Art and Design

Curriculum Intent

 

At The Holy Spirit, we value Art and Design as an essential element in each child's broad and balanced curriculum. The art curriculum provides children with vital artistic skills, the understanding of how to develop and extend these skills and opportunity to express individuality. Art is one of the highest forms of self-expression and at The Holy Spirit, we celebrate diversity and promote self-expression. During Art sessions we aim to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. A rich exposure to different elements of art and a variety of artists will provide our children with a positive and enriching experience of art. This will enable our pupils to know more about art and artists, remember more about art and artists and finally do more of their own art inspired by the artists they have learnt about. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Our Curriculum Drivers:

 

Spirituality: As a Catholic School we are driven by a spiritually rich curriculum that holds Gospel values at its heart, encompassing the importance of British values and Equality.

Possibilities: A curriculum that provides quality experiences, encouraging our children to have high aspiration for their future and to be aware of all the opportunities available to them.

Resilience: Our curriculum encourages children to learn how to think well, it seeks to remove barriers to learning through growth mind-set, developing problem-solving skills and bounce-back ability.

Implementation
 
Our pupils should be able to organise their knowledge, skills and understanding around the following learning concepts:

Developing ideas: 

Responding, developing, discussing, reflecting and analysing

Take inspiration from the greats:

Investigating a variety of artists, understanding styles and linking to periods in history.

Master practical skills:

Developing techniques, creating effects and using colour in an array of media and materials.
(paint, collage, sculpture, drawing, print, textiles & digital media)

These threshold concepts  underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language. 

The vertical accumulation of knowledge and skills from Years 1 to 6 is mapped as follows:

Milestone 1 - Year 1 & Year 2 Milestone 2 - Year 3 and Year 4 Milestone 3 - Year 5 & Year 6

Develop ideas

* Respond to ideas and starting points
* Explore ideas and collect visual information
* Explore different methods and materials as ideas develop
* Develop ideas from starting
points
throughout the curriculum.
* Collect information, sketches
and resources.
* Adapt and refine ideas as they
progress.
* Explore ideas in a variety of
ways.
* Comment on artworks using
visual language
* Develop and imaginatively
extend ideas from starting points
throughout the curriculum.
* Collect information, sketches
and resources and present ideas
imaginatively in a sketch book.
* Use the qualities of materials to
enhance ideas.
* Spot the potential in
unexpected results as work
progresses.
* Comment on artworks with a
fluent grasp of visual language.

Take inspiration from the greats

* Describe the worl or notable artists, artisans and designers
* Use some of the ideas of artists studied to create pieces
*Replicate some of the
techniques used by
notable artists, artisans and
designers.
*Create original pieces that are
influenced by
studies of others
*Give details (including own
sketches) about the style of some
notable artists, artisans and
designers.
* Show how the work of those
studied was influential in both
society and to other artists.
* Create original pieces that show
a range of influences and styles.

Master practical skills

PAINT
• Use thick and thin brushes.
• Mix primary colours to make
secondary.
• Add white to colours to make
tints and black to colours to make
tones.
• Create colour wheels. 
 
COLLAGE
• Use a combination of materials
that are cut, torn and glued.
• Sort and arrange materials.
• Mix materials to create texture
 
SCULPTURE
• Use a combination of shapes.
• Include lines and texture.
• Use rolled up paper, straws,
paper, card and clay as materials.
• Use techniques such as rolling,
cutting, moulding and carving.
 
DRAWING
• Draw lines of different sizes and
thickness.
• Colour (own work) neatly
following the lines. 
• Show pattern and texture by
adding dots and lines.
• Show different tones by using
coloured pencils.
 
PRINT
• Use repeating or overlapping
shapes.
• Mimic print from the
environment (e.g. wallpapers).
• Use objects to create prints
(e.g. fruit, vegetables or
sponges).
• Press, roll, rub and stamp to
make prints.
 
TEXTILES
• Use weaving to create a
pattern.
• Join materials using glue and/or
a stitch.
• Use plaiting.
• Use dip dye techniques.
 
