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Art
Intent: Introduction, Vision and Philosophy
The purpose of this document is to clarify the how, why, and what of Art and Design teaching at Harris Junior Academy Carshalton. This is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality Art and Design curriculum is being taught to all. At HJAC, we want our children to gain experience of materials and techniques, team work and autonomy, and an understanding of artists, artworks and artforms in different contexts. Introducing children to a range of male and female artists from different times and places and positioning art and design in a wider context, making it relatable for the children by making links to current affairs and popular culture. We teach Art and Design with an attitude of non-judgement, a belief that mistakes are to be celebrated, learned from and used. A belief that creative potential is inside everyone and can be found everywhere. We celebrate the process as well as the ‘finished’ artwork.
At HJAC, we recognise the potential of creative thinkers, and believe that creativity can change and improve things. We recognise that art and design provide children with an additional language, a visual one- we live in a visual world and are constantly interpreting images and inferring meaning from our visual environment. As Art and Design teachers we will present, scaffold, and teach skills and concepts in inclusive, inspiring, engaging and relevant ways.
Staff will receive CPD on the teaching and planning of Art and Design within school, as well as the opportunity for additional inspiration events such as gallery visits.
Implementation:
Art and Design is taught regularly, ideally weekly. 75m - 90m should be allowed for each lesson. Work is evidenced in sketchbooks and in display areas in the classroom. An annual whole school Art Week is held including an exhibition for parents and the wider school community. As part of trips and enrichment activities, teachers plan visits to galleries and in-school workshops from artists.
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Five Main Skills Areas:
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Additional Areas:
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Teach formal elements of art:
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Year Group |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Year 3 |
Drawing Cave drawings |
Albrecht Durer Visual texture |
Environmental Art Olafur Eliasson |
Pompeii Mosaic |
William Morris Designs with natural forms |
Sculpture Louise Bourgeois |
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Year 4 |
Fernand Leger: Drawing and painting |
Rosenquist pop art: Drawing, collage and colouring |
Matisse: Collage |
Benin Empire: Cardboard relief sculpture |
Impressionism: Painting en plein air |
Hokusai: Printing famous landmarks |
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Year 5 |
Maria Sibylla Merian Scientific illustration |
Henry Moore Family unit sculptures |
Sonia Boyce pastel drawings and photographic collages |
Grayson Perry ceramic vases, tapestries and maps |
Willem Kalf Still life painting |
Banksy Graffiti and Street Art
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Year 6 |
Antoni Gaudi Architecture and design |
Chris Ofili Conceptual art |
Sarah Eisenlohr Human impact collage |
Gustav Klimt Mixed media |
Michelle Reader Figurative junk sculpture |
Elizabeth Catlett Printing portraits |
Resources:
The National Society for Education in Art and Design (nsead) www.nsead.org
www.nationalgallery.org.uk/learning/teachers-and-schools
What does Art and Design look like at HJAC? Overview:
The teacher’s role: Classroom organisation and general preparation is key -
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To provide a framework for an activity, and introduce, clearly explain and discuss with children its purpose while allowing for a variety of responses.
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To include, support and encourage all the children in the class.
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To provide time to clean up at the end of the class.
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To evaluate and record the children’s work.
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To arrange appropriate displays or share the children’s work within the classroom or elsewhere in the school using spaces inside or outside.
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To plan how to extend and build on the lesson and relate it to other areas of learning.
