ST MARY MAGDALENE CATHOLIC
ART AND DESIGN POLICY
‘Growing Together in Faith & Love’
Aims of the School
Teaching styles and strategies
Role of Co-ordinator
Monitoring and Evaluation
History of Art
“Growing together in faith & Love”
As a Christian community school life is based on the Gospel and the teachings of the
Catholic Church and consequently to fostering a commitment to justice and the equality
of all people in the eyes of God. Every child is encouraged to high ideals and equal
opportunity is given to all pupils to develop their talents to the full.
AIMS OF THE SCHOOL
To accept each child is unique, a gift from God.
A commitment to excellence in all things, so that each child reaches the fullness of
their potential for faith, knowledge and integrity.
To provide a caring and compassionate community where each individual feels
valued and secure.
To provide a learning environment that is attractive, welcoming and stimulating.
To foster the development of the whole child as a person.
To ensure continuity and progression throughout the school.
To ensure that the special educational needs of the individual pupils are an integral
part of all aspects of school life.
To provide a variety of teaching and learning approaches to cater for the needs and
abilities of all our pupils.
To endeavour to do our best for our pupils in partnership with parishes and parents.
To seek to serve the welfare of families who make up the school community.
To work in partnership with the Diocese of Northampton to reflect in our school
community the faith of the world wide community.
To provide an efficient and cost effective school, thus providing value for money.
To eliminate unlawful racial discrimination and promote equal opportunities and
good race relations in all areas of school life.
For pupils to apply themselves positively and with perseverance to a variety of tasks
and physical skills.
To enable pupils to develop lively, enquiring minds, imagination and the ability to
question and argue rationally and with confidence.
To enable pupils to acquire knowledge, understanding, skills and attitudes relevant to
their lives beyond the classroom.
To enable pupils to use language and number effectively.
To help pupils understand the world in which they live and the interdependence of
individual groups and nations.
To give pupils an appreciation of past and present human achievements and
To enable pupils to become willing to accept responsibility for themselves and others
and to take the initiative where appropriate.
To enable pupils to develop self confidence and to obtain satisfaction and personal
fulfilment at each stage of development.
To eliminate unlawful discrimination and promote equal opportunities and good race
relations in all areas of school life.
Art and Design offers opportunities to stimulate children’s creativity and imagination by
providing visual, tactile and sensory experiences and a unique way of understanding and
responding to the world. Pupils use colour, form, texture, pattern and different materials
and processes to communicate what they see, feel and think. Through art and design
activities, pupils learn to make informed value judgements and aesthetic and practical
decisions, becoming actively involved in shaping environments. They explore ideas and
meanings in the work of artists, craftspeople and designers. They learn about the
diverse roles and functions of art, craft and design in contemporary life, and in different
times and cultures. Understanding, appreciation and enjoyment of the visual arts has the
power to enrich our personal and public lives.
During the Foundation Stage pupils develop their creativity and imagination through a
wide range of activities. These activities allow them to learn new skills, to explore and
express their ideas and to experiment. A stimulating environment helps children to value
creativity. Practitioners act as role models and interact and support children. A range
of materials, resources and artefacts are used.
During Key Stage 1 pupils develop their creativity and imagination through more
complex activities. These help to build on their skills and improve their control of
materials, tools and techniques. They increase their critical awareness of the roles and
purposes of art, craft and design in different times and cultures. They become more
confident in using visual and tactile elements and materials and processes to
communicate what they see, feel and think.
During Key Stage 2 pupils develop their creativity and imagination through more
sustained activities. These help them to build on and improve their practical and critical
skills and to extend their knowledge and experience of materials, processes and
practices. They engage confidently with art, craft and design in the contemporary world
and from different times and cultures. They become more independent in using the
visual language to communicate their own ideas, feelings and meanings.
The normal general teaching requirements for Health and Safety apply to this subject.
AIMS AND OBJECTIVES
To develop children’s visual perception
A way of stimulating children’s creativity and imagination through visual, tactile
and sensory experiences.
A unique way of understanding and responding to the world.
An understanding of colour, form, texture and pattern.
A process of communication of ideas, feelings and meanings.
A way of making thoughtful judgements about life and life in different times and
A way of shaping the environment.
