TEACHING ART IN SCHOOL
A high-quality art and design education should inspire, engage, and challenge children – enabling pupils to communicate what they see, feel and think through the use of disciplinary knowledge of the concepts of art: line, colour, shape, space, form, texture, tone and value.
Our art curriculum is a knowledge rich curriculum that has been implemented using the Primary Knowledge Curriculum. Knowledge, in the realm of art means knowledge not only of artists, designers, architects and their work, but of the artistic concepts that relate to their work shown in different types and styles of art, how these relate to each other in a historical context and how this affects the children’s own use of materials and development of skills. The curriculum is designed to enable children to learn by making connections between the work of artists, architects and designers (which they study critically) and their own work, which they evaluate and relate back to the works they have studied. This process is cyclical.
Meaningful opportunities for self-expression and individual response are woven through our curriculum, giving children space to learn who they are as an artist.
Our children will have the opportunity to experiment with the different media used to make art (e.g. sculpture, architecture or painting), different subject matter (e.g. portraits, landscapes or history painting) and different artistic movements, historical periods or geographical cultures (e.g. impressionism, Anglo-Saxon art and Chinese painting).
The overall scheme of the curriculum provides for gradual progression in terms of skills (split into painting, drawing, 3D form, collage, textiles, printmaking, photography and mixed media), introducing the children to as diverse a range of materials as possible. It also provides for progression in terms of knowledge of different concepts and types of art (for example Style in Art and Narrative Painting are studied in year 1, and then revisited in year 2 in History Painting and in year 5 in Style in Art). The structure of the planning also provides for progression in terms of process in art, both in terms of critical analysis of others’ art and the necessary observation, exploration and evaluation needed for the children to create their own art.