Aims and objectives
1.1. Art is a means of conceiving the world visually, it is visual perception transformed
into material form through emotional force. Art and design stimulates creativity and
imagination. It provides visual, tactile and sensory experiences, and a special way of
understanding and responding to the world. It enables children to communicate what
they see, feel and think, through the use of colour, texture, form, pattern and
different materials and processes. Children become involved in shaping their
environments through art and design activities. They learn to make informed
judgements, and aesthetic and practical decisions. They explore ideas and
meanings through the work of artists and designers. Through learning about the
roles and functions of art, they can explore the impact it has had on contemporary
life and on different periods and cultures. We believe the appreciation and
enjoyment of the visual arts enriches all our lives.
1.2 The objectives of art and design are:
• to enable children to record from first-hand experience and from imagination,
and to select their own ideas to use in their work;
• to develop creativity and imagination through a range of complex activities;
• to improve the children’s ability to control materials, tools and techniques;
• to increase their critical awareness of the roles and purposes of art and design in
different times and cultures;
• to develop increasing confidence in the use of visual and tactile elements and
materials;
• to foster an enjoyment and appreciation of the visual arts, and a knowledge of
artists, craftspeople and designers.
Teaching and learning style
2.1 At St Luke’s we use a variety of teaching and learning styles in art and design
lessons. Our main aim is to develop the children’s knowledge, skills and
understanding. We ensure that the act of investigating and making something
includes exploring and developing ideas, and evaluating and developing work. We
do this best through a mixture of whole-class teaching and individual or group
activities. Teachers draw attention to good examples of individual performance as
models for the other children. They encourage children to evaluate their own ideas
and methods, and the work of others, and to say what they think and feel about
them. We give children the opportunity to work, by themselves and in collaboration
with others, on projects in two and three dimensions, and at different scales.
Children also have the opportunity to use a wide range of materials and resources,
including ICT.
2.2 We recognise the fact that we have children of differing ability in all our classes, and
we provide suitable learning opportunities for all children by matching the challenge
of the task to the ability of the child. We achieve this through a range of strategies:
• setting tasks that are open-ended and can have a variety of responses;
• grouping children by ability, and setting different tasks for each group;
• providing a range of challenges with different resources;
• having more adults support the work of individual children or small groups where
possible.
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