Art

Intent: Introduction, Vision and Philosophy 
The purpose of this document is to clarify the how, why, and what of Art and Design teaching at Harris Primary Haling Park (HPAHP). This is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality Art and Design curriculum is being taught to all. At Harris Primary Hailing Park, we want our children to gain experience of materials and techniques, team work and autonomy, and an understanding of artists, artworks and artforms in different contexts. Introducing children to a range of male and female artists from different times and places and positioning art and design in a wider context, making it relatable for the children by making links to current affairs and popular culture. We teach Art and Design with an attitude of non-judgement, a belief that mistakes are to be celebrated, learned from and used. A belief that creative potential is inside everyone and can be found everywhere. We celebrate the process as well as the ‘finished’ artwork. Art and Design builds on the Early Learning Goals of Expressive Arts and Design within the EYFS. 

At Harris Primary Haling Park, we recognise the potential of creative thinkers, and believe that creativity can change and improve things. We recognise that art and design provide children with an additional language, a visual one- we live in a visual world and are constantly interpreting images and inferring meaning from our visual environment. As Art and Design teachers we will present, scaffold, and teach skills and concepts in inclusive, inspiring, engaging and relevant ways.  

Staff will receive CPD on the teaching and planning of Art and Design within school, as well as the opportunity for additional inspiration events such as gallery visits.  
 
Implementation:  

Art and Design is taught weekly. Work is evidenced in sketchbooks and in display areas in the classroom. An annual whole school Art Week is held including an exhibition for parents and the wider school community. As part of trips and enrichment activities, teachers plan visits to galleries and in-school workshops from artists. 
 

 

Five Main Skills Areas:   drawing;   painting;   collage;   printing;   sculpture

Teach formal elements of art:  key vocabulary    pattern; colour; texture; tone; shape; line; form

 

Units to include key artworks and artists 

 

Year Group	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Reception	Senses	Line and colour	The elements	Exploring materials	Patterns and shapes	Language and art
Year 1	Drawing   Basics of drawing	Aboriginal dot paintings  Using symbols	Collage/textiles  Abdoulaye Konaté	Sculpture  Phyllida Barlow	Text Art  Cardboard relief - design tags looking at letter form – relate it to the theme of identity	Frida Kahlo painting  self-portraits
Year 2	Drawing   Basics of drawing	Painting   Georgia O’Keeffe	Collage  Paul Klee	Sculpting  Andy Goldsworthy	Printing   Collagraphy	Instillation   Yayoi Kusama and/or Ai Weiwei
Year 3	Drawing  Cave drawings	Albrecht Durer  Visual texture	Environmental Art   Olafur Eliasson	Pompeii  Mosaic	William Morris  Designs with natural forms	Sculpture   Louise Bourgeois
Year 4	Fernand Leger: Drawing and painting	Rosenquist pop art: Drawing, collage and colouring	Matisse: Collage	Benin Empire: Cardboard relief sculpture	Impressionism: Painting en plein air	Hokusai: Printing famous landmarks
Year 5	Maria Sibylla Merian   Scientific illustration	Henry Moore  Family unit sculptures	Sonia Boyce  pastel drawings and photographic collages	Grayson Perry  ceramic vases, tapestries and maps	Willem Kalf  Still life painting	Banksy Graffiti and Street Art
Year 6	Antoni Gaudi  Architecture and design	Chris Ofili   Conceptual art	Sarah Eisenlohr  Human impact collage	Gustav Klimt  Mixed media	Michelle Reader  Figurative junk sculpture	Elizabeth Catlett  Printing portraits

 

Resources:  

The National Society for Education in Art and Design (nsead) www.nsead.org 

www.tate.org.uk 

www.nationalgallery.org.uk/learning/teachers-and-schools 

Early Learning Goals Expressive arts and design 

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. 

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories. 

Understanding the world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur and talk about changes. 

 

Impact: Evidence and assessment

 

The Art and Design curriculum aims to excite pupils and ignite their enthusiasm in the world around them. Judging the impact of art has always been a topic of debate. A large differentiation in perspective and opinion of artwork makes it difficult to define and therefore, assess pupils’ learning.

 

Within art education pupils should be encouraged to express difference in opinion which contrasts with fixed assessment criteria. Continuous formative assessment within art is important to view the processes that a child goes through when creating artwork.

 

The skills and techniques that the pupils learn will impact the learning environments in and around the academy. Pupils will be encouraged to take influences from their surroundings and improve the aesthetics of their local community by exhibiting artwork linked to all areas of the curriculum and beyond.

 

Subject leaders will conduct learning walks and pupil interviews to measure the impact of our teaching, based on how much children can remember.

Subject leaders will meet with their counterparts from our other cluster schools throughout the year and will moderate the planning, work and monitoring outcomes from their setting to ensure that standards are exceeding the expectations of the National Curriculum.