Art
We give children space to learn who they are as an artist and help them make connections between the work of artists, architects and designers. We also give children lots of opportunities to use different types of media, techniques, approaches and all of this is underpinned by creative use of drawing and sketchbooks.
Intent
At Steeple Morden Primary School, we have developed a knowledge rich 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.
We aim to:
• Provide opportunities for self-expression and individual response. These opportunities are woven through the curriculum, giving children space to learn who they are as an artist.
• Making connections 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. For children following the curriculum, becoming informed about the subject discipline of art is a process that takes place alongside a growing love for the subject.
Implementation
To achieve our intent, units of work in the curriculum focus on the different concepts in art and different types of art.
• Elements of art In this context concepts in art means the different elements of art (line, shape, colour, tone, form, space, visual texture and tone), how an artist combines these elements and produces art in different styles, for example realistic or abstract art.
• Different types of art means 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).
• Curriculum design 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. 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.
• Learning and practising process Activities children are directed to undertake in lessons are designed with an eye to the importance of learning and practising process. These activities include verbal and written observations and observational, analytical and imaginative drawing activities in Key Stage 1, leading to the process of independent investigation, observation, annotation, sketching, design and planning (allowing the children to experiment and invent) by the end of Key Stage 2.
• Cultural Appreciation: The curriculum seeks to show how art shapes our history and contributes to our culture. It looks at key movements and historical periods in the history of Western art, studying art from ancient Greece and Rome, Anglo Saxon England, the middle-ages, the Italian renaissance, Victorian art and architecture, French impressionism and modernism of the 20th century. Where a unit looks at a period in history which is also addressed in the history curriculum, the art unit is taught after the history unit. This allows the children to approach their study of art with a degree of confidence and ‘expertise’ and to consolidate their knowledge by creating connections between the different disciplines.
• Resources: Our school is equipped with a range of artistic resources and access to technology for digital art, and a wealth of materials that encourage experimentation. This supports children in exploring their creativity freely.• Assessment and Feedback: We utilise formative assessment strategies that allow for regular feedback and reflection on children’s progress. Through self-assessment and peer critiques, children learn to articulate their thoughts and improve their work based on constructive feedback.
Impact
The impact of our Art curriculum is reflected in several areas:
• Children's Engagement: We observe high levels of enthusiasm and participation in art activities. Children express confidence and pride in their artistic achievements, the have opportunities to share their work through exhibitions and community projects.
• Skills: we have observed significant progress in children’s artistic skills over time. Children develop not only technical abilities but also critical thinking and creativity.
• Cultural Appreciation: Children demonstrate a growing awareness of cultural diversity through their art studies. They engage thoughtfully with artists and styles from around the world, promoting empathy and understanding of different perspectives.
• Personal Development: Our Art curriculum encourages individuality and self-expression. Children report feeling more confident in their abilities to communicate ideas visually, which positively affects their overall mental well-being and self-esteem.
• Community Involvement: As a school, we develop connections with the local community through art. Collaborating with public spaces such as the local church.