Art and Design

Art, craft and design embody some of the highest forms of human creativity, which is something that we want all children to be able to be. 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 throughout their time at Duke Street, 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 and Duke Street aims are 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.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key stage 1

Pupils should be taught:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Key stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils should be taught:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history.

 

Throughout each year at Duke Street, each class will follow a process, where they will develop their skills and produce amazing work. Each year the children will follow a cycle, inline with our progression of skills documents. Over the course of the two year cycle, the children will experience and be exposed to a range of skills in Drawing, Sculpture/3D, Printing, Painting Textiles/collage and Digital Media

Each topic taught will be taught in the same, systematic way, where the children will develop their understanding of the artwork which they will need to produce, include the techniques needed. Then they will look at generating ideas to produce their own. Once they have decided on their designs that incorporate the techniques needed, they will produce their artwork. When they have completed their artwork, they will then evaluate their work, to make sure that it meets their expectations and that they have covered the necessary skills needed to be successful.

We really do hope that the children enjoy Art at Duke Street, and that they find a passion for being creative.

Intent:

We place a great emphasis on the importance of Art within our school. It enables children to express themselves in a creative, imaginative manner and through exploration. We intend to teach the children a skills based curriculum, with individuality and creativeness flowing through everything they do. The skills that the children learn throughout their school life develop over time, which can be seen within our progression of skills document.

 

Implementation:

Teaching of Art and Design Technology in Early Years Foundation Stage

In Early years, Art and Design plays a very important role in their development. Children are taught to represent their own ideas, thoughts and feelings through design and technology, art, music and dance.

They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Teaching of Art in Key Stage 1

Pupils should be taught to;

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Teaching of Art in Key Stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils should be taught:

  • to use sketch books to record their observations and use them to review and revisit ideas
  • to not be afraid to challenge themselves and make mistakes
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.

In all year groups, each unit taught will focus around a famous artist or piece of art. The children will develop an understanding of the artist, and the skills used to create their masterpieces. The children will be exposed to the skills from famous artists such as Vincent Van Gogh, Georgia O'keefe, Gustav Klimt and L S Lowry, as well as local artists such as Christine Cummings (ceramics), William Heaton (watercolours) and David Pott (landscape and seascape).

 

Impact:

Children will be become creative learners, who have a web of knowledge about the great artists of the world and local to the North West. Creativity and uniqueness will be celebrated and children will become astute at editing and improving the pieces they have created as well as evaluating their own work. As teachers, there will be an emphasis placed on individuality and children will be given the freedom to explore art using their imaginations. Children will have embedded the key art and design skills needed to allow them to produce inventive pieces of art. 

 

Art throughout school during autumn term 2021

Throughout autumn term, the whole school will be focusing on Drawing. We love to see how all the children are progressing from Key Stage 1, all the way to Upper Key Stage 2, so we think it is best that the whole school focus on the same type of art at the same time.

Each key stage is focusing on a particular artist and using them and their work as inspiration to create their own versions. They will be using the techniques the artists have used and the skills that need to be met by the end of their key stage through out their sessions.

We understand that using a range of artists is really important for the children. The children need to understand that not all art is the same and that different artists use different techniques and inspiration to create their work. At Duke Street, we want to show the children over their time here, a range of famous, international and UK based artists, as well as local artists who use the local landscape and their lifestyles as inspiration.

During autumn term each key stage will focus on these artists:

KS1 

Paul Cadden

Paul Cadden was born Glasgow, Scotland in 1964 and completed a BFA degree in Animation and Illustration at James Watt College in 2003, preceded by a four-year course in print design and illustration at Glasgow College of Building and Printing.

His work is inspired by a fascination with the media, the way it manipulates audiences by favoring arguments in line with its own interests. He says that although his drawings and paintings are based on photographs and video stills, they are softer and more complex, presenting the subject as a living tangible object. He renders objects and scenes meticulously, to create a reality not seen in the original photo.

Hyper-realistic images place a great emphasis on details and subject. They are not direct translations of photographs or literal illustrations of a particular scene or subject. On the contrary, they portray a new element that the human eye could not detect in the original, in some cases because it did not exist. Cadden regards his paintings as a departure from classic Photo-realism, chiefly since they contain emotional, cultural and political themes without visual reference.

 

LSK2 

Keith Melling

Keith Melling is one of England’s leading landscape painters. Born in 1946, he has been drawing and painting for as long as he can remember.

His first exhibition of 40 paintings was in 1966. Although making use of a wide variety of mediums and techniques, oil paint made by himself in the traditional way, is still a favourite. There is an ever increasing demand for his fine quality prints, published from paintings produced over the last 35 years. He is represented in collections throughout the world.

 

UKS2

Vincent Van Gogh

Van Gogh is today one of the most popular of the Post-Impressionist painters, although he was not widely appreciated during his lifetime. He is now famed for the great vitality of his works which are characterised by expressive and emotive use of brilliant colour and energetic application of impastoed paint. The traumas of his life, documented in his letters, have tended to dominate and distort modern perceptions of his art.

Van Gogh was born in Holland, the son of a pastor; he travelled to London in 1873, and first visited Paris in 1874. Over the next decade he was employed in various ways, including as a lay preacher. By 1883 he had started painting, and in 1885-6 he attended the academy in Antwerp where he was impressed by Japanese prints and by the work of Rubens. On his return to Paris in 1886 he met artists such as DegasGauguin and Seurat, and as a result lightened the colours he used.

Once the units have been completed. We will display the children's work and celebrate all their successes, as well as explaining the skills and objectives that have been taught.

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