top of page
12 1.jpg

Art and Design

"Every child is an artist" - Pablo Picasso

The member of staff responsible for Art and Design is Mrs Jones.

 

How Dovecotes Primary School’s Art and Design Curriculum Promotes Our Core Values:

 

Be Ambitious - To aim to meet the highest of expectations, having pride in our work and creations taking inspiration from the works of the best artists and designers.

 

Be Honest - To be truthful when expressing an opinion about our work and the work of others, being a critical friend about what is good and what is needed to improve further, knowing when to stop when we are satisfied with our creations.

 

Be Kind - To offer respectful opinions and thoughts on our own work and the work of others, understanding that there is no right or wrong and there are many ways of interpreting artwork.

 

Be Creative - To be original and innovative when using art as a medium to express our individual creativity without the need to be perfect. To use problem-solving and critical thinking skills to decide what art form will help to achieve our goal.

 

Be Brave - To have-a-go, build resilience, gain confidence and challenge ourselves even if we find art activities difficult knowing that there is no right or wrong way to create a piece of art and that it is okay to make mistakes along the journey.

 

Be Healthy - To know that art can be used to keep our minds active and healthy which helps benefit our mental well-being as a means to relax, express emotions and escape reality.

 

Intent – What Do We Aspire For Our Children?

 

As a school, we believe that access to a high-quality Art and Design curriculum is every child’s right. Our Art and Design curriculum is carefully planned so that children acquire the necessary knowledge and skills to fly as high as they can using a range of media and the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form) to successfully create their own unique drawings, painting, sculptures and crafts. We want our children to see the enjoyment and satisfaction in the process of producing art.

Our Art and Design curriculum develops vocabulary and communication skills through critical discussion about artistic techniques as well as how art can make people feel. We aim to inspire others and instill an innate appreciation of art by providing access to the best artists and designers. We use art to make our pupils aware of different cultures around the world and to find out about how different civilizations have lived in the past. To further develop cultural capital, we use our art curriculum to expose pupils to enrichment experiences such as visits to art galleries.

 

By the end of Early Years children will:

  • Use art to communicate and express themselves in different ways, both their ideas and feelings;

  • Create pictures of what they can see and imagine;

  • Develop some control when using pencils, paint brushes and other materials;

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design and texture;

  • Create collaboratively sharing ideas, resources and skills;

  • Talk about what happens when different colours are mixed together.

 

By the end of Key Stage 1 children will:

  • Be able to use a range of materials in a creative way to design and make products;

  • Be able to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination;

  • Develop their own use of colour, pattern, texture, line, shape, form and space;

  • Know about the work of a range of artists, craft makers and designers, describe similarities and differences between different practices and principles, and used some of their techniques in their own work.

 

By the end of Key Stage 2 children will:

  • Develop their techniques to create and experiment with greater control and choice of materials through the study of great artists and designers;

  • Be confident in the use of sketch books to record their observations, develop review and refine their ideas;

  • Have improved their mastery of a range of art and design techniques including drawing, painting and sculpture with a range of materials;

  • Be aware of different kinds of art, craft and design and the techniques that are used to create them.

 

Implementation – How Will We Deliver The Curriculum?

 

Knowledge at the Heart of the Curriculum - Understanding Different Types of Knowledge in Art

 

Substantive Knowledge

 

Substantive knowledge is the subject specific content of art and design which is taught. Substantive knowledge can broadly be defined as the knowledge of known artists, their style and period of art. At Dovecotes Primary School, our substantive knowledge is progressive; built upon year after year and complimented by the learning of disciplinary knowledge.

 

Disciplinary Knowledge

 

The disciplinary knowledge of Art and Design incorporates the discrete artist skills and techniques which are explicitly taught (e.g drawing and painting skills) and the elements of art (e.g form, shape, line, colour, pattern, texture and tone) and how they can be used and combined in order to create a specific and desired effect. It is also the language of art which we use to critically evaluate artists work, as well as analyse and discuss Art and Design.

 

Procedural Knowledge

 

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 design and the stages they much go through in order to create an effective and informed creative artwork.

Procedural knowledge is represented by the stages of ‘generating ideas’, ‘create’ and ‘present’.

 

  • Generating ideas: The opportunity to use mediums and materials, explore material properties and their uses, and the chance to develop skills and ideas through practical approaches.

  • Create: Invitation to plan creatively, make outcomes using original ideas, and the opportunity to adapt, refine and change creative outcomes.

  • Present: The chance display and talk about our own creations and engage in critical discussions about own work and the work of our peers.

Our school’s Art Curriculum is supported by the Kapow scheme of work. Art is taught either weekly or blocked to give more time to work on a particularly project or piece of learning. This is at the discretion of the class teacher and subject leader.  

