visual arts
Introductory Statement
This policy is a record of the teaching and learning of Visual Arts in our school.
The policy was originally formulated by the staff of Cloughduv N.S, following various in-service planning days and much consultation. It was reviewed in 2004 and 2009 and it is now being updated to keep it in line with our SSE PLAN and many staff changes. (January 2020)
It was informed by the Primary School Curriculum, support from the PDST, the needs of the children and the experience and expertise of the teaching staff.
Vision and AimsVision:Our Visual Arts Programme seeks to provide children with the opportunity to engage in a wide variety of artistic experiences both in the classroom and with visiting artists.
We envisage a visual arts programme that would provide for the sensory, emotional, intellectual and creative enrichment of each and every child in the school.
Aims:We endorse the aims of the primary school curriculum for Visual Arts.
In Cloughduv N.S. we aim:
Content of PlanVisual Arts Curriculum:Skills
Concepts and skills development:
Strands & Strand UnitsThe Visual Arts Programme is laid out in six strands – Paint and Colour, Drawing, Print, Fabric and Fibre, Construction and Clay.
All teachers in our school have familiarised themselves with the curricular objectives outlined for their classes in the Visual Arts Curriculum. During the course of their Visual Arts education our pupils will engage in the following strands and strand units.
Print
Making Prints
Looking and Responding
In all classes in our school, children are enabled to
Drawing
Making Drawings
Looking and Responding
In all classes in our school, children are enabled to
Paint & Colour
Painting
Looking and Responding
In all classes in our school, children are enabled to
Construction
Making Constructions
Looking and Responding
In all classes in our school, children are enabled to
Fabric & Fibre
Creating in fabric and fibre
Looking and Responding
In all classes in our school, children are enabled to
Clay
Developing forms in Clay
Looking and Responding
Methodologies and Approaches
We support the recommendation that Guided Discovery is the most appropriate teaching method for Visual Arts as it encourages the pupils to:
•Explore the expressive potential of various media and experiment with them.
•Cultivate their own artistic interpretation of their world.
•Observe their visual environment.
•Express significant aspects of their lives in visual form and to appraise art works.
Linkage and Integration Teachers will plan for linkage and integration of Visual Arts activities. Teachers integrate Visual Arts with many other subjects in a way that compliments curriculum aims and objectives in the subjects. A thematic approach may be taken for linking strands as visual arts lends itself very well to other subjects.
Assessment:Assessment in Visual Arts will involve the teacher observing the child’s abilities, skills, and creativity during the process of both making art and looking and responding to art. The emphasis in assessment will always remain on the process as opposed to the final product.
Cloughduv N.S. uses the following recommended informal tools for assessment in art:
Teacher observation is the most widely used assessment tool for art in our school. The teachers are always monitoring
The teacher may keep samples of work and may also digitally record some work samples.
Organisational Planning:Infant classes are allocated fifty minutes of Visual Arts per week while
the allocation for First to Sixth Class is one hour per week.
This time allocation is at the discretion of the teacher. The teacher may also choose to use a block of time for Visual Arts at particular times of the year for example: Communion and Confirmation, Easter, Halloween or Christmas or in the event of an arts week.
Children with Additional NeedsLessons and activities will be adapted to suit children with additional needs. Differentiation strategies will be utilised in art lessons according to the needs of the children in the class. The activities chosen by the teachers will be appropriate to the childrens’ ability and age. Our visual arts programme aims to provide opportunities for all children to experience success. Children who display a particular ability in the area of visual arts will be encouraged to develop this talent further. All children will be encouraged to avail of opportunities to engage with visual arts, e.g. to enter competitions and to display artistic work in classrooms and throughout the school building. The class teacher and support teacher will timetable accordingly so that children receiving support will not be withdrawn from class during visual arts, in so far as possible.
Health & Safety Each teacher educates his/her class in the proper use of and respect for materials and tools. Every care will be taken in using glue, scissors, craft knives, clay and other materials. All art materials used should be non-toxic and safe for children to work with.
DisplaysPupils’ work will be displayed both inside and outside the classroom and on display boards throughout the school year. The childrens’ artwork may be included on the WOW wall or at the entrance of our school. Photographs of the pupils’ work and them engaging in the process may be displayed on the school newsletter, website or social media.
