We believe that high-quality Art lessons will inspire children to think innovatively and develop creative procedural understanding. Our Art curriculum provides children with opportunities to develop their skills using a range of media and materials. Children learn the skills of drawing, painting, printing, collage, textiles, 3D work and digital art and are given the opportunity to explore and evaluate different creative ideas. Children will be introduced to a range of works and develop knowledge of the styles and vocabulary used by famous artists.
The skills they acquire are applied to their cross-curricular topics, allowing children to use their art skills to reflect on and explore topics in greater depth; for example, by sketching historical artefacts in detail, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development.
Many areas of art link with mathematical ideas of shape and space; for example when printing repeating patterns and designs and thinking about 3D shapes to support structures. It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this.
In Art, children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written refection. Children are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project.
How do we teach art?
High quality sequences of lessons will include:
1. Knowledge of art and artists: Is there evidence of using artists, architects, film makers or cultural art in order to enhance teaching and learning in art and engage the pupils in dialogue? Are the practical activities engaging, enjoyable and meaningful as opposed to time filling tasks?
Specific art language: Are pupils introduced to specific art language, e.g. Colour, line, tone, pattern and texture, shape, form and space?
2. Knowledge of materials and processes: Does the teacher demonstrate art processes and techniques, if required. Is he/she competent in explaining a range of skills? (paint, print, collage, 3-D)
3. Opportunities for experimenting and risk taking: Are there opportunities for children to focus on the process (using a sketchbook journal) rather than the product; encouraging an atmosphere of, playfulness, ingenuity, surprise, curiosity, discovery, individuality and collaboration?
4. Knowledge of the curriculum: Does the planning fit into a wider scheme of work, linking the art focus with other subject areas? Is there a clear progression of concepts and activities and meaningful cross curricular links including Computing? Regent Farm First School Art
5. Evidence in planning: Does this include; prior learning, learning objective, key words (specific to the activity), considered outcomes, cross curricular links, main activities, extension activities, inclusion strategies, differentiation, future learning and evaluation?
6. Monitoring and assessment: Does assessment focus on the child and not the art? Are there opportunities for self-assessment or discussion with peers? Does the teacher engage with the children and discuss the task in hand?
7. Classroom management: Are art resources, equipment and visual recourses prepared and the lay out of the room appropriate for a practical activity? Are health and safety issues addressed, teaching support informed of the activity and strategies for clearing up, after the lesson, in place? Do the art displays reflect good class room practice and celebrate the pupils’ achievements?
What is the impact of our art curriculum?
At Regent Farm First School, we ensure that our Art Curriculum is progressive and allows all our children to access and develop fundamental art knowledge and skills that they can apply to a variety of activities. Our children will become creative learners, who have a web of knowledge about great artists of the world and develop a love and appreciation of different art cultures. The focus of the Curriculum will be to develop creativity and uniqueness amongst all our children and that they will become astute at editing and improving the pieces they have created. 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.
Elmer and Shaun the Sheep
In the last few years we have taken part in two art projects linked to the charity St Oswalds and the North East trails. Lots of children sent in design ideas for both an elephant and, in 2023, a sheep and for both statues we collated as many ideas as possible to help us come up with our final design.The school council worked with Linda Nelson to paint the final design and every child was invited to add their fingerprints.
We named our Elephant statue ‘Nature’s Stars’ to represent the wonderful outdoor learning environment of Regent Farm. Our sheep is named 'Friendsheep' and shows us all the power of respect and friendship.
On Elmer Day, the whole school took part in amazing art activities and we transformed our hall into a gallery to see everyone’s work.
We worked closely with local artist Linda Nelson to create a mural for the yard to celebrate the schools 60th birthday.
All children thought of their favourite book character from last 60 years and we voted which ones to be included in the mural.
We worked closely with local artist Simon Turner to create an origami sculpture based on the tradition of Senbazru.
The theme for our sculpture was ‘The Butterfly Effect’, which is the idea that one small action can create a big change. At Regent Farm, we pride ourselves on being ‘Global Warriors’ and understand the importance of looking after the world around us. Our wish was for everyone to start looking after our world a little bit more.
We carefully handcrafted 2000 origami butterflies, to represent ‘The Butterfly Effect’.
Simon then used our butterflies to create two sculptures. He used 1000 butterflies to make us a ripple, so symbolise a small action creating a big effect. It represents a stone skimming across a still lake, creating a ripple.
Using the remaining 1000 butterflies, and keeping in with the theme of water, Simon created a sculpture of a boat. We have gifted this sculpture to Abbey Court Care Home.
We proudly hang our sculpture to show that when small actions come together, it can create something wonderful.