ST MARY MAGDALENE CATHOLIC

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					              ST MARY MAGDALENE CATHOLIC
                    PRIMARY SCHOOL


                 ART AND DESIGN POLICY




                 ‘Growing Together in Faith & Love’




November 07
Gill Crook
                             CONTENTS

Mission Statement


Aims of the School


Introduction


Aims/Objectives


Planning Art


Teaching styles and strategies


Equal Opportunities


ICT


Assessment


Role of Co-ordinator


Monitoring and Evaluation


Time Allocation


Resources


History of Art
MISSION STATEMENT

“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
    aspirations.

   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.

INTRODUCTION

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
    cultures.

   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.

PLANNING ART

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
pupils.

Our teaching at all levels shall include opportunities for:-

   Teacher exposition
   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
   Investigation work
       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

EQUAL OPPORTUNITIES

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
where available.

I.C.T.

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.

ASSESSMENT

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
term.

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
        with colleagues;
       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
teacher planning.

TIME ALLOCATION

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.

RESOURCES

Philip Green Educational Ltd.              Teaching Art in Primary School
                                           Geoff Rowshell - Collins
Light
Interiors                                  Making Pictures
Portraits                                  Secret of the Sea - Hamlyn
Faces
Still Life                                 Stanley Thomas
Clothes and Costume                        Blueprints Art Key Stage 2
Celebrations                               Teachers Resource Book
Water                                      Photocopiable Pupil Resource Book
Travelling
Flowers

1st Skills    Paint – H.Hains – Collins    Daily Telegraph – A collection of
Distinction
              Scissors – H.Hains – Collins National Gallery Pack

Sainsburys – Pictures for schools          Teachers Pack – Adoration of the Kings –
J.Gossaert
                                           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
Straighton
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
      paper.

      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
      kept.

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
                      Aborigines     Australia
                      African Art
                      Aztecs         Mexico
                      Incas          Peru
                      Red Indians
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
                           authority
                           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
possible.

Artists started to paint feet from the front.

Pottery was elaborately decorated.

Roman Art

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 Art

Chinese mastered the sense of movement. Artists painted landscape scenes to provide
materials for meditation.

The Dark Ages

Invaders – Northern craftsmen            Viking carvings              Monks &
missionaries
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.
The Renaissance

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
another.

Michel Angelo

Raphael used an imagined type of beauty.

Northern Renaissance

Albrecht Burer – woodcutter, engraver, master in the imitation of nature.

Bosch made terrifying representations of powers of evil, hell and demons.

The Reformation

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.

Mannerism

Portrait painting became very popular.

Dutch Art

C16th Flemish artists portrayed paintings of daily life.

Neo-Classic          Van Dyck    Rembrandt           Sir Christopher Wren
                     Goya        Constable           Turner
                     Thomas Gainsborough

Pre Raphaelite Brotherhood

Dante Rossetti – Victorian artist

The Impressionists           Claude Monet            Auguste Renoir
                             Camille Pissarro        Edgar Degas            Mary Cassatt

Late C19th William Morris
Art Nouveau

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

Surrealism

Artists painted dream pictures as they wanted to create something more than reality
itself.

Salvador

20th Century

Paul Klee Abstract pattern and colour

Modern Art

Jackson Pollock – put canvas on floor and dripped, poured or threw his paint.

Pop Art

Andy Warhol – printed objects of daily life, sane forms, different colours.


David Hockney

English painter – drawings, portraits, swimming pools

				
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