Art and Design
Part of the Faculty of Arts
- Miss R. Arnold
Art and Design Subject Leaders:
- Miss R. Arnold
- Miss E. Gardner
At Milton Primary Academy, our art and design curriculum inspires and challenges pupils, equipping them with the knowledge and understanding to experiment, invent, enjoy and create their own works of art. As the children progress through our academy, they should think with increasing criticality and develop a more rigorous understanding of art and design as they improve their mastery of art and design techniques. We believe that children should also know how art shapes our history and that it has strong links with the culture and creativity around the world. Our vision is to develop and stimulate the children’s interest in art and design allowing them to express themselves in a variety of ways.
Principles of Outstanding Art and Design
These are the ‘Principles of Outstanding Art’ at Milton Primary Academy. They were devised and agreed by the children and staff in January 2020, informed by the way we feel that art should be taught across the academy.
Principle 1: Children are excited and enthusiastic about art and design, as they are taught to know more and remember more.
Principle 2: Children lead their own learning: asking and answering their own questions about the art that they create and explore.
Principle 3: Art is practical and hands on; by using their sketchbook, children enjoy learning through creativity and exploration.
Principle 4: Teachers use a range of effective assessment strategies to inform the planning and teaching of art.
Principle 5: Teachers introduce children to a range of age-appropriate art and design terminology, and they remember this and use it confidently.
Principle 6: Children and adults appreciate the awe and wonder of art, making links to how, where and why it forms part of their everyday lives.
Principle 7: Teachers enable children to access a range of enrichment opportunities, both within and beyond the curriculum.
Art and Design Subject Leaders
My name is Miss Arnold and I am the art and design subject lead at Milton Primary Academy. My role is to ensure that children are able to express themselves through art, using a variety of different mediums and developing their artistic techniques as they create their own works of art and become artists themselves.
I am hugely passionate about my subject and I feel that this passion and enthusiasm is shared across the academy. This enthusiasm stems from my own experiences in primary school and my subsequent love of art and creativity has stayed with me to this day. I studied art throughout high school and discovered a range of artists, which I share with the children, and these have also inspired my teaching of the subject.
I am proud of the way in which art lessons at Milton Primary are interwoven throughout our creative curriculum, enabling us to ignite a passion for art through a range of themed projects. Research suggests that the arts develop creativity and that this is a pre-requisite of an innovative mind, communicative attitude and problem-solving approach, whilst also embodying some of the highest forms of human creativity. With this in mind, our curriculum plan for art at Milton Primary ensures that we engage, inspire and challenge pupils, equipping them with the necessary knowledge to experiment, invent and create their own works of art and design.
Unsurprisingly, art at Milton is inherently creative and this is evident in the lessons that we teach; our amazing team really do take every opportunity to provide our children with stimulating activities that develop the techniques of working artistically.
In addition to the passion and enthusiasm that I have for the arts, which I have already discussed, I also believe that enrichment and wider opportunities should be prioritised, and we do just that at Milton Primary. In the past few years, children have enjoyed visits to The TATE Museum in Liverpool, Emma Bridgewater pottery factory, World of Wedgwood and an academy visitor also taught Year 3 all about how to create Stone Age cave paintings.
Art and Design Curriculum
At Milton Primary Academy, we aim to provide an art curriculum that is creative, inclusive, challenging and inspired by the real-world. It inspires future thinkers, innovators and problem solvers in an immersive environment that stimulates curiosity and supports high-quality learning, allowing each and every learner to fulfil their potential. The art areas of study are set out in the Early Years Foundation Stage Framework and National Curriculum 2014.
In the Early Years, we teach art and design through the Expressive Arts and Design strand of the Early Years Framework.
Ongoing experiences and opportunities linking to children’s developing understanding of the world are planned from the objectives set out in the Early Years Framework. These underpin the curriculum planning for children aged 3-5 at Milton Primary Academy.
The experiences that we provide ensure that children develop a secure understanding of how to express themselves through the mediums of art and design. By the end of the Reception year, they will be able to:
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
- Share their creations, explaining the process they have used;
KS1 and KS2:
The Primary National Curriculum for Art and Design aims to ensure that all pupils:
- 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.
With this in mind, our programme of study for art clearly sets out what will be taught and learnt at each point in the year for all year groups, including a range of famous artists.
How do we use sketchbooks?
- Sketchbooks should be dated – short date (1.1.21) is sufficient.
- The learning intention should be recorded at the start of each piece of work relating to the knowledge they will be taught. This can be a pre-made label e.g. To design a clay tile using a range of different clay techniques.
- Titles can be used to show a general theme of the art work e.g. Popart
- Sketchbooks should be used to show the whole process from initial ideas and mind maps to the final piece at the end of the unit.
- Use ‘ERICA’ as our model for ensuring breadth and depth of creativity when using the sketchbook
When do we use sketchbooks?
