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- Early Years info
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Aims and objectives:
“Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world.”
P116 Curriculum 2000
At The Priory we propose to:
- Assist pupils in becoming visually literate
- Develop powers of observation
- Develop creative and technical skills as well as ICT.
- Develop aesthetic sensibilities to make judgements about Art
- Encourage the use of imagination and original thought
- Provide opportunities to learn about the world in which we live
- Develop the ability to communicate ideas, opinions and feelings about their own work and that of others
- Encourage children to be able to respond knowledgeably to the work of other craftspeople, knowing that there are different kinds of art made for different purposes.
- Acquire a range of different skills using different media as the children progress through the school.
Planning and Managing Learning in Art:
To ensure continuity and progression in learning, the school has adopted its own Art curriculum created in 2012 by Art coordinator and The Arts coordinator. Assessment is in line with the National Curriculum Programmes of Study and will be teacher assessed for the final attainment level of the child. Assessments will be completed for each half term which a different unit of Art has been taught. Assessments are completed and stored on the S drive for year groups 1-6. Sketchbooks are used in Key Stage 2 and Art work is stuck in the back of Topic books in Key Stage 1. These provide evidence and understanding of techniques and media, and of the planning and evaluation stages a child has progressed through. Photographs of displays and children’s work are also taken.
A variety of teaching methods are used to enable pupils to experience working as individuals, in groups and as a whole class, e.g. Demonstration by the teacher/craftsperson, visiting artists etc. Discussion, Enquiry/Investigation working from a stimulus, or using information and resources, e.g. books, photographs, displays, websites and objects.
Pupils engage in practical work exploring materials, ideas and techniques; responding imaginatively to works of art through writing, drawing, painting using computer programs such as ‘2 Paint’ and modelling. Ideas are presented in a variety of ways.
Visits are undertaken to museums, galleries, historical sites and buildings as well as the local parks and the Wildlife Garden to enable the children to be able to respond to the natural and made environment.
Special needs and equal opportunities:
Many lessons are differentiated to accommodate different levels of ability, whilst some, (e.g. those involving group work may be differentiated by outcome.) ‘Special Educational Needs’ and ‘Statemented’ children are supported by an adult. ‘Gifted and Talented’ children are given more demanding tasks appropriate to their needs and level of performance.
Pupils study work by both male and female artists/craftspeople and from different races and cultures. Teachers are sensitive to the attitudes of ethnic groups within the school community as to the representation of certain types of images which might cause offence.
Personal Development and Well- being:
Art lessons are enjoyed by the pupils, and they gain satisfaction from the knowledge that their art work improves the school environment. A number of children choose to participate in Art Clubs which are run after school and available to both KS1 and KS2 children. They are taught to think about how they can keep themselves healthy and safe during Art lessons. Pupils learn to make positive contributions by becoming more informed of culture, history and religion as depicted through art.
Key Aspects of Learning:
The following Key Aspects of Learning are taught through: Communication, Information Processing, Social Skills, Reasoning, Problem Solving, Motivation, Creative Thinking, Self Awareness, Motivation, Managing Feelings, Empathy and Evaluation.
Developing and Using Learning Resources within The Priory:
Staff as a ‘stimulus to learning’ use Works of Art, poems, books and artefacts, the Internet and the Smartboard. Qualities such as shape, colour, texture or pattern are discussed. Use is made of viewfinders, mirrors and magnifying glasses to aid exploration. Resource boxes containing resources such resources can be found in the Science cupboard and Maths area.
Using displays as a Learning Resource:
The school has a wealth of display areas, which are used to display both pupils’ art and cross curricular work both as a means of stimulating enquiry as well as informing visitors, pupils and staff about the work of various classes.
Learning Resources in the Locality:
Whenever possible, pupils will be encouraged to work from their observation of the landscape, buildings or people, in an effort to develop and apply aesthetic criteria. By comparing their thoughts and feelings to those of other artists who may have made a drawing or painting of the same, pupils become aware of the factors which influence personal response becoming more confident in giving reasons for their own responses and criteria used.