and in playing an inherent communicative and supportive role in every curriculum area, making a significant contribution to the quality of learning.

Art experiences enable children to learn, organise, communicate, express and celebrate, using intuitive as well as logical processes.

The Arts teach pupils to think creatively, to develop perceptual skills of observation and discrimination, and to develop verbal, visual and technical skills for communication.  Art education can help to develop and awareness of different societies and cultures, both past and present, and can aid children who may have difficulty expressing themselves by other means.

Therefore, Art and Design is not a subject we merely learn; it is a subject we feel.  Its experiences can help us to develop a wider understanding of Art, allowing us to consider and evaluate our likes and dislikes, developing our aesthetic judgements and understanding the judgements of others, shaped by understanding and reasoning.

Art has the potential to enrich all our lives.  In order that Art and Design meets the children’s needs, and requirements of the Early Learning Goals and the National Curriculum, it is essential that strategies are in place to ensure that the subject is offered with clear and consistent objectives, with a certain amount of flexibility needed to ensure self-expression.

The strategies for the implementation of the aims will be effective when the three principles for inclusion have been taken into account:

  • Set suitable learning challenges;
  • Respond to the pupils’ diverse needs

The contribution of all children is valued;

All pupils feel secure and are able to contribute appropriately;

Stereotypical views are challenged and pupils learn to

appreciate and view positively differences in others, whether arising from gender, ability of disability.

  • Overcome potential barriers to learning and assessment for individuals and groups of pupils.

Aims

  • The diversity of children’s particular needs are catered for. Planning has to be differentiated to meet the needs of all the children, taking forward their current level of understanding to their next potential level of understanding.
  • Resources are presented in such a way that children can be autonomous and make individual choices within the structure of a lesson.
  • The cross-curricular aspects of Art and Design need to be ongoing considerations, with particular connections taken advantage of and discussed. In particular, ICT can be an integral part of the lesson.
  • Throughout the Foundation Stage and Key Stage 1, children will develop their creativity and imagination by exploring the visual, tactile and sensory qualities of materials and processes. The role of Art and Design in their environment, and colour, shape and space will be used to represent ideas and feelings.
  • Throughout Key Stage 2, children will further develop their skills through more complex activities. Visual and tactile elements, materials and processes will be used to communicate what they see, feel and think.

Practical

  • Develop skills and knowledge using a variety of materials and techniques so that ideas can be planned and developed successfully and imaginatively.

Intellectual

  • Allow children to make choices and develop visual perception and environment awareness.

Critical

  • Allow children to gain an awareness of the aesthetic pleasure of Art and allow them to express opinions about their own and others’ art work.

Knowledge

  • Allow children to study and observe images and artifacts from different periods, cultures and traditions and apply this to their own work.

In order to ensure that our aims remain attainable for all our children, the following objectives are identified as the primary tool through which Art is taught.

OBJECTIVES

All children need to be given the opportunity to:

  • Explore and develop ideas that are challenging, yet attainable, for each child;
  • Provide a full range of tools, materials and resources accessible to all, giving consideration to the needs of the design and the capabilities of the medium;
  • Allow children to experience all types of medium;
  • Provide classroom environments which are conducive to work in Art;
  • Make use of ICT in the designing and investigating of pieces of Art;
  • Ensure that the learning experiences meet the needs of the children from a personal and academic level, with particular attention paid to the Early Learning Goals and Attainment Targets for the Foundation Stage and Key Stage 1;
  • Throughout Key Stage 2 build on previous development. Evidence to show progression should be collected in sketchbooks. Development is identified and ongoing, cyclical and personal;
  • Explore and develop children’s own ideas;
  • Develop children’s understanding of: colour, pattern, texture, line, tone, shape, form, space, materials, processes, art from different times and cultures;
  • Ensure continuity and progression with a range of media.

Policies

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