BIRCHWOOD GROVE CP SCHOOL

ART AND DESIGN POLICY

Co-ordinator:   Carole Hobden

Reviewed:       Spring 2007

Next Review:   Spring 2010

Policy for Art & Design

Aims of Art & Design Education

West Sussex Curriculum states that Art & Design Education is particularly concerned with visual communication and with developing imagination and creativity.  It relies on first hand experience and the development of observation skills as well as the expression of thought and feelings.

In art pupils transform materials into images and objects.  They develop skills of planning, researching and visualising and draw upon intuition, logic and the process of designing.  Pupils make use of the study of artists, designers and craft workers in order to extend their own understanding.

Objectives

·        to provide a balanced and continued programme of art, design and craft for all pupils throughout the school.

·        to teach a progression of skills so they can reach their artistic potential.

·        to provide opportunities for children to be creative and find a sense of purpose, achievement and fulfilment in artistic expression.

·        to provide a programme which builds upon previous experience and extends capability further.

·        to enable pupils to learn in and through art through the process of making, using a widening range of media and techniques.

·        to ensure that art has credibility and status in the school and is displayed in classrooms and in communal areas – pupils to contribute to regular displays of art work throughout the school.

·        to explore and use 2 and 3D media working on a variety of scales.

·        to gather resources and materials, using them to stimulate and develop ideas, (use of sketchbook).

·        to review and modify their work as it progresses, (use of sketchbook).

·        to appreciate and evaluate the work of a range of artists and designers from their own and other cultures.

Principles and Strategies in the Teaching of Art & Design

Art and Design is a foundation subject in the National Curriculum.  The fundamental skills, knowledge and concepts are set out in “Art in the National Curriculum”.  The attainment target integrates both practical and theoretical aspects of the subject.

Art lessons will be organised as follows:-

·        focussing on a particular skill or technique e.g. use of powder paint, colour mixing techniques.

·        giving time to children to experiment with a range of tools and materials and learn about their properties in order to help them develop their own power of expression and become increasingly independent and confident.

·        exploring particular artist’s work on ways in which they interpret certain things and diversity of styles on a particular subject.

·        giving opportunities for children to work individually and also to work collaboratively, usually in groups of mixed ability, on a piece of work thus encouraging social skills and the pleasure of producing a shared piece of work.  Whole class teaching will be used when appropriate.

·        on average approximately 1-1 ½  hours per week will  be spent on Art in each Key stage.

·        it will be taught by the class teacher with the occasional support of the Art co-ordinator except on the odd occasion when an artist in residence may be employed.

·        classroom helpers will be used to assist-

·        in the classroom by preparing materials and supervising group activities.

·        on outings to galleries and museums.

·        in providing other help such as the demonstration of specialist skills.

·        to support the development of language.

·        to keep the children on task.

Feedback to pupils about their progress in art will be positive and constructive and usually will be done while a task is being carried out through discussion between child and teacher.

Progression and Continuity

·        The Programmes of Study for Art are structured in such a way as to encourage development across the Key Stages. 

·        The Scheme of Work, including the Art and Design Scheme of Work from QCA, is organised to ensure coverage of the Programme of Study. 

·        Some of the elements are similar and work will be differentiated through outcome. 

·        Pupils should build upon their experience gaining greater skill and knowledge as they move through the Key Stage. 

·        There are plans for each element; drawing, painting, 3D sculpture, printing and textiles, to ensure continuity and progression through the Key stages.  Individual members of staff then have the flexibility to interpret/adapt the tasks. 

Links between art and other curriculum areas

·        Pupils will be given opportunities to develop and apply their I.C.T. capability in their study of Art and Design.

·        Much of the artwork will be linked to the current topic.

Strategies for Assessment

Most assessment for art takes place at present through discussion between the teacher and pupil and through shared assemblies.

Formative – major form of assessment used to plan future work.

Summative – used to assess what a pupil knows, understands and can do at the time of assessment.  Used as a basis for reporting to parents.

(“Plan with assessment in mind.”            -           What do I need to teach?

-                     What will the pupils learn?

-                     How will I know when the pupil has been successful?

-                     What is the next step?)

Children’s progress will be monitored and formative assessment will be carried out informally by teachers in the course of their teaching as they observe pupils working, and the results of their efforts.

The Role of the Co-ordinator will be –

·        To take a lead in developing policy and schemes of work.

·        To support colleagues in their planning and implementation of the scheme of work.

·        To monitor progress and advise the Headteacher on action.

·        To take responsibility for the ordering and storage of resources.

·        To attend appropriate Inset to support the work of the school and to become aware of any new developments.

·        To encourage all staff to attend appropriate courses.

·        To provide a reference point for Governors, parents and others that need to know.

Reporting to Parents

This will be done on a regular basis through interviews and an annually written report.

Special Needs

Pupils with learning difficulties will receive support from the class teacher to undertake exercises or projects geared to their level of ability and to take an effective and valuable role in mixed ability co-operative group work.  On occasions ancillary support may be given to these pupils.

Health and Safety

There are published guidelines for health and safety and for safe practices.

The staff, non-teaching staff and parents should be aware of the legal requirements for health and safety.

Materials and tools will be used and techniques developed in accordance with health and safety requirements.

Provision and Access to Resources

Each class should have access to:

·        Standard range of paints, including the primary colours.

-     Powder paint, i.e. red (vermilion, crimson), yellow (ochre, lemon), blue (cobalt, prussian).

-     Ready mix.

·        A range of brushes.

·        Mixing palettes and plastic water pots.

·        A standard range of paper, textiles and clay.

·        Material for print making, textiles, drawing and sculpture.

·        Reference materials and reproductions.

·        Appropriate artefacts e.g. Greek pots, roman coins.

·        Sketch books.

·        Kiln – sited in a separate room in a caged area.

·        Art & Craft magazines and prints, and examples of artist’s work in the ‘green box’ will be found in the staff room.