Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences, and a special way of understanding and responding to the world. It enables children to communicate what they see, feel and think, through the use of colour, texture, form, pattern and different materials and processes. Children become involved in shaping their environments through art and design activities. They learn to make informed judgements, and aesthetic and practical decisions. They explore ideas and meanings through the work of artists and designers. Through learning about the roles and functions of art, they can explore the impact it has had on contemporary life and on different periods and cultures. The appreciation and enjoyment of the visual arts enrich all our lives.
Our objectives in the teaching of art and design are:
– to enable children to record from first-hand experience and from imagination, and to select their own ideas to use in their work;
– to develop creativity and imagination using a range of different media;
– to improve the children’s ability to control materials, tools, and techniques;
– to increase their critical awareness of the roles and purposes of art and design in different times and cultures;
– to develop increasing confidence in the use of visual and tactile elements and materials;
– to foster an enjoyment and appreciation of the visual arts, and a knowledge of, craftspeople and designers;
– to develop the cross-curricular use of art and design in all subjects.
We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. We do this best through a mixture of whole-class teaching and individual or group activities. Teachers draw attention to good examples of individual performance as models for the other children. They encourage children to evaluate their own ideas and methods, and the work of others, and to say what they think and feel about them. We give children the opportunity to work by themselves and in collaboration with others, on projects in two and three dimensions, and at different scales. Children also have the opportunity to use a wide range of materials and resources, including Information Technology. We recognise the fact that we have children of differing abilities in all our classes, and we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies:
– setting tasks that are open-ended and can have a variety of responses;
– setting tasks of increasing difficulty, where not all children complete all tasks;
– sometimes grouping children by ability, and setting different tasks for each group;
– providing a range of challenges with different resources;
– having more adults support the work of individual children or small groups;
– providing specialist support where individual children have particular gifts or talents.