We aim to teach the children to:-
Develop a visual awareness
Provide opportunities to use art to record feelings and express creative imagination
Develop visual vocabulary
Express themselves in 2D and 3D
Understand the visual elements of colour, texture, line, tone, pattern and shape
form in order for them to effectively express themselves through artistic means.
Develop mastery of a range of tools, media and processes
Develop critical abilities
Develop an understanding of artists work and some history or art
Acquire artistic skills and techniques
Develop their ICT capabilities
Develop their capacity to evaluate their own and others artistic endeavours.
We operate a planning procedure agreed by the whole teaching staff, based upon the
Programmes of Study and Statements of Attainment. We develop schemes of work
and weekly plans which give details of appropriate activities and outcomes.
TEACHING STYLES AND STRATEGIES
A range of styles of teaching are necessary for the teaching of Art. Approaches need
to be related to the topic itself and to the abilities and experience of both teachers and
Our teaching at all levels shall include opportunities for:-
Discussion techniques (pupil/pupil and pupil/teacher) appropriate practical work
Consolidation and practice of fundamental skills and routines
Use of ICT museum resources and outside visits
First hand experience
Class work, group work and individual work
Recording and observation through sketching, painting, printing, collage, textiles
and three dimensional work
Experience of artists and crafts people.
Provision of different media and sketch books
The teaching of Art will be in accordance with the present policy for Equal
Opportunities. We aim to provide equal access to Art for those children with Special
Educational Needs and those pupils who are very able and require extension activities,
through small group work and through the use of Classroom Assistants (NTA) help
Computers are available within the school, which have appropriate software to support
the teaching of art. Computers also have access to the Internet to give further support.
A scanner and digital camera are also available.
Children’s work and performance will be assessed according to the agreed school’s
policy. It can be evaluative, formative or summative. Assessment will be built into
planning and will be an integral part of teaching and learning. Staff hold regular
parents meetings and written annual reports are forwarded to parents in the summer
The summative sheet, record of achievement and portfolio are completed, along with
records of achievement in other subjects to provide an overall picture of the child.
THE ROLE OF THE ART CO-ORDINATOR is to:-
Purchase, organise and maintain teaching resources;
Assist with diagnosis and remediation of learning difficulties;
Manage a delegated budget and keep spending within it;
Encourage and assist in-service training;
Keep up-to-date by attending courses and feedback sessions organised by the
LEA, Cluster groups or other colleagues;
Provide guidance and support in implementing NC and schemes of work;
Offer specialist advice and knowledge for special needs and gifted pupils;
To co-ordinate recording and presentation throughout the school after consultation
Advise the Headteacher of action required (e.g. resources, standards etc.).
Encourage ways of involving parents in their children’s learning.
Promote liaison between school (moderation etc.).
Provide support for all who teach art and so improve the quality and
continuity of art teaching and learning throughout the school.
Record school art works
MONITORING & EVALUATION
This is an ongoing process which is necessary to evaluate the teaching of and standards
achieved in Art within our school. Staff liaise with the co-ordinator and will keep up
to date with current curriculum development. The co-ordinator will also attend liaison
meetings and courses and feedback to staff. The co-ordinator also has access to
Key Stage One
Minimum of 27 hours per year, 45 minutes per week.
Key Stage Two
Minimum of 36 hours per year, 60 minutes per week.