Resources:Some resources include:
2B, 4B, 6B pencils
Wax crayons
White and coloured chalks
Colouring pencils
Charcoal
Soft pastels
Oil pastels
Ball point pens
Markers
Paints
Drawing inks
Drawing boards
Large variety of paints
Oil pastels
Soft pastels
Block paints
Crayons
Coloured pencils
Chalk
Markers
Inks
Items to add to paint (PVA, sugar, sand)
Palettes
Water containers
Brushes
Acrylic paint
Printing inks
Printing rollers
Marbling inks and trays
A collection of natural and found objects for making prints
White crayons
Wax candles
Newsprint
Terracotta and Buff Clay
A variety of modelling tools (limited)
A variety of oddments to create pattern and texture
Ingredients for making paper mache
Plasticine.
A supply of Hessian
A supply of cotton
Resource box of scraps
Selection of fibres
Collection of buttons, sequins, beads etc.
Construction toys
Cardboard boxes
Cardboard
Paper
Plastic and polystyrene packaging
Fabric and fibre
Wire coat hangers
Variety of sticks and straws
Pipe cleaners
Oddments
Through the office, there is an opportunity to order additional resources for visual arts should a teacher require something not available in the school.
There are a wide variety of books, blogs, websites and materials at the disposal of the teachers.
Staff Development:Staff development in the Visual Arts is encouraged. Teachers are encouraged to attend courses in the Education Centre or summer courses in this area. Each teacher has responsibility for Visual Arts and the staff members are kept informed on Arts issues.
Parental Involvement:Parents are involved in the Visual Arts programme in our school in a number of ways . . .
Community Links:
Useful for teachers/ teacher planning:Teachers may refer to the following when planning for Visual Arts
1.Strands and Strand Units
Success CriteriaThe success of this plan will be evaluated through teacher’s planning and preparation. The aims and objectives of this plan will be followed with emphasis on developing a whole school programme that allows for development, progression and enjoyment. Success of this plan will be based on teacher and pupil feedback.
ImplementationThis plan has been reviewed through collaboration with all our staff. Each teacher has the responsibility to implement the Visual Arts Curriculum in his/her classroom. Through staff meetings, planning meetings and informally, teachers will share useful resources and websites with one another
ReviewThis policy will be reviewed if the curriculum changes or when necessary to ensure optimum implementation of the Visual Arts Curriculum.
We will
This review was done in February 2020
Ratification This plan was ratified by the Board of Management.
This policy is a record of the teaching and learning of Visual Arts in our school.
The policy was originally formulated by the staff of Cloughduv N.S, following various in-service planning days and much consultation. It was reviewed in 2004 and 2009 and it is now being updated to keep it in line with our SSE PLAN and many staff changes. (January 2020)
It was informed by the Primary School Curriculum, support from the PDST, the needs of the children and the experience and expertise of the teaching staff.
Vision and AimsVision:Our Visual Arts Programme seeks to provide children with the opportunity to engage in a wide variety of artistic experiences both in the classroom and with visiting artists.
We envisage a visual arts programme that would provide for the sensory, emotional, intellectual and creative enrichment of each and every child in the school.
Aims:We endorse the aims of the primary school curriculum for Visual Arts.
In Cloughduv N.S. we aim:
- To create an atmosphere of enjoyment in and allow a sense of fun to permeate our visual arts lessons
- To help the child express ideas, feelings and experiences in visual and tactile forms
- To enable the child to develop the skills and techniques necessary for expression, inventiveness and individuality.
- To foster sensitivity towards and enjoyment and appreciation of the visual arts.
- To foster in the children a respect for other artists, be they classmates or famous artists.
- To place an emphasis on ‘process versus product’.
- To create a balance between making and doing and looking and responding
Content of PlanVisual Arts Curriculum:Skills
Concepts and skills development:
- An Awareness of line
- An Awareness of shape
- An Awareness of form
- An Awareness of colour and tone
- An Awareness of texture
- An Awareness of pattern and rhythm
- An Awareness of space
Strands & Strand UnitsThe Visual Arts Programme is laid out in six strands – Paint and Colour, Drawing, Print, Fabric and Fibre, Construction and Clay.
All teachers in our school have familiarised themselves with the curricular objectives outlined for their classes in the Visual Arts Curriculum. During the course of their Visual Arts education our pupils will engage in the following strands and strand units.
