Art

We have used the National Curriculum as a basis to create an ambitious and engaging curriculum which allows all children to become passionate and confident artists. Leaders have planned a curriculum sequenced from the beginning of early years through to clearly defined endpoints at the end of Key Stage 2. During the design phase, leaders consulted widely with Key stage 3 and Key Stage 4 colleagues to ensure that the curriculum prepared students well for Year 7 and beyond.

Students learn skills and processes (disciplinary knowledge) and key facts about art, artists and artistic movements. They use these to express themselves through the arts. During their time at the academy, they are exposed to artists from different backgrounds, faiths, cultures and ethnicities in order to understand art as a medium for self-expression. We talk about ‘windows and mirrors’ to ensure the art curriculum reflects the local contexts in which the children live (mirrors), and provides them with a window into a diverse world.

Careful consideration is given to building knowledge (schema theory) and sequencing (making links over time and between themes) guarantees that children have the opportunity to build rich and detailed knowledge. Vocabulary is prioritised and is progressive across units. Our art curriculum is not about reproducing the work of well-known artists. It is about providing children with opportunities to develop their understanding of artists and the methods they use. Students will develop their own critical thinking, creativity and technical skills.

To help students and teachers with this we use our ‘Big Ideas’ as ‘golden threads’.

• Colour
• Form
• Line
• Pattern
• Shape
• Space
• Texture

These ‘golden threads’ allow children to explore a theme across different units of work. The ‘Big Ideas’ allow children to create a schema of art knowledge that flows and progresses with them through their time at the academy. All ‘Big Ideas’ are taught through the medium of drawing, painting, sculpture and printing. Line is taught in every art unit; this has been a conscious decision to ensure that children develop drawing knowledge and skills.

Each unit of work follows the same sequence:

• Visual Literacy – collecting of ideas and knowledge of artists
• Experimentation – experimenting with techniques and skills
• Design – planning a piece of artwork using knowledge and skills
• Creation – Making a group or individual piece of art
• Evaluation – reflecting on the design process and/or finished piece

The art curriculum employs a ‘Keep Up, not Catch Up’ model. Exit tickets and mini quizzes are used to assess students’ knowledge, and ‘Do Nows’ or ‘Warm Ups’ are used to address any gaps.