Philip Green Educational Ltd. Teaching Art in Primary School
Geoff Rowshell - Collins
Interiors Making Pictures
Portraits Secret of the Sea - Hamlyn
Still Life Stanley Thomas
Clothes and Costume Blueprints Art Key Stage 2
Celebrations Teachers Resource Book
Water Photocopiable Pupil Resource Book
1st Skills Paint – H.Hains – Collins Daily Telegraph – A collection of
Scissors – H.Hains – Collins National Gallery Pack
Sainsburys – Pictures for schools Teachers Pack – Adoration of the Kings –
Hambletonian, Rubbing Down – G.Stubbs
Southwold – Stanley Spencer
4 Postcard Packs – Monet Postcard pack Evan Moor – Seasonal Clip Art
Eyewitness Art – Gaugain – Picasso – Monet – Van Gogh
Introducing the Great Artists Van Gogh Goya Holbein Delacroix
The Great Artists Monet Gaugain Renoir Constable
Helping children to draw, paint in Early Childhood – J.Matthews – Nodder and
Oliver & Boyd Primary Art Box Resources Pack – teachers book
Principles and practice in art
Investigating and making in art
Picture Resource Cards
Posters Divine radiation – J. Sassaman Lescargo – Matisse
New Year Snow – E.Ravilious Bathing at Asnieres – G.Senrat
Poissards Collecting Bait – Turner Benin Equestrian Figure
The Hare – Albrecht – Durer Golden Finery Mask of Tutenkhamun
Picture Packs – Monet
Early Years Art – Belain
Key Stage 1 and Reception
1. The sink in the first school has storage for paints, palettes, brushes etc.
2. There is one free standing cupboard which contains a variety of paper.
3. There are labelled trays containing items necessary for CDT.
4. There is an Art/CDT cupboard with tools and media for drawing, printing, collage
and clay work.
5. Reception has access to nursery playground for larger scale activities.
Key Stage 2
1. There is one large free standing cupboard which contains a variety of paper,
coloured sugar paper, sticky paper, crepe paper, cartridge paper and squared
This serves the upper and lower middle school.
2. Labelled cupboards and drawers in the upper school contain binca, hessian, felts,
sewing threads, rolls of foil and wallpaper.
3. The sink area in the upper and lower school each have storage area where powder
paint, ready mixed paint, PVA glue, brushes, spatulas, paint pots, palettes are
4. There is one sink and clay surface in the lower end of the middle school.
A brief outline of the History of Art plus a Who’s Who
Primitive Art – Cave Paintings
Tribal Art - Maoris New Zealand
Egyptian Art – Very distinctive, based on knowledge
Geometric art forms – e.g. Head sideways
Large eye as seen from front
Arms and legs sideways
Top half of body from front
Both feet seen from the inside (two left feet)
Boss was drawn bigger than wife/servants to show
Seated statues had hands on knees
Men painted darker than women
Greek Art – Based on observation
Greeks tried to make sculptures of the human body beautiful and near perfect as
Artists started to paint feet from the front.
Pottery was elaborately decorated.
The chief feature of Roman Architecture was the use of arches. Artists painted good
life like portraits.
Byzantium Art – Christianity
Paintings were looked upon as mysterious reflections of the super natural world and
they thought images were holy.
Middle Eastern Art
Islam – at first the making of images were forbidden, so craftsmen used their
imagination on creating patterns and forms, lacework, oriental rugs. Later some sects
were less strict, and allowed paintings of figures providing that they were not religious.
Chinese mastered the sense of movement. Artists painted landscape scenes to provide
materials for meditation.
The Dark Ages
Invaders – Northern craftsmen Viking carvings Monks &
Medieval Art – They conveyed the content and message of sacred history.
e.g. The Bayeux Tapestry
The Italian Artist – Giotto
Known for wall paintings which showed depth on flat surfaces.
Jan Van Eyck was the inventor of oil paintings.
The High Renaissance
Italian artists turned to mathematics to study the laws of perspective and to anatomy to
study the build of the human body.
Leonardo da Vinci
Invented blurred outline and mellow colours that allow one form to merge with
Raphael used an imagined type of beauty.
Albrecht Burer – woodcutter, engraver, master in the imitation of nature.
Bosch made terrifying representations of powers of evil, hell and demons.
Young artists felt that they could not complete with the style of the Great Renaissance
painters so they adopted a style of the ‘startling’, the ‘unexpected’ and the ‘unheard’ of.
Portrait painting became very popular.
C16th Flemish artists portrayed paintings of daily life.
Neo-Classic Van Dyck Rembrandt Sir Christopher Wren
Goya Constable Turner
Pre Raphaelite Brotherhood
Dante Rossetti – Victorian artist
The Impressionists Claude Monet Auguste Renoir
Camille Pissarro Edgar Degas Mary Cassatt
Late C19th William Morris
Paul Cezanne – ‘father’ of modern art Georges Seurat – Pointillism
Vincent Van Gogh – Expressionism
Paul Gaugin – Primiturism – child like Wassily Kadinsky – abstract
Les Fauves (The Savages)
Henri Matisse, paper sculptures, cubists Pablo Picasso Henry Moore sculptor
Artists painted dream pictures as they wanted to create something more than reality
Paul Klee Abstract pattern and colour
Jackson Pollock – put canvas on floor and dripped, poured or threw his paint.
Andy Warhol – printed objects of daily life, sane forms, different colours.
English painter – drawings, portraits, swimming pools