Art and Design

AIMS AND OBJECTIVES
Art is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and it can play an important part in the personal development of people. Art reflects the culture and society we live in, and so the teaching and learning of Art enables children to better understand the world they live in. Besides being a creative and enjoyable activity, Art can also be a highly academic and demanding subject. It also plays an important part in helping children feel part of a community. We provide opportunities for all children to create and enjoy Art, to develop the skills, to appreciate a wide variety of artistic forms, and to begin to make judgements about the quality of Art.

The objectives of teaching Art in our school are to enable children to:

  • Know and understand how Art is created using a full range of media and processes
  • Know that Art can be created in 2D and 3D and in a range of dimensions
  • Know that Art can be created individually and in large and small groups
  • Know how Art is influenced by the time, place and purpose for which it was created
  • Develop the interrelated skills of creating and appreciating Art
  • Develop their observational skills
  • Succeed in an area which does not require verbal and written skills
  • To promote pupils spiritual, moral, social and cultural development
  • Appreciate the Art of different cultures and from different periods of time
  • Create Art from observation and from imagination

TEACHING AND LEARNING APPROACHES
At Norwood School we make Art an enjoyable learning experience. We encourage children to participate in a variety of artistic experiences through which we aim to build up the confidence of all children. We recognise that in all classes children have a wide range of artistic ability, and so we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.

We achieve this in a variety of ways:

  • Setting tasks which are open-ended and can have a variety of responses;
  • Setting tasks of increasing difficulty (not all children complete all tasks);
  • Sometimes grouping children by ability in the room and setting different tasks to each ability group;
  • Providing resources of different complexity, depending on the ability of the child;
  • Using classroom assistants to support the work of individuals or groups of children 

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