Visual Arts
Aims and Rationale
Rationale
“Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep” (Scott Adams)
The study of the Visual Arts contributes greatly to the academy’s Cultural Capital agenda. As stated in that section, it is not enough for pupils to ‘go through the motions’ of making art.
Ofsted explain the importance of high-quality art teaching; “Children see before they speak, make marks before they write, build before they walk. But their ability to appreciate and interpret what they observe, communicate what they think and feel, or make what they imagine and invent, is influenced by the quality of their art, craft and design education.”
Pupils study Art as a discrete subject from their first year in Lower School with lessons being taught by subject specialists. This provides a huge opportunity to provide pupils from a young age with a long-term structured approach to their art education. This not only allows them to not just experience the techniques and processes of the visual arts, but to develop skills to generate and develop ideas, reflect critically and refine their responses in order to better visually articulate meaning that is personal to them.
Like the other subjects in the Faculty of Arts, the art curriculum has been mapped into three areas:
Creativity (Heart)
Technique (Hands)
Understanding (Head)
These aspects are interdependent and they will constantly interact and interrelate with each other throughout a pupil’s curriculum journey. Art is ultimately assessed in a very holistic way.
Aims
The National Curriculum describes the purpose of teaching art as such:
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
The 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.
Progression in the Visual Arts
Lower & Middle School Progression Map
Fine Art Progression Map
Photography Progression Map
Lower & Middle School Rationale
In the Lower School there is a significant focus on understanding the visual elements through the experience of an expanding range of techniques and processes. Pupils will also begin to develop an awareness of how to generate, select and develop ideas whilst discussing of their own and others work with increasing sophistication.
Readiness for Middle School
At the end of Year 4, all pupils should be able to:
Identify and describe the Visual Elements including:
Point and Line
Texture
Shape and Pattern
Primary and Secondary Colours
Demonstrate control in the use of Visual Elements within:
Drawing – including pencil
Printmaking – including collage
Ceramics – including pinch-pot and coil building
Painting – including tempera, watercolour and acrylic
Describe the work of others
Share ideas and experiences
Intervention and Catch-Up
Any pupils not yet working able to demonstrate mastery of the knowledge/concepts listed above will receive the following support in Year 5, and 6:
Opportunities for extra-curricular provision after school and within holidays
Progress issues reported to parents
Fine Art Rationale
The selection of Fine Art as a GCSE discipline in Upper School provides pupils with an opportunity for more sophisticated exploration of visual language. More advanced Techniques and Processes are introduced that build on those experienced in Lower and Middle School. Pupils are encouraged to complete long-term, focused investigations respond with artwork that conveys meaning that is personal to them.
Photography Rationale
The selection of Photography as a GCSE discipline in Upper School provides pupils with an opportunity for more sophisticated exploration of visual language through lens-based media. A wide range of digital and chemical processes are introduced including the use of a Camera, Lighting, Photoshop and Dark-Room. Pupils are encouraged to complete long-term, focussed investigations respond with artwork that conveys meaning that is personal to them.
Graphics Progression Map
Graphics Rationale
The selection of Graphics as a GCSE discipline in Upper School provides pupils with an opportunity for more sophisticated exploration of visual language through the combination of type and image. A wide range of hand-based and digital processes are introduced including the use of Photoshop, Illustrator and Screen-Printing. Pupils are encouraged to complete long-term, focussed investigations respond with artwork that conveys meaning that is personal to them.
Curricular-Related Pupil Experiences
Lower School
Annual “Spring Showcase” Art Exhibition
“Art Leaders” Workshops
Middle School
Annual “Spring Showcase” - Art Exhibition
Ashford CREATE Arts Festival – Artist Workshops
University of Creative Arts – KaMCOP Workshops in Academy
Upper School
Annual “Spring Showcase” - Art Exhibition
Guest speakers and webinars from Artists
Year 10 Primary Source Expedition – e.g. Seaside, London, Forest
Year 9 London Gallery Visit
Year 12/13 ARTiculation Project
Year 12 London Gallery Visit
University of Creative Arts – KaMCOP Residentials
Lower & Middle School Progression Map
Fine Art Progression Map
Photography Progression Map
Graphics Progression Map