Art Policy

Art Policy.docx Page 1 of 5

Millfields Primary School and Nursery

POLICY STATEMENT

ON ART


Introduction: This document is a statement of the aims, principles and strategies for the teaching of Art at Millfields Primary School and Nursery. It was developed by the subject co-‐ordinator in consultation with teaching staff so that we may generate an art curriculum that has continuity and coherence. The school’s policy on Inclusion At Millfields School we seek to ensure that • all pupils, whatever their abilities, heritage or origins are valued equally • all pupils make good progress • all pupils’ needs are met • all children have access to a broad, balanced and creative curriculum Art: This subject is concerned with developing a creative and aesthetic awareness, and in creating Art work children are able to give form to their observations, feelings and ideas about the world around us. Art education has two strands; creation and evaluation. The creative element involves children using materials and equipment to represent objects realistically and imaginatively, and to express their ideas and feelings. The evaluative element enables pupils to develop skills in evaluating their own work and that of other artists, and to understand the value and significance of art in society. Aims: A child is able to draw as soon as they can hold a crayon, it is a pleasurable activity which can provide fulfilment throughout life. Our aims, therefore, are that all children will build upon their natural pleasure in communicating visually by: -‐ seeing themselves as artists; -‐ learning to study, analyse and record the world around them; -‐ developing skills to use a range of materials and techniques; -‐ expressing their ideas and feelings through imaginative work in both 2D and 3D; -‐ appreciating the work of a range of artists from their own and other cultures; -‐ developing an appropriate vocabulary to help them understand and discuss their own

work and that of others; -‐ finding a sense of purpose, achievement and fulfilment in artistic expression


Teaching Art: The teaching method employed will vary according to the age, ability and experience of the children and the concept being taught. ·∙ Children should be given the opportunity to work individually in groups and as a whole class. ·∙ Art may be taught in a cross-‐curricular way. However, if some techniques have not been taught previously then these skills should be taught separately . ·∙ When a new technique is being introduced it is sometimes desirable that a teacher should: (a) demonstrate the technique; (b) show a finished example -‐ this could be something that another child has produced or that the teacher has produced. The latter is often a good idea so that the teacher can experience what the child has to do and so that they might foresee any pitfalls. Use of Resources: In our teaching of Art the emphasis is on practical experience, there is no substitute for first hand experience. A wide variety of resources are available to use as a starting point e.g.: -‐ artefacts, slides and video material are available for study; -‐ the library is used for reference -‐ a selection of books is available on, Old Masters,

Modern Art, individual artists etc; -‐ information technology is a major resource which is used for on-‐screen drawing and

painting; -‐ research using the Internet. -‐ each classroom has a resource area where a variety of regularly used tools and materials

are kept. The materials are organised and children take the responsibility for the care and storage of tools etc. which is considered to be part of their practical experience.

Planning: Art and Design will have cross-‐curricular connections, eg. History. Where this is the case, these links should be shown in teachers planning for the curriculum areas involved. Planning in art is a process in which all teachers are involved. It is planned to have cross curricular connections. These links should been shown in the cross curricular planning and there should be a clear progression in their development of the key skills.


Assessment: Formative assessment is carried out informally by teachers during the course of their teaching. Suitable tasks for assessment include: -‐ small group discussions in the context of a practical task; -‐ specific assessments for individual pupils; -‐ individual discussions in which children are encouraged to appraise their own work. Role of Art Co-‐ordinator: This is to: -‐ take the lead in policy development and the production of schemes of work; -‐ support colleagues in their development of detailed plans and implementation of the

schemes of work; -‐ monitor progress in Art and advise the headteacher on any action needed; -‐ take responsibility for the purchase and organisation of central resources in art; -‐ keep up to date with developments in Art Education and pass on information to -‐ colleagues as appropriate. -‐ encourage staff to maintain suitably mounted, and regularly change displays around

the school. Health and Safety Children should be taught to use items of protective clothing as appropriate and be encouraged to develop safe and tidy work practices. Teachers and pupils should be aware of potentially hazardous materials and tools in relation to their storage and use.


AMENDMENT SHEET FOR ALL POLICY STATEMENTS

ART POLICY

DATE POLICY RATIFIED: SUMMER 2011 DATE POLICY LAST REWRITTEN: SUMMER 2011

Review Date Page Line Amendment

June 2011 Policy updated by A Robinson

July 2011 Approved by Full Governors

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Art Policy