Making Prints
Looking and Responding
In all classes in our school, children are enabled to
- Experiment with print making tools and materials.
- Explore age appropriate print making techniques as outlined in the 1999 Curriculum.
- Use print to represent their experiences, observations and imagination.
- Look and respond to their work and the work of others.
Drawing
Making Drawings
Looking and Responding
In all classes in our school, children are enabled to
- Experiment with a variety of drawing materials and tools.
- Make drawing to represent their experiences.
- Make drawings to represent their imaginations.
- Make drawings based on observations.
- Look and respond to drawings.
Paint & Colour
Painting
Looking and Responding
In all classes in our school, children are enabled to
- Explore paint and colour materials.
- Use paint and colour to represent their experiences.
- Use paint and colour to represent their imaginations.
- Make paintings based on their observations.
- Look and respond to works in paint and colour.
Construction
Making Constructions
Looking and Responding
In all classes in our school, children are enabled to
- Explore and experiment with construction materials.
- Play with construction games and toys.
- Make imaginative structures to represent children’s experiences, observations and imaginations.
- Work in 2D and 3D construction.
- Look and respond to natural and manmade constructions.
Fabric & Fibre
Creating in fabric and fibre
Looking and Responding
In all classes in our school, children are enabled to
- Explore and experiment with a variety of fabrics and fibres.
- Change the surface of fabrics
- Create new fabrics
- Construct with fabric and fibre
- Use fabrics and fibres to represent their own experiences, observations and imaginations.
- Look and respond to work in fabric and fibre.
Clay
Developing forms in Clay
Looking and Responding
- Explore and discover the possibilities of clay as a medium for imaginative expression
- Make simple clay pots
- Make sturdy figures
- Work inventively and expressively using clay
- Develop line, shape, texture and pattern in clay
- Look at and respond to clay works
Methodologies and Approaches
We support the recommendation that Guided Discovery is the most appropriate teaching method for Visual Arts as it encourages the pupils to:
•Explore the expressive potential of various media and experiment with them.
•Cultivate their own artistic interpretation of their world.
•Observe their visual environment.
•Express significant aspects of their lives in visual form and to appraise art works.
Linkage and Integration Teachers will plan for linkage and integration of Visual Arts activities. Teachers integrate Visual Arts with many other subjects in a way that compliments curriculum aims and objectives in the subjects. A thematic approach may be taken for linking strands as visual arts lends itself very well to other subjects.
Assessment:Assessment in Visual Arts will involve the teacher observing the child’s abilities, skills, and creativity during the process of both making art and looking and responding to art. The emphasis in assessment will always remain on the process as opposed to the final product.
Cloughduv N.S. uses the following recommended informal tools for assessment in art:
- Teacher observation
- Teacher-designed tasks and tests
- Portfolios and projects
- Teacher/ pupil conferencing
Teacher observation is the most widely used assessment tool for art in our school. The teachers are always monitoring
- The child’s ability to engage with the task in hand
- The child’s attitude and enjoyment of the subject
- The child’s ability to work in a group/with a partner/alone
- The child’s ability to describe his own process
- The child’s ability to self-evaluate
- The child’s level of fine motor skills
The teacher may keep samples of work and may also digitally record some work samples.
Organisational Planning:Infant classes are allocated fifty minutes of Visual Arts per week while
the allocation for First to Sixth Class is one hour per week.
This time allocation is at the discretion of the teacher. The teacher may also choose to use a block of time for Visual Arts at particular times of the year for example: Communion and Confirmation, Easter, Halloween or Christmas or in the event of an arts week.
Children with Additional NeedsLessons and activities will be adapted to suit children with additional needs. Differentiation strategies will be utilised in art lessons according to the needs of the children in the class. The activities chosen by the teachers will be appropriate to the childrens’ ability and age. Our visual arts programme aims to provide opportunities for all children to experience success. Children who display a particular ability in the area of visual arts will be encouraged to develop this talent further. All children will be encouraged to avail of opportunities to engage with visual arts, e.g. to enter competitions and to display artistic work in classrooms and throughout the school building. The class teacher and support teacher will timetable accordingly so that children receiving support will not be withdrawn from class during visual arts, in so far as possible.
