Art and Design Policy

Transcription

1 Art and Design Policy Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences, and is a unique way to understand and respond to the world, and to communicate with others. Introduction This policy describes the current provision of art and design at Regency High School and its commitment to teaching and learning that ensures a full and rounded education for its pupils. The art department at Regency is run by one specialist art teacher who works three days per week to provide lessons to a range of pupils. ENTITLEMENT, ACCESS & EQUAL OPPORTUNITIES All pupils have entitlement to experience the art & design curriculum regardless of race, gender or ability to ensure equality of opportunity. KS3 -All pupils receive a 1 hour art lesson each week from the art & design teacher. KS4 MLD -pupils that choose art as an option receive a 2 hour art lesson each week. KS4 PMLD & SLD - most pupils receive lessons with their class teacher linked to topic work some pupils receive lessons from the art & design teacher. KS5 most pupils receive lessons in the form of enterprise with their class teacher, some KS5 pupils receive lessons from the art & design teacher ART EXPERIENCES OUTSIDE THE FORMAL CURRICULUM In year s 8,9,10 and 11 pupils are taken on visits to places of interest that have relevant links to the topics in progress in order to enable first hand observation studies, gathering of visual data to facilitate and strengthen class based activities. Alternatively visiting artists come and spend a day with pupils to work on a specific theme and provide expert tuition in a medium or technique that will broaden their knowledge and experience. SLD, CLD and MLD year 7 s are encouraged to explore and use the indoor and outdoor environment immediately surrounding the school to extend their art and design experiences. Art club is held after school on Tuesdays from pm and is available to all pupils regardless of ability but is restricted to numbers that can be managed and facilitated by staff available. Local community support given to art club by Bromsgrove school pupils. WHAT DOES ART TEACHING OFFER TO PUPILS? The Art and Design provides learners with the opportunity to: use the visual elements: line & shape, tone, form & space, colour, texture & pattern explore different materials, techniques and processes respond to and communicate what they see, feel and think; on their own or working with others value and assess their own and others achievements learn about art, craft and design, artists and art movements from different cultures and times ancient and modern 1

2 HOW DO PUPILS MAKE PROGRESS? In response to these opportunities, pupils can make progress in art and design by: moving from responding to familiar ideas and themes when they start their work, to exploring ideas for different reasons, and selecting and using relevant information to help them develop their ideas sensory exploration and the use of a variety of materials and processes (to make images and artefacts), investigating and combining materials and processes, organising visual and tactile qualities and matching these to ideas and intentions being aware of their own and others work, describing what they think and feel about their own work, and the work of artists, craftspeople and designers Nature of Art & Design Lessons at Regency ART TEACHING AIMS TO ENCOURAGE PMLD & SLD PUPILS TO Enjoy visual, tactile and sensory based art exploration Express feelings in response to experiencing a range of 2D and 3D materials and processes TO ENCOURAGE CLD PUPILS TO Enjoy visual, tactile and sensory based art explorations Respond to a range of 2D and 3D materials and processes Use the above to express ideas and feelings Learn about art, craft and design from different cultures and times TO TEACH Y7 MLD About the visual elements, materials and processes To use the above as a means of communicating what they see, feel and think To improve their control of materials, tools and techniques About art, craft and design from different cultures and times TO TEACH Y8 MLD TO: Recognise and identify visual elements in art Extend their knowledge and experience of materials and processes Continue to improve their control of materials, tools and techniques Begin to show independence in using materials & processes to express ideas, feelings and meanings Compare artists, movements, cultures and times -ancient to modern TO TEACH Y9 TO: Recognise and know the visual elements in art Extend their knowledge and experience of materials and processes Continue to improve control of materials, tools and techniques Develop independence in selecting and using materials & processes to express ideas, feelings Compare artists, movements, cultures and times -ancient to modern TO TEACH KS4 & 5 TO: (AQA Art &Design Entry level 2&3 and GCSE) Continue to develop independence and confidence through decision making, handling materials and expressing personal ideas and preferences To appreciate the role of artists, designers, craftspeople and cultures to add colour and depth and value to life. Broaden and secure their knowledge and experience of materials and processes Build on their art education from KS3 and establish understanding of art and culture that helps them to understand the world around them more fully. 2

