Being an Artist at Gomeldon Primary School

Intent

At Gomeldon Primary School, we are committed to a high-quality, enquiry-based Art and Design curriculum that will engage, inspire and challenge pupils, in particular our most disadvantaged learners, by equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.  It should enable pupils to think critically and develop a more rigorous understanding of art and design.  Pupils should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

How does being an Artist link with our school values:

Reflection: pupils will be given opportunities to reflect, fostering an enjoyment and appreciation of the visual arts and develop a knowledge of significant artists, craftspeople and designers. They will develop their ability to think critically, discuss and evaluate artists, craft makers and designers work using the language of Art and Design. We endeavour to widen pupils’ knowledge of great artists, craft makers and designers through studying a diverse range of male and female artists, craft makers and designers throughout history and of differing cultural heritages.

Resourcefulness: as pupils progress through school, they will build on their knowledge and prior learning, becoming proficient in the skills of: drawing and using sketchbooks; painting, printmaking; textiles and collage / craft; 3D form (sculpture and design).

Resilience: pupils will be taught to focus on the process leading to a creative outcome, reviewing what they and others have done, and making changes to develop their work further.

Relationships: pupils will work collaboratively, discussing and developing ideas as well as supporting each other to improve their learning.

Implementation

Whilst being an artist, pupils will: produce creative work, exploring their ideas and recording their experiences; become proficient in drawing, painting, sculpture and other art, craft and design techniques; evaluate and analyse creative works using the language of art, craft and design and know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

In Key Stage One, pupils should be taught to: use a range of materials creatively to design and make products;  use drawing, painting and sculpture to develop and share their ideas, experiences and imagination; develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space; about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

In Key Stage Two, pupils should be taught to: develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design; create sketch books to record their observations and use them to review and revisit ideas; to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]; know about great artists, architects and designers in history.

The Art and Design curriculum is carefully planned across our mixed-year classes to ensure that the curriculum is sequential and skills build on those mastered in previous years. Each class will be taught different skills throughout enquiries where being an artist is a focus state of being with artist studies across a broad range of disciplines and with a consideration of diversity. The artwork is used as a stimulus for discussion and practical work and provides opportunity to develop key subject specific vocabulary and information about the artist, craft maker or designer.  Each unit allows pupils to discover first-hand the potential of media and techniques whilst subtly developing control of a range of art tools and materials before building up to and completing a final piece. The skills and knowledge that the children will develop throughout each unit are mapped across each year group and throughout the school to ensure progression and a clear end point. The evidence of their work is collected through sketchbooks, and photographs of larger group or 3D pieces are also kept. The children’s work is further enhanced by whole school art days and projects and visiting artists, craft makers and designers as well as trips to museums and galleries.

Impact

• Pupils will be provided with termly opportunities to showcase their learning and artist skills, evidencing the impact of quality first teaching in the subject.
• Pupil voice will provide evidence that pupils are able to talk with confidence and enthusiasm about what they have learnt in art using subject specific vocabulary. Pupil voice will also demonstrate that many pupils enjoy art and are able to recall their learning over time – they will be encouraged to make connections with prior learning.
• Book scrutinies will demonstrate that art is being taught at an age-appropriate standard across each year group with some opportunities planned in for pupils working at greater depth and appropriate support for those pupils with additional needs. Work will be good quality and demonstrate pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence.  Assessment and book scrutinies will evidence that pupils can demonstrate knowledge and understanding, use key vocabulary and cover all skills in the progression document. 

Overtime:

• Pupils will become increasingly critical and analytical within their thinking, developing some of the skills required in KS3. Making informed and balanced judgements based on their knowledge of art and design skills and artists.
• Pupils will know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

• Pupils will develop enquiry skills to pursue their own interests within a topic and further questioning. 
• Pupils will retain prior learning and explicitly make connections between what they have previously learned and what they are currently learning.  
• Where applicable, pupils will have encountered or participated in high-quality visits/visitors to further appreciate the impact of being an artist – it is hoped this will foster a life-long enthusiasm for art and design.  We aim to stimulate ambitions so some pupils recognise career possibilities and grow up wanting to enter artistically focussed careers such as curators, graphic designers, fashion designers, animators, illustrators, interior designers and teachers.