Art and Design

Intent

At Rainford Church of England Primary School we pride ourselves as being a school that engages, inspires and challenges pupils to become creative and cultured individuals, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. We aim to use our strong links with our village community to produce a wide range of art work, using a range of media, which is proudly displayed alongside other schools and local artists. We intend for the children in our school to see the arts as part of their journey to self-discover into adulthood.

A child in Rainford C of E Primary School will be able to:

  • Create a range of 2D and 3D art work,
  • Use a sketch book to develop their ideas over time,
  • Evaluate the works of famous artists/architects,
  • Use others art work to influence their own,
  • Experiment with a wide range of media and make suitable choices,
  • Appreciate the importance of art and how it changes through history
  • Contribute to art exhibitions and talk about their art work.

 

We follow the aims of the 2014 National Curriculum for art, which state that children should:

  • 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
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

 

Implementation

The curriculum content is sequenced to build learning over time. We have consulted with a specialist in the arts to ensure that the content is planned and sequenced so that knowledge and skills build on prior learning and towards clearly defined end points; curriculum content supports subsequent learning: within lessons, lesson sequences, topics, years and phases curriculum; planning identifies small enough component steps; and known gaps in knowledge and skills are addressed in the sequencing of lesson content. Cognitive Load Theory is at the heart of all of our curriculum design and pedagogy at Rainford CE and our art and design curriculum is no exception.

Within the curriculum lessons are planned with cross-curricular links with RE, science, history and geography. These links are clearly highlighted on the art and design curriculum mapping to ensure that children use all opportunities to deepen learning by making those explicit links across subjects. Our art and design curriculum ensures that art and design concepts are taught in blocks to ensure clear progression and deeper understanding. These blocks or modules include colour (painting and or collage), sculpture, drawing, printing. The school is on a two year cycle but this will change for key stage one within the next two years.  In 2021, Year 1 will have stand alone lessons whilst years 2-6 will follow the two-year cycle. Each year, three of the modules are taught. Children will complete a colour unit and a drawing unit every year and we believe being able to draw and understanding colour are fundamental skills in art and design. Printing and sculpture are taught every other year (e.g. in cycle 1 or cycle 2).

The children will recap key skills, knowledge and vocabulary for each concept from the previous key stage which ensures that the modules are progressive throughout the key stages. Each module has been planned to ensure key art and design skills are built upon in each year and tasks show clear progression between key stages. Each module has 3 or 4 clearly identified endpoints which are made aware to the children at the beginning of each sequence of lessons.

Drawing will be embedded in the design process across all topics (children will be encouraged to express themselves and explore their drawing using different media, where appropriate). The first lesson in each topic, allows children to explore a range of concepts and allows time for children to experiment and practise/embed pre- taught skills.

Furthermore, the first session in each unit allows time for remembering and embedding previous skills, knowledge and vocabulary. This allows children to explore a range of concepts and allows time for children to experiment and practise/embed pre- taught skills.

 

Long term planning

Art long term plan


 

Autumn

Spring

Summer

EYFS

 

 

 

Year 1

Sculpture- Clay thumb pot

 

Kathy Jeffers

Drawing - Still life drawing of a plant

 

Margaret Mee

Colour- whole class collage

 

LS Lowry

Year 2

Drawing- Still life drawing of insects and plant

 

Maria Sibylla Merian

 

 

Printing- Printed picture of London scene

 

Andy Warhol, Barbara Rae

Colour- Landscape painting of the sea

 

JMW Tuner, Kenneth Shoesmith, David Hockney

Year 3

Printing- stone age art print

 

Colour- collage of a rainforest

Henri Rousseau

Drawing- Sikhism portrait from observation

 

Keerat Kaur

 

Year 4

Sculpture- Egyptian coil pot

Drawing- School value portrait (created using words)

Sarah King

Colour- Vincent Van Gogh style landscape painting

Vincent Van Gogh

UKS2 Cycle 1

Sculpture- Islamic clay sculpture

Drawing- Imaginative abstract South American landscapes.

 

Tarsila do Amaral

 

Colour- abstract geometric paintings

 

Beatriz Milhazes

 

UKS2 Cycle 2

Collage- monarch

David Hockney. Arnold Machin

 

Drawing- one point perspective

 

LS Lowry

 

Printing- abstract printing/booklet of what makes St Helens special to us.

 

Tony Fitzpatrick, Teesha Moore

 

 

Key Figures

Our local context of a predominantly white British community leads to a need to celebrate the work of culturally-diverse notable people. Children, therefore, study a range of male and female artists of different ages and from different cultures.


 

Autumn

Spring

Summer

EYFS

 

 

 

Year 1

Kathy Jeffers- female, modern potter and clay sculptor since 1970

Margaret Mee- female, English Botanical illustrator 1909

LS Lowry- local male Salford artist 1880s – 1970s

Year 2

Maria Sibylla Merian- female scientific Illustrator and explorer 1640s-1710s

 

Andy Warhol – male, American artist, film director, and producer who was a leading figure in the visual art movement known as pop art. 1920s-1980s

Barbara Rae – female Scottish painter and printmaker 1943

JMW Turner- male, English painter 1700s-1800s

Kenneth Shoesmith – male, British artist 1890s-1930s

David Hockney – male, British Painter born - 1937

Year 3

 

Henri Rousseau- male, French painter 1840-1910

Keerat Kaur- modern female Sikh artist  (graduated in 2012)

Year 4

 

Sarah King- female, English illustrator now living in Canada. 1981

Vincent Van Gogh- male, Dutch painter 1850s- 1890s

 

UKS2 Cycle 1

 

Tarsila do Amaral- female Brazilian painter 1880s – 1970s

Beatriz Milhazes- female female Brazilian painter 1880s – 1970s

UKS2 Cycle 2

David Hockney- male painter/printmaker 1937

Arnold Machin – male stamp designer 1910s-1990s

LS Lowry- local male Salford artist 1880s – 1970s

Tony Fitzpatrick- male American artist 1958

Teesha Moore – female American artist 1958

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