Mesty Croft Academy

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Art

Art Curriculum 2019 - 2020

Vision

To inspire and nurture a new generation of skilled, expressive artists. 

 

Introduction

At Mesty Croft Academy we believe that Art has a significant and valuable role to play in the curriculum/overall ethos of the school. In weekly lessons, children are given the opportunity to develop their skills, deepen their understanding of art in the world around them and actively investigate influences of past and present artists. Children of all abilities and backgrounds are supported along their journey of challenge, creativity and exploration. Children are able to ‘meet’ a range of artists and explore their movements in detail. Opportunities are provided each half term to produce an independent piece of artwork to showcase the children’s skill, expression and style. Children are encouraged to experiment outside their comfort zone and exceed their self-identified limitations of ‘art’.

 

Curriculum Organisation and Delivery

The Art National Curriculum is delivered through a focus on three key areas: Skills Progression, Artist Style and Movement. Over the stretch of these three areas, 10 central concepts are delved into, broadening the children’s vocabulary and allowing them to talk about Art in a matured, knowledgeable, informed way.

 

Central Concept

Description

Proportion

The ratio of one art element to another. Perspective, relative sizes, scale and realistic composition

Variety

Create visual interest by slightly changing or using different elements together in a composition

Balance

Symmetrical balance, asymmetrical balance and radial balance (around a central point)

Movement

Create flow in a composition – where the viewer’s eye has path

Rhythm/Repetition/Pattern.

Repeating shapes, colours, mathematical patterns.  Ways of shading and creating texture.  Types of art that use pattern and repetition such as Pop Art and Abstract Expressionism

Emphasis

When one element of a piece of artwork stands out more than others. This can communicate message / feeling / importance.

Unity/Harmony

Where different elements go together – complement each other in colour, shape or position

Contrast

Where opposites are put together – colour, light, subject matter

Skill

Where a technique or skill has been applied, practised, analysed or evaluated – particularly using it for an intended purpose. 

Art appreciation

Children can use the main principles of art to discuss compositions and how they feel about them or to evaluate, analyse and make comparisons.

 

Autumn 1 and Spring 2 involves looking at a progression of skills. An initial ‘cold piece’ is completed at the start of the half term. Tools and equipment are then experimented with in individual sketchbooks. Children follow a guided progression of skills each week to build upon understanding and learn a comfortableness of the manipulation of equipment. Following this, the children are provided the opportunity to make an informed attempt at the inaugural image, encouraged while doing so to use the learned vocabulary and to evaluate and appreciate their skill.

During Autumn 2 and Summer 1, a key artist is explored. Following an investigation into the life of the key artist, an influential piece of artwork is looked at in detail, including; the artist style, influence on society, purpose of production and an application of appropriate central concepts. At the end of the topic, children are given the opportunity to recreate the image, or part of the image, in the artist’s style.

In Spring 1 and Summer 2, the movement of the key artist is explored in further detail. This allows children to then apply the previous knowledge of the artist and skill in a creation of their own image as an artist of the movement. Creativity and confidence is nurtured while children are challenged to identify as a unique artist.

Art is planned and taught by all staff across the school. The focus is on supporting class teachers’ confidence and subject knowledge.

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