Health & Safety Each teacher educates his/her class in the proper use of and respect for materials and tools. Every care will be taken in using glue, scissors, craft knives, clay and other materials. All art materials used should be non-toxic and safe for children to work with.
DisplaysPupils’ work will be displayed both inside and outside the classroom and on display boards throughout the school year. The childrens’ artwork may be included on the WOW wall or at the entrance of our school. Photographs of the pupils’ work and them engaging in the process may be displayed on the school newsletter, website or social media.
Resources:Some resources include:
2B, 4B, 6B pencils
Wax crayons
White and coloured chalks
Colouring pencils
Charcoal
Soft pastels
Oil pastels
Ball point pens
Markers
Paints
Drawing inks
Drawing boards
Large variety of paints
Oil pastels
Soft pastels
Block paints
Crayons
Coloured pencils
Chalk
Markers
Inks
Items to add to paint (PVA, sugar, sand)
Palettes
Water containers
Brushes
Acrylic paint
Printing inks
Printing rollers
Marbling inks and trays
A collection of natural and found objects for making prints
White crayons
Wax candles
Newsprint
Terracotta and Buff Clay
A variety of modelling tools (limited)
A variety of oddments to create pattern and texture
Ingredients for making paper mache
Plasticine.
A supply of Hessian
A supply of cotton
Resource box of scraps
Selection of fibres
Collection of buttons, sequins, beads etc.
Construction toys
Cardboard boxes
Cardboard
Paper
Plastic and polystyrene packaging
Fabric and fibre
Wire coat hangers
Variety of sticks and straws
Pipe cleaners
Oddments
Through the office, there is an opportunity to order additional resources for visual arts should a teacher require something not available in the school.
There are a wide variety of books, blogs, websites and materials at the disposal of the teachers.
Staff Development:Staff development in the Visual Arts is encouraged. Teachers are encouraged to attend courses in the Education Centre or summer courses in this area. Each teacher has responsibility for Visual Arts and the staff members are kept informed on Arts issues.
Parental Involvement:Parents are involved in the Visual Arts programme in our school in a number of ways . . .
- Those skilled in an aspect of art, or those who may be trained in aspects of visual arts are invited to do an art lesson with certain class groupings.
- They may also be invited to assist in other school events such as an Arts week, Christmas concert etc.
- Input is required in terms of the collection and provision of materials such as card, boxes, cloth etc used by the children in certain lessons.
- Input is also required in terms of the provision of information, pictures, photos and artefacts which can serve as a starting point or a support for various themes.
- Protective clothing –e.g. an apron or an old shirt may be required in order to allow children to cover their uniform when engaging in activities.
- We will encourage parents to talk to their children about their artwork and where possible to visit the school to see the children’s work on display
Community Links:
- We will avail of local expertise where possible.
- Children are encouraged to use the local environment as a stimulus for art activities, e.g. the school grounds and building itself for observational drawing.
- The children regularly enter Art competitions in this school e.g. Credit Union, Macra, Carnival
Useful for teachers/ teacher planning:Teachers may refer to the following when planning for Visual Arts
1.Strands and Strand Units
- Infant Classes Visual Arts Curriculum pp 13-23
- First and Second classes V.A Curr. pp24-41
- Third and Fourth classes V.A. pp 43-59
- Fifth and Sixth classes V.A. pp61-77
- ( see also Teacher Guidelines pp14-15 and 8-11 and Curriculum p 7)
Success CriteriaThe success of this plan will be evaluated through teacher’s planning and preparation. The aims and objectives of this plan will be followed with emphasis on developing a whole school programme that allows for development, progression and enjoyment. Success of this plan will be based on teacher and pupil feedback.
ImplementationThis plan has been reviewed through collaboration with all our staff. Each teacher has the responsibility to implement the Visual Arts Curriculum in his/her classroom. Through staff meetings, planning meetings and informally, teachers will share useful resources and websites with one another
ReviewThis policy will be reviewed if the curriculum changes or when necessary to ensure optimum implementation of the Visual Arts Curriculum.
We will
- co-ordinate the progress of the plan
- encourage and accept feedback on its implementation
- ensure teachers have the resources needed to implement this plan
- ensure each teacher has a copy of this plan
This review was done in February 2020
Ratification This plan was ratified by the Board of Management.
