Art

Intent, Implementation and Impact Statement

Subject: Art

Intent

At Arden, we provide an inclusive, nurturing environment that ensures every child receives every opportunity to reach their full potential. We believe that through our provision and delivery of a high-quality Art and Design curriculum, we will inspire our children to think innovatively and develop their creative procedural understanding.

We are passionate in firing our pupils’ imaginations and enabling them to acquire the knowledge, skills and concepts necessary to express themselves and their responses visually or in a tactile form.

At Arden, we are committed to enriching the lives of all our children by creating valuable opportunities for our pupils to access the cultural richness and diversity that Art learning offers. We strive to ensure that our pupils develop life skills, as well as social and cultural experiences, through their appreciation and enjoyment of the visual arts.

Implementation

Our Art and Design curriculum presents children with opportunities to develop and enhance their skills in using a range of media and materials. Children learn the skills of drawing, painting, printing, collage, textiles, 3D work and digital art and are provided the opportunity to explore and critically evaluate different creative concepts. Children will be introduced to a range of works and flourish in their knowledge of the styles and vocabulary used by famous artists. The skills they acquire are applied to their cross-curricular, thematic topics, allowing children to use their art skills to reflect on and explore topics in greater depth; for example, by sketching historical artefacts in detail, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development. Many areas of art link with mathematical ideas of shape and space; for example, when printing repeating patterns and designs and thinking about 3D shapes to support structures. It is highly imperative that art work is purposeful; as a means of expression or to explore the styles of other artists that inspire our own artwork

In Art and Design, pupils should be clear what the intended outcomes are and have a means to measure their own work against this through end-of-lesson reviews.  Children are encouraged to evaluate their work, thinking about how they can make changes to improve and develop their design further. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written reflection. We promote our children to take risks by experimenting and then reflect on why some ideas and techniques are successful or not for a specific concept.

Impact

Our Art and Design curriculum is high-quality, well thought out and planned to demonstrate progression and stimulate creativity. Children are expected to make good or better progress through keeping in alignment with our curriculum. We measure the impact of our curriculum through the following methods:

• Pupil’s written reflections and verbal discussions about their learning; which echoes their thoughts, ideas, processing and evaluations of work.
• A celebration of our pupils’ learning each term which demonstrates their progression across the school, evidenced in our floor book.
• All staff reflecting on how well our Art and Design learning journey is being followed, in alignment with the progression of skills.

Through a progress model of thematic learning, the children will revisit key concepts during each topic. These key concepts are:

Drawing (pencil, charcoal, inks, chalk, pastels, ICT and software)

Colour (Painting, ink, dye, textiles, pencils, crayon and pastels)

Texture (textiles, clay, sand, plaster, stone)

Form (3D work, clay, dough, boxes, wire, paper sculpture, mod roc)

Printing (found materials, fruit/veg, wood blocks, press print, lino, string)

Pattern (paint, pencil, textiles, clay, printing)

Knowledge Organisers

In Art, we use knowledge organisers to make the vocabulary, subject knowledge and curriculum expectations clear. See below for examples.