3 LINKS WITH THE NATIONAL CURRICULUM & CROSS- CURRICULAR LINKS The Art and Design levels of the National Curriculum are used to inform planning of programmes of study in Art at Regency High School. Schemes of work are modified to accommodate learning difficulties but to ensure all pupils are given appropriately challenging and relevant work for their age range. Schemes are developed sequentially, to build on previous learning and to equip pupils with the necessary skill base for Entry Level Art as the overall aim; regardless of whether pupils choose Art as an option in key stage 4. Topics and themes are chosen to ensure a range of interests are provided that will appeal to all, they are also chosen to provide breadth of study regarding materials and techniques, and facilitate cross-curricular learning with English, Maths, Science, Music, Cookery, Sport, PSHE, History and Geography. Provision is made for pupils who need aids or adapted equipment to allow access to practical activities both within and outside school. BREADTH OF STUDY All pupils taught by the art teacher are given sketchbooks in which they collate their experiences in art lessons. All pupils are photographed week by week whilst engaged in art activities in order to document and show progress of learning. Samples of work, problem solving, presentation of research, observation drawings, keywords and points for learning are gathered together to create a rich visual collection of their art career at Regency. These books also provide good opportunities for parents and carers to see at first-hand pupils practice and response to lessons. Pupils from PMLD, SLD & CLD classes experience a sensory and tactile based curriculum with its main focus being with Painting, Collage, Print and 3D malleable materials notably clay work.* The schemes of work tend to focus on collaborative interaction where teacher and TA support is offered to facilitate experiential learning. References to the work of artists, designers craftspeople and cultures underpin the planning. Pupil input is through opportunities to make choices about materials, colours and tools, likes and dislikes. Pupils from the MLD classes are given opportunities to explore and develop Drawing & Painting skills, Photography, Printmaking and Collage techniques, 3D malleable and construction skills. The schemes of work are more oriented towards individual outcomes although the classroom seating plan is set in small groups to encourage respect for one another s workspace, co-operation and mutually supportive learning. Pupils are taught how to draw both representationally and expressively using both conventional and unconventional materials. They are given opportunities for problem solving and creating art for different purposes that range in scale. Annual submissions of work are made to Voices and Visions art exhibition at Worcester Cathedral; a celebration of art in schools from Worcestershire. Every year, artwork is made specifically to fit a brief for the Spring Gardening Show at the Three Counties Showground, Malvern. *Additional notes: The art department has a fully operational kiln that is used by the art teacher to fire clay work. RESOURCES Pupils are provided with high quality colour visual resources created and sourced by the art teacher. Additionally, power point slide presentations are given weekly to support and assist learning. The use of ICT for research and internet presentations is available; the art room is equip with books and folders of visual resources collected by the art teacher 3

4 ASSESSMENT Pupils are encouraged to evaluate and reflect on their own work and those of their peers as part of the assessment process. They are given targets for each project and additionally given behaviour targets that remind pupils that their contribution to the learning environment affects both themselves and their peers enjoyment and ability to learn. Assessment in art by the teacher given weekly in lessons as formative verbal feedback that monitors the pupils learning; it helps pupils identify their strengths and weaknesses and target areas that need work and recognizes where pupils are struggling and address problems immediately. Reporting, written feedback & termly assessment is given in accordance with school policy. MONITORING & EVALUATION Lesson observations are carried out by senior management as part of the monitoring and review of classroom practice. Data on pupil performance is collected annually to reflect pupil achievement and progress and used to inform target setting. Monitoring of annual reports is undertaken by the Head teacher in the summer term. Performance review meetings held annually in conjunction with the head teacher offer opportunities to discuss and agree upon performance targets to include in the School Improvement plan. Moderation of Entry level course entries is carried out with the art teacher from a neighbouring special needs school in Redditch IMPROVEMENT PLANS To foster wider links with the community To provide a more extensive showcase of work produced in the art department both throughout the school and at off-site venues. To build links within school with other departments to facilitate and develop art using ICT and other creative equipment that can provide multi-sensory experience. Further CPD training to teach SLD pupils. Develop opportunities for Gifted and Talented pupils to have extra art tuition. Develop opportunities for post Entry level pupils to continue art studies. STAFF EXPERTISE The art teacher at Regency is qualified with a PGCE Art & Design for secondary education; awarded in 1991 from Manchester Polytechnic. Work experience previous to the current post held includes; teacher of Visual studies at Worcester College of Technology, teacher of art at the Paint box studio s County Galway Republic of Ireland, teacher of art at Minster College secondary school Leominster; teacher of art at Newent secondary school, Gloucestershire; teacher of art at Dean Close public secondary school Cheltenham. The art teacher has a BA honours degree in 3D Design; specialist interest in Ceramics and surface design awarded in Felicity O Neill 2014 Art & Design Teacher 4

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