Art
We recognize that Art and Design stimulates creativity and imagination and allows children to respond to the world in a special way by giving them visual, tactile and sensory experiences. Our children will be given opportunities to explore ideas, record their experiences and develop their creativity.
Through our skills-based curriculum, pupils will become confident and proficient in using a variety of techniques; primarily drawing, painting, sculpture and printing. They will be introduced to different artists, designers and craftspeople and learn about the impact they have had on history, culture and the world around us.
 
In accordance with the 2014 National Curriculum, Norbriggs Primary strives 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
KAPOW Art
Through Kapow as a basis, we will achieve our aims by:
  • teaching art termly (alternating with Design Technology in 6 week blocks)
  • teaching a skills-based curriculum, which covers drawing, painting, sculpting and printing
  • skills are revisited and built upon so that children have opportunities to practice and further develop techniques
  • use of sketchbooks to document their journey as an artist, which will be passed on each year
  • fostering an enjoyment and appreciation of the visual arts by introducing pupils to a wide variety of contemporary and historical artists
  • introducing children to art movements linked to the skills and artists they are studying
  • celebrating achievement in Art through displays.
 
We adopt the follow strategies so that all our children experience a rich and broad curriculum:
  • Using scaffolds, i.e. sentence stems or speech bubbles when analysing artwork and word banks.
  • Chunking knowledge and activities into smaller tasks.
  • Dual coding- using images to support new language used.
  • Providing pictures etc rather than just a blank page when completing sketchbook pages to show learning.
  • Adapting the task, i.e. completing a smaller piece of a picture, using viewfinders, finishing half a picture.
  • Using peer support where necessary.
  • Adapting equipment i.e. spring scissors, tripod grip pencils, different types of brushes, paint etc.
  • Good examples and techniques modelled.
  • Guided practice - I do, we do, you do