The Importance of Primary Art and Design

Primary art teaching is essential to the contribution of the holistic development of the child. Art and design promotes the acquisition of knowledge of art throughout history and across cultures, and fosters transferable knowledge and skills. It boosts overall academic achievement, enhances well-being and self-esteem. The multisensory and open-ended nature of art provides a way into learning, by breaking down barriers, it increases cognitive ability.  Art and design promotes motor skills, language skills, social skills, decision-making, risk-taking, and inventiveness.  It boosts skills of critical thinking by making children think about how they observe the world.  Art and design provides challenges for learners at all levels.

Art and design gives children the opportunity to explore the world around them, to learn about and appreciate their cultural heritage, to collaborate, be creative and express themselves.

Our Ambition 

We aim for children to develop: 

• The knowledge and ability to use visual language skilfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express emotions, interpret observations, 
• The knowledge and ability to convey insights and accentuate their individuality.
• The knowledge and ability to communicate fluently in visual and tactile form.
• The knowledge and ability to draw confidently and adventurously from observation, memory and imagination.
• The knowledge and ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing in 2D, 3D or digital media.
• An impressive knowledge and understanding of other artists, craft makers and designers.
• The knowledge and ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings.
•  Independence, initiative and originality which they can use to develop their creativity.
• The knowledge and ability to select and use materials, processes and techniques skilfully and inventively to realise intentions and capitalise on the unexpected.
• The knowledge and ability to reflect on, analyse and critically evaluate their own work and that of others.
• A passion for and a commitment to the subject.

 

Curriculum Intent

We have an ambitious and engaging art and design curriculum organised into mini projects within larger cross curricular themes. The art and design projects are well sequenced to provide a coherent subject scheme that develops children’s  skills and knowledge of visual elements, art forms, artists and art movements.  We ensure complete coverage of all national curriculum programmes of study through a carefully sequenced and progressive scheme (Cornerstones).

Each autumn term begins with essential skills and knowledge projects (Mixing Colours in Year 1, Exploring Colours in Year 2 up to Colour and Style in Year 6). Teaching these projects enables children to be introduced to, revisit and  to build on their previous understanding of colour theory and develop further expertise by studying more complex colour palettes. 

Initially, children explore themes directly related to the children themselves, such as their facial features, the  surrounding natural world and their local community. In Year 2, the projects expand children’s artistic horizons to study a more comprehensive range of artists, artistic movements and creative techniques. Each year builds upon the last, with children developing and combining more complex artistic techniques in a range of genres, including  drawing, painting, printmaking and sculpture. They learn about different historical periods and are encouraged to work with independence, developing their sketchbooks as a personal document to aid their creative thought processes.

We adapt the curriculum to create our own engaging and deeper learning experiences. In line with the schemes provided, we have created our own tailormade sequence of essential knowledge questions and vocabulary made explicit through sequenced knowledge organisers. These are used in every lesson to engage the children’s thinking, give opportunities for them to revisit and revise their learning and as a tool for assessment.

In our ambition for all children, we adapted the cornerstones curriculum further to meet the requirements of our context. We have analysed  the differing needs of disadvantaged, SEN, EAL and most able learners, creating a low threshold, high ceiling learning platform that offers breadth as well as depth of learning.  

 

Curriculum Implementation

The art and design curriculum is delivered through high quality teaching, drawing on best practice by using the most effective strategies and appropriate resources to support and challenge all learners (see Teaching and Learning and St. Barnabas Top Ten). We can be ambitious for all learners because we know what they need to be successful. Teachers’ subject knowledge in art is supported by a programme of continuous professional development. 

Art is often taught through weekly lessons but in some cases it works better to block sessions together as in sculpture where it may be important to continue to work on an art piece. All lessons are made explicit through our essential learning questions which aid children to remember previous learning, in preparation for new learning. 

The school is well equipped with appropriate practical resources to support the curriculum. Where possible, projects with similar materials are spaced out to have as little strain on resources as possible.  For example, in Key Stage 1, clay work is taught in different terms. Seasons are also a consideration for the placement of art and design projects. For example, if children are  required to work outdoors, these projects have been placed in either the latter part of the spring or  summer term.  Additional adults are deployed in lessons to promote engagement, to develop language and to aid in the application of learning artistic techniques..

Projects are placed alongside other subject projects where there are opportunities for making meaningful  connections. For example,  the art project Rain and Sunrays in Year 1 has been placed in the same teaching sequence as the science project Seasonal Changes and the Year 3 project Beautiful Botanicals is placed with the science project on Plant Nutrition and Reproduction in the spring term. These links allow for children to embed their knowledge in new and often real-life contexts. The use of technology is integrated into projects where appropriate.

Alongside class based lessons, we provide opportunities for children to take their learning outside and offsite. This deepens their knowledge and broadens their understanding further. Our site offers an outdoor classroom, a pond and numerous trees and plants.  We are also surrounded by Oxford’s great institutions and landmarks such as the canal, Port Meadow, Modern Art Oxford, and the Ashmolean Museum. All are within walking distance of the school.

 

Curriculum Impact

Through a consistent experience of Art and Design children will be able to understand what artists, designers and craft workers do, and will have developed their own confidence in using a wide range of media and techniques with incresing skill. All children including those with SEND, English as an Additional Language (EAL), the most able and/or those who are disadvantaged, will go to secondary school ready to build on firm foundations in key aspects of  Art and Design. At St Barnabas, children are given opportunities that engage, inspire and challenge them. These deeper learning opportunities enable them to develop knowledge and communicate their thoughts, ideas and observations with confidence and expression.

 

Monitoring and Assessment

The impact of the curriculum is evaluated through continuous and systematic assessment and monitoring. Children’s learning is assessed throughout lessons so that teachers can quickly identify misconceptions and give further support or challenge when needed. At the end of each unit of teaching, children’s knowledge is assessed against the essential knowledge questions. Parents are informed of their children’s learning in art and design through parent meetings and the annual report to parents.

The subject leader monitors the impact of curriculum using assessment information, by observing teaching, by looking at children’s work and by talking to children and teachers. The link governor monitors the work of the subject leader through visits, presentations, workshops and by talking to the children.

Further information can be found by following the link below.

Click here for Cornerstones Art and Design Curriculum Overview

 

One of our pupils won the Year 5 and Year 6 category in the Young Oxford Art competition.