DIGITAL MEDIA
• Use a wide range of tools to
create different textures, lines,
tones, colours and shapes.

 

PAINT
• Use a number of brush
techniques using thick and thin
brushes to produce shapes,
textures, patterns and lines.
• Mix colours effectively.
• Use watercolour paint to
produce washes for backgrounds
then add detail.
• Experiment with creating mood
with colour.
 
COLLAGE
• Select and arrange materials for
a striking effect.
• Ensure work is precise.
• Use coiling, overlapping,
tessellation, mosaic and
montage. 
 
SCULPTURE
• Create and combine shapes to
create recognisable forms (e.g.
shapes made from nets or solid
materials).
• Include texture that conveys
feelings, expression or
movement.
• Use clay and other mouldable
materials.
• Add materials to provide
interesting detail. 
 
DRAWING
• Use different hardness of
pencils to show line, tone and
texture.
• Annotate sketches to explain
and elaborate ideas.
• Sketch lightly (no need to use a
rubber to correct mistakes).
• Use shading to show light and
shadow.
• Use hatching and cross
hatching to show tone and
texture.
 
PRINT
• Use layers of two or more
colours.
• Replicate patterns observed in
natural or built environments.
• Make printing blocks (e.g. from
coiled string glued to a block).
• Make precise repeating
patterns. 
 
TEXTILES
• Shape and stitch materials.
• Use basic cross stitch and back
stitch.
• Colour fabric.
• Create weavings.
• Quilt, pad and gather fabric.
 
DIGITAL MEDIA
• Create images, video and sound
recordings and explain why they
were created.
PAINT
• Sketch (lightly) before painting
to combine line and colour.
• Create a colour palette based
upon colours observed in the
natural or built world.
• Use the qualities of watercolour
and acrylic paints to create
visually interesting pieces.
• Combine colours, tones and
tints to enhance the mood of a
piece.
• Use brush techniques and the qualities of paint to create
texture.
• Develop a personal style of
painting, drawing upon ideas
from other artists.
 
COLLAGE
• Mix textures (rough and
smooth, plain and patterned).
• Combine visual and tactile
qualities.
• Use ceramic mosaic materials
and techniques.
 
SCULPTURE
• Show life-like qualities and reallife
proportions or, if more abstract,
provoke different interpretations.
• Use tools to carve and add
shapes, texture and pattern.
• Combine visual and tactile
qualities.
• Use frameworks (such as wire
or moulds) to provide stability
and form. 
 
DRAWING
• Use a variety of techniques to
add interesting effects (e.g.
reflections, shadows, direction of
sunlight).
• Use a choice of techniques to
depict movement, perspective,
shadows and reflection.
• Choose a style of drawing
suitable for the work (e.g.
realistic or impressionistic).
• Use lines to represent
movement.
 
PRINT
• Build up layers of colours.
• Create an accurate pattern,
showing fine detail.
• Use a range of visual elements
to reflect the purpose of the
work.
 
TEXTILES
• Show precision in techniques.
• Choose from a range of
stitching techniques.
• Combine previously learned
techniques to create pieces. 
 
DIGITAL MEDIA
• Enhance digital media by
editing (including sound, video,
animation, still images and
installations).
       

 

Aspirations

 

Pupils develop an understanding of how subjects and specific skills are linked to future jobs. 
Here are some of the jobs you could aspire to do in the future as a Artist:
  • Artist
  • Sculptor
  • Graphic designer
  • Architect

For more careers, please visit First Careers.

Impact

Summative and on-going formative assessments take place throughout the year and teachers use this infromation to inform future sessions; ensuring pupils are moved on and challenged apprpriately. Progress and attainment are checked against the National Curriculum. Data and analysed and any gaps or trends are adddressed. Furthur information is gathered by the Art Coordinator including pupil voice, lesson observations and work scrutiny; strengths are highlighted and next steps are created so an improvement in knowledge and skills can be embedded. Final end of year assessments are made using assessment criteria that has been developed in line with the national curriculum and Balance. Thus identifying the level in which the child is working.