450
PARK HILL JUNIOR SCHOOL
ART POLICY
LAURA SWAN Reviewed October 2012
AIMS:







To develop children’s visual perception and the skills associated with investigating and creating in art, craft and design.
To encourage children to see with increasing awareness by drawing and painting from close observation.
To develop visual literacy, knowledge and understanding of art including history or art and the diverse artistic traditions and styles that
this encompasses.
To enable children of all abilities to enhance of self-esteem through success in using taught skills.
To encourage and enable the children to apply these skills to other areas of the curriculum in terms of presentation.
To promote awareness of cross curricular links and the children’s skills in I.C.T for appreciation and production of art pieces.
To provide opportunities for the children to visit local galleries and venues of artistic interest.
GENERAL CONTENT:
Our teaching enables children to have the opportunities to:








Communicate their feelings and ideas in visual form based on what they observe, remember and imagine.
Research and develop an idea or theme for their work, drawing on visual and other sources and discuss their inspiration and methods.
Explore and select appropriate media.
Modify their work by evaluating its progress and considering advice.
Identify different types of art, craft and design and their purpose or audience.
Begin to identify the characteristics of art in a variety of genres, from different periods, cultures and traditions.
Make imaginative us in their own work of a developing knowledge of the work of other artists.
Visit galleries to see and discuss original artwork.
450


Relate artwork to other areas of the curriculum.
Design and present work for display.
TEACHING STYLES:
Our teaching is inclusive of:











A mixture of theory and practical work.
The opportunity for children to work individually and collaboratively.
The opportunity to look closely at artefacts and talk about them.
Observation of the natural and man-made world and record what they see.
The study of the works of established artists, both ancient and modern, and to discuss the techniques, skills and meanings represented in
them.
The provision of a range of materials, tools and resources for practical work.
Activities which develop the children’s experience of media, tools, techniques, language, line, shapes, colour, texture and pattern.
How to use resources safely and to organise and care for them.
The opportunity to plan, evaluate and adapt their work – questioning, comparing and explaining their ideas.
Differentiation, usually by outcome, but possibly by choice of media, tools or task.
Progression by following the schemes of work and monitoring the pupil’s progress (both art teacher and co-ordinator).
SPECIFIC CONTENT
Investigating and Making at KS2



Develop recording skills from direct observation and imagination to make connections between ideas and resulting work.
Collect information from a variety of sources, both primary and secondary, to make plans and sketches to develop as appropriate.
Develop the children’s knowledge of tools, materials and techniques, encouraging a process of refinement.
450



Experiment with line and tone using ranges of sketching pencils, pastels and pens.
Understand colour mixing and shading, from formal teaching and experimentation, using bottled paint, watercolours, wax crayon and
chalk pastels.
Explore pattern making and texture through both 2D and 3D work. Plan and make 3D structures in a variety of media.
450
Knowledge and Understanding at KS2




Develop an appreciation of the ideas, media and methods used by artists, craftspeople, and designers both in school and in the wider
world.
Identify how the appearance of a work of art reflects its context in time and place.
Recognise pattern, texture, tone, line, shape and perspective.
Compare their own ideas and work to that of their peers and established artists, using progressively appropriate vocabulary.
Overview of the Schemes of Work for Each Year Group
YEAR GROUP
3
4
5
6
AUTUMN
Paul Klee (sketching pencils line, tone,
wax crayons)
Modern book illustrators: Quentin Blake,
Paul Geraghty, Jane Ray, Nicola Bayley,
Caroline Binch, Michael Foreman, Maurice
Sendak etc (styles and techniques)
Ancient Greek pottery – Greek belief and
lifestyle (pattern making, clay work)
Cezanne (still life drawing and painting)
SPRING
Pablo Picasso (realism, abstract, colour
schemes, collage)
Holbein, Botticelli (portraiture, Tudor
costume, myths and legends, heraldry)
SUMMER
Bayeux Tapestry (textiles, time
and place, narrative)
Van Gogh to Monet –
Impressionism (colour mixing and
light effect).
William Morris / Arts and Crafts Movement
/ The Pre-Raphaelites (Wallpaper design
and repeating patterns)
Range of portrait painters including Renoir
and Warhol – sculptures by Henry Moore
and Gicometti (figure drawing and
composition)
Asian textiles and wall hangings
(textile design, printing and
sewing, applique)
Rousseau (setting, habitats,
collaborative collages)
ART AND I.C.T
Art has close links with I.C.T. and there are increasing opportunities to plan, develop, complement and present visual work with digital camera
and PowerPoint design. Lettering styles / colours / shapes can be selected to enhance presentation and picture libraries can be explored.
450
Repeating and symmetrical patterns can be designed. Websites provide a wealth of information and visual images which can be presented on
the interactive white boards.
ASSESSMENT:



Informal, ongoing assessment by the teacher who teaches art in that class in discussion with the child. Whole class, group and / or
exemplary work can be presented in an exhibition to conclude the lesson. This would involve evaluation and positive criticism from any
member exhibiting or from the rest of the class.
Collection of work in the sketchbooks to show development of ideas and progression of research.
Children’s ability to discuss works of art and use appropriate vocabulary.
RESOURCES
Investigating and Making



A temporary resources area in the atrium whilst building work is being carried out. Pupils are only to use this under supervision.
Resources should be returned appropriately after use.
A sink and an art cupboard equipped with basic resources in each classroom. These should be organised to allow easy access to the
resources and respectful maintenance.
Knowledge and Understanding






Postcards, posters, prints and books in the teacher’s resource area.
Reference books in the library.
Websites and I.W.B.
Galleries.
The Art Portfolio, available in the art stock cupboard.
Co-ordinator to offer advice and support with approach to teaching, use of resources and implementation of S.O.W.