We use sketchbooks during art and design activities whenever pupils need to:
- develop and organise their thinking, to inform making activities
- develop and improve their designs
- evaluate and assess their own work and that of artists
- experiment with materials, media and colour
- capture and record their imaginative ideas
- collect images to inform the development of their work
- organise their thinking through annotation, labels, thought bubbles and listing intentions
- record their responses to looking at works of art, craft and design
- share their designs and planning with others
ERICA – we use this acronym as a useful tool for helping pupils to understand the different ways the sketchbook can be used. Each letter of the acronym represents a different approach to the gathering of information. However, each of these are integrated and take place concurrently.
E – exploration, experimentation, engagement
R – recording, researching, responsiveness
I – investigating, information, ideas
C – collecting, communicating, confidence
A – analysing, assimilation, adventure, peer/self-critique
Special Educational Needs
Through the equal opportunities policy, teachers will plan to ensure all pupils, including those with special educational needs, can access the art curriculum. This will ensure that all children access the same art curriculum.
Assessment in Art and Design
At Milton Primary Academy we all agree that the effective assessment of children’s learning helps us to ensure that each child makes good or better progress so that ‘Together We Achieve Our Best.’ This section therefore outlines the various assessment methods and practices that we use to monitor pupil progress and attainment in art at Milton Primary, and also ensure that the activities that we plan for our children are suitably matched to their ability and level of development.
Formative Assessment (AFL): During the teaching of each National Curriculum objective, children’s subject knowledge and artistic ability will be assessed using formative evaluation by their class teacher on a lesson-by-lesson basis. Teachers will consider the art objectives covered during each session and the end-goal that is to be achieved; in doing so, they will then make judgements that are subsequently used to inform future teaching based on the children’s artistic competencies relating to the piece of art produced or explored.
Feedback to pupils about work in sketchbooks
- Where possible, children will receive verbal feedback during the lesson, based on the knowledge they are learning and developing.
- Written marking, or critique by a peer, will take the form of a post-it note. In many cases, children take great pride in their composition and presentation. In this context, writing a comment onto these pages can be viewed as a lack respect for their efforts.
Summative Assessment: At the end of each project, teachers make a summative judgement relating to the children’s knowledge and understanding of artistic context and composition in line with the objectives set out in the National Curriculum. This information is recorded on an online database, allowing our academy leaders to track and monitor the progress and attainment of individuals as they make their way through the school.
Educational Visits and Enrichment
At Milton Primary Academy we place great emphasis on the importance of educational visits and visitors to enhance the teaching and learning of art. These visits and visitors, which provide valuable opportunities for learning through first-hand experience, are therefore an integral part of the curriculum and allow our children to make valuable connections between what they have learned in class and their first-hand experiences in the real-world.
Whole School Enrichment and Clubs: During their time at Milton, all pupils will have access to a variety of educational visits to museums and art galleries.
In Year 3, children particularly enjoy their trip to World of Wedgwood as part of their powerful project, ‘Potty about the Potteries’. During the trip, children see different items being designed and also observe the production and decoration processes taking place. What’s more, in Year 4, children have an amazing time visiting The TATE Museum and Gallery in Liverpool. They look at paintings and sculptures produced by a variety of famous artists and this gives them the necessary inspiration to produce their own pieces and display them in a ‘pop-up’ gallery, back at school. In Year 6, children also look forward to visiting the capital city of London and during the trip, they take in the breath-taking architecture and a visit a range of museums which display some incredibly famous pieces of historic and contemporary art.
As has already been alluded to, art forms an integral part of the powerful projects that we undertake each term at Milton Primary and as part of their project, each year group designs and creates a final outcome, which in many cases requires the development of a range of artistic competencies. The children then have opportunities to showcase their incredible creations, often inspired the visits that have taken place, to their peers, family and other important guests. It’s important to note that at Milton we LOVE to show pride in our learning and with this in mind, we can’t wait for you to come and see our next pop-up gallery!
At Milton Primary Academy we believe that the view of every pupil is important to ensure that we provide the best education possible. Here is a selection of pupil voice collected during the 2019/20 academic year, and in some cases, what we are doing / have done to improve the art and design education that we provide.
Taylor in Reception said… “I really like cutting and sticking and making models.”
Gracie in Year 1 said.. “We use peer critique to tell our friends how they can make their work better.”
Lily in Year 2 said… “Now we’ve learned about Roy Lichtenstein, can we learn about more artists?”
Lily said it… we did it!! Keep your eyes peeled, Lily – our next powerful project will teach you all about another amazing famous artist!
Freya in Year 4 said… “I like using peer critique to improve my drawings and then looking back at my first draft.”
Meghan in Year 5 said… “I like expressing myself and using different techniques!”
Brandon in Year 6 said… “I like art. It’s relaxing.”
Please see below a selection of documents that relate to the intent, implementation, and impact of art teaching and learning at Milton Primary Academy. If you require any additional information relating to this subject, then please contact the subject leader, Miss R. Arnold, via the academy office (email@example.com).