 

The teaching of Art and Design 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. Children are given opportunity to explore materials and techniques through a hands-on approach, and play with a range of media to make child-led creations. They begin to use language of art and design to share their creations and explain the processes they have used. They enjoy looking at art and talking about art.

 

In KS1 children are introduced to sketchbooks. Children are taught that sketchbooks are a safe place to explore and experiment without fear of making mistakes. Children are taught sketchbooks are a work of art in themselves and they begin to use these to record ideas, practise and make decisions about what to try out next. In KS1, children build on their learning from EYFS, refining their core skills in a more structured approach. Children develop a range of art and design techniques, including drawing, painting and mixed media, sculpture & 3D, craft & design. Children are introduced to and explore the formal elements: form, shape, line, colour, pattern, texture and tone. They use a range of materials creatively to design and make works of art. Children dive deeper into contextual knowledge through artist studies and are given opportunity to think like an artist to create their own unique artist creations. Children learn about the work of a range of artists and talk about the art they have seen using some appropriate subject vocabulary. They are encouraged to think like an artist and make links between pieces of art.

 

In KS2 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 a unit and a year. In KS2 children improve their mastery of art and design techniques, including drawing, painting and mixed media, sculpture & 3D, craft & design and sculpture with a range of materials. They dive even further into their contextual studies to learn about great artists, architects and designers in history which act as stimulus for their own creative ideas, considering how the cultural and historical context may have influenced their creative work.

Dovecotes Whole School Art and Design Curriculum

 

EYFS

EYFS teach through themes which are heavily led by the children’s interests. 

KS1

  • Cycle A

    • Sculpture & 3D, Paper Play, Louise Bourgeois

    • Drawing, Toy Story, Quentin Blake

    • Observational Drawing, Make Your Mark, Kandinsky

    • Painting & Mixed Media, Landscapes, Van Gogh

    • Craft and Design, Map it Out, Kim Soon-Im

    • Textiles, Woven Wonders, Cecilia Vicuna

  • Cycle B

    • Painting & Mixed Media, Colour Splash, Georges Seurat

    • Painting and Mixed Media, Shape and Colour, Matisse & Mondrian

    • Drawing/Painting and Mixed Media, Portraits, Picasso

    • Drawing/Painting and Mixed Media, Line and Pattern, Laurel Burch

    • Sculpture & 3D, Clay, Rachel Whiteread

    • Painting and Mixed Media/Collage, Life in Colour, Romare Bearden

Y3/4

  • Cycle A

    • Painting & Mixed Media, Prehistoric Painting

    • Sculpture & 3D, Wire and Clay, Giacometti

    • Drawing, Wax Resist, Henry Moore

    • Painting, ‘The Great Wave’, Hokusai

    • Textiles, Tie-Dying & Weaving, Christina Massey

    • Craft and Design, Zentangle Fabric Printing

  • Cycle B

    • Painting & Mixed Media, Light and Dark, Cezanne

    • Painting & Mixed Media/ Digital Art (Photography), Pop Art, Warhol & Lichtenstein

    • Painting & Mixed Media, Savannah Sunsets, Alma Thomas

    • Drawing, Growing Artists, Georgia O’Keefe

    • Craft and Design, Ancient Egyptian Scrolls

    • Sculpture & 3D, Modroc, Barbara Hepworth

Y5/6

  • Cycle A

    • Collage & Printing, Movement, Bisa Butler/Keith Haring

    • Drawing, Perspective, Van Gogh

    • Drawing, Symbolic Imagery, Banksy

    • Drawing, Colour and Pattern, Romero Britto

    • Drawing, Sketching, Rembrandt

    • Sculpture, Relief Sculpture, Louise Nevelson

  • Cycle B

    • Painting and Mixed Media, Watercolour, William McTaggart

    • Collage, Design Photography, Hannah Hock

    • Drawing/ Painting and Mixed Media, Manga & Polka Dots, Yayoi Kusama

    • Textiles, Batik, Yuko Nakata

    • Painting, Abstract Art, Frank Bowling

    • Drawing, Optical Art, Bridget Riley

Impact - How Do We Know Our Art and Design Curriculum Is Effective?

 

Pupil Voice

 

Pupil voice is used to not only assess how well children have retained the knowledge they have been taught, but also to elicit children's individual thoughts and feelings towards their and other's artwork. 

 

Display

Art is created to be enjoyed. Displays in school showcase children's artwork. 

 

Sketchbooks

 

Sketchbooks are used to explore ideas, practice techniques, and for children to record their individual responses. As sketchbooks are passed on from year to year, they provide a tangible measure of progress. Even within a unit of work, progress is clearly visible, but over an age phase, a sketchbook acts as a visual journal showing clear skill and knowledge development.

 

For further information about the Art and Design curriculum please contact Mrs. Edmonds our subject lead through the school email address.

bottom of page