Art and Design

Art and Design Leader: Mrs Kirsty Smith

Curriculum Design

Our Art curriculum is built around the ‘I do, we do, you do’ approach. Prior learning is revisited to establish mastery of knowledge and skills. Children will engage in the full process of being an artist right through from research to display. Each page of the sketchbook should be treated as a work of art – this doesn’t mean perfect, it means it’s purposeful. 

Substantive knowledge is the subject specific content of art which is taught through research and practice. Substantive knowledge covers a range of topics including History of Art and modern Art Practice. Substantive knowledge can broadly be defined by art movements, knowledge of artists and artistic disciplines. The substantive knowledge of Art and Design is outlined in the National Curriculum. At Old Mill Primary School, our substantive knowledge is progressive; built upon year after year through procedural knowledge and complemented by the learning of disciplinary knowledge. 

The disciplinary knowledge of Art incorporates the discrete artist skills and techniques (components) which are explicitly taught in reference to the principles of Art and Design. Disciplinary knowledge also refers to contextual studies of specific artists and artworks and the language of art in which we use to analyse and discuss Art. Disciplinary knowledge is broken down into components which culminate together to create a final outcome. 

Procedural knowledge is the understanding of how art is made. It is its journey from research, to ideas, to practise, making, presenting and evaluating. Procedural knowledge teaches children how to approach the learning of art and the stages they must go through in order to create an effective and informed creative artwork. 

Intent - what will we teach and why?

We believe in the power of Art at Old Mill Primary School and are committed to offering all our pupils a high-quality Art education which inspires pupils to develop creativity and self-expression. Our curriculum is designed to equip pupils with a range of artistic skills and contextual knowledge which will enable them to create their own original works of art inspired by successful artists. Artistic skills sit at the heart of our curriculum, where core component knowledge in the mediums of drawing, painting, printing, mixed media and 3D form are sequentially built upon. 

Implementation - how do we teach to achieve excellence? 

The teaching of Art begins in the Early Years where children develop a good foundation of core artistic skills through a mixture of child initiated and adult directed activities linked to core themes. In Early Years Foundation Stage, children are given opportunity to explore materials and techniques through a hands-on approach, exploring material capabilities and uses. Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Children’s learning is contextualised through the study of artists and the study of key works of art. Children begin to use age appropriate art vocabulary to interpret and appreciate experiences, observations and their own and others work. 

In KS1 children are introduced to sketchbooks. Children are taught that sketchbooks are a safe place to explore and practise without fear of making mistakes. Children are taught sketchbooks are a work of art in themselves and they begin to use these to record progress and practise. In KS1, children build on their learning from EYFS, refining their core skills in a more structured approach. Children develop a wide range of art techniques, introducing and exploring the formal elements (drawing, painting, printing, mixed media and 3D form.) Children learn about colour, pattern, texture, line, shape, form and space and they use a range of materials creatively to produce a piece of artwork. Children dive into contextual knowledge and learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between them. Children are encouraged to think like an artist by making links, comparisons and applying them to their own work. 

In KS2 children continue to develop their use of sketchbooks to record their observations and use them to review and revisit ideas. Children begin to use sketchbooks more freely to creatively present their thinking through visual notes. Children are encouraged to take ownership of their sketchbooks, looking back at their ideas and progress over time. 

In KS2 children improve their mastery of art techniques, including drawing, painting, printing, mixed media and 3D form with a range of materials. They dive deeper into their contextual studies to learn about great artists, architects and designers in history which act as stimulus for their own creative ideas.

SEND 

SEND pupils often benefit from an explicit focus and pre-teaching of disciplinary vocabulary. For visually impaired pupils, Art learning may necessitate audio description of images. Art may also be a tactile experience – handling real paintings and sculptures to feel the textures. For dyslexic pupils, artists research can be completed through visual literacy and notes can be made in sketch format, removing the reading and writing barrier. For pupils with fine motor difficulties, chunky tools such as pencil and paintbrushes may be provided to support grip and control. Art and Design is inclusive, and all pupils are given opportunity to travel the same creative journey regardless of their ability to access core lessons.

Impact - how are our pupils successful?

Art can have a profound impact on pupils by fostering creativity, self-expression, and personal growth. By providing opportunities for success, enjoyment and exploration, art education enriches the lives of pupils and equips them with valuable tools for both daily life and the future.

Often art empower pupils to express themselves creatively, fostering a sense of accomplishment as they produce tangible works of art. Success in art can be measured not only by technical skill but also by the ability to convey emotions, ideas, and perspectives effectively through various mediums.

It provides pupils with an avenue for enjoyment and self-discovery. Engaging in creative activities can be inherently enjoyable, offering a break from traditional academic pursuits and allowing pupils to tap into their imaginations freely.

Art encourages pupils to explore new techniques, styles, and concepts. Through experimentation with different mediums and approaches, pupils can broaden their artistic horizons and develop a deeper understanding of various artistic traditions and movements. 

Furthermore, it helps pupils develop a wide range of skills, including fine motor skills, creative thinking, problem-solving, and visual literacy. As pupils engage in activities such as drawing, painting, printing, mixed media and 3D form, they refine their abilities and gain confidence in their artistic capabilities. 

Assessment 

Assessment in art is across 4 main areas; knowledge, skills, understanding and creativity. Assessments should be effective, inclusive and motivating and ultimately non-judgemental as there is no right or wrong way to do art. We do however have our own personal art progression. We take starting points, then measure progress from them toward our agreed objectives and endpoints. 

Each child is unique, and each sketchbook should be unique, enabling pupils to develop independence and creativity. Pick up a book, flick through it, and you will see ideas developing, skills improving, knowledge being recorded, and critical thinking about artworks and the purpose of a project. 

Progress in art is often nonlinear and subjective, but pupils can track their development over time by comparing their earlier works to their current ones. Teachers can facilitate progress by providing constructive feedback, guiding pupils through challenges, and encouraging them to set goals for their artistic growth which should always move learning forward. 

Formative assessment in art occurs throughout the learning process through dialogue and conversation. Because we value pupils’ creative and individual responses in the subject, we should give open-ended feedback and use effective questioning techniques. 

Evaluation in art involves more than just assessing technical proficiency; it also encompasses the effectiveness of communication, originality, and personal expression. Pupils can evaluate their own work and that of their peers through critiques, self-reflection, and discussions about artistic intent and execution. By identifying areas for improvement, pupils can refine their techniques and approach their future projects with greater skill and insight.