Art

Our Vision

At Forest Edge Learning Federation, we will develop curious artists, who are keen to develop their own creativity and ask questions about the world around them. A high quality art and design education will enable pupils to develop their skills in a range of artistic practices. It will also help pupils to build resilience and foster independence, preparing them for their next steps in learning. Our young artists will be able to evaluate their work, feel safe enough to take risks and define their own creative journey. 

Subject Leader: Joe Rose

joseph.rose@forestedge.org.uk

"Every child is an artist"

- Pablo Picasso

Intent

Pablo Picasso famously said that “every child is an artist”. Our aim is that all pupils see themselves as artists and feel empowered to express themselves creatively, using a range of media and materials. Pupils also learn ways in which they can use a sketchbook as a place to experiment and develop their own ideas and record key skills and knowledge. It is important that our pupils learn what makes materials unique and we will discuss the unique properties of, for example, oil pastels, and the impact they can have on their own work. Our aim is that pupils will make informed choices about their work by selecting appropriate materials.

Implementation

Art and design should enable pupils to express themselves creatively and ignite pupils’ curiosity. For this to happen, pupils need to develop specific skills and build knowledge about a range of practices and practitioners. Pupils are then given sufficient time to take what they have learnt and explore at their own pace, with the support and guidance of the teacher. Throughout the pupils’ creative journey, they will learn the skills of evaluation, discussing and asking questions about their own work, that of their peers and the work of key artists.

Our project-based curriculum ensures that art and design is promoted across all schools. During our autumn Discover term, pupils experience the art and design projects listed below, which enable them to explore and develop the sequential skills mentioned in the Progression of Skills table. During Cycle A, there is a focus on painting and printmaking, while Cycle B focuses on drawing and sculpture. These skills are revisited during Art Days which enable pupils to review and remember previous learning. We aim to emphasise the links between different artistic practices, for example by exploring the link between drawing and sculpture. The projects are sparked by an inquiry question, to encourage exploration and collaborative problem solving. Along the way, there is component substantive knowledge which is practical and theoretical and also disciplinary knowledge, that is taught and learnt in sequential steps. 

Art and design requires high quality resources that our pupils learn to use effectively and treat with respect. The resources we use enable pupils to get the most out of their art lessons. During an art and design lesson, resources may include drawing materials, examples of artwork ready to stick into sketchbooks, along with digital technology that can be used to record artwork that pupils create. 

Along with our direct teaching of art and design, there are numerous opportunities for art and design at school in other curriculum lessons.

Impact

Children's work is presented with pride around the school and in public spaces such as churches and galleries. It is not kept in a sketchbook to never be shared, but is admired and valued by the children and their intended audience.

Our children will have a clear enjoyment of art and the confidence to apply creative thinking to other aspects of the curriculum, as a means of communication. They will gain a firm foundation of knowledge and skills to see them equipped to take on further learning in Secondary School.

Children are assessed in art based on their ability to discuss the work of other artists and create creative pieces independently in line with our Progression of Skills. Teachers make formative assessments within lessons, and offer feedback to children verbally in the moment or during whole class feedback sessions. Children's prior skills and understanding is built upon within lessons, to ensure all children can make progress from their different starting points. Subject leaders monitor the progress and attainment of children again the progression of skills during the Discover term and identify any areas for future development of the curriculum, CPD for staff or support for particular pupils.