Learning and undertaking activities in art and design contribute to achievement
of the curriculum aims for all young people to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling
lives
- responsible citizens who make a positive contribution to society.
The importance of art and design
In art, craft and design, pupils explore visual, tactile and other sensory
experiences to communicate ideas and meanings. They work with traditional
and new media developing confidence, competence, imagination and creativity.
They learn to appreciate and value images and artefacts across times and
cultures, and to understand the contexts in which they are made. In art
and design, pupils reflect critically on their own and other people's work,
judging quality, value and meaning. Pupils learn to think and act as artists,
designers and craftspeople, working creatively and intelligently. They develop
an appreciation of art, craft and design, and its role in the creative and
cultural industries that enriches their lives.
Key concepts
There are a number of key concepts that underpin the study of art and design.
Pupils need to understand these concepts in order to deepen and broaden
their knowledge, skills and understanding.
Cultural
understanding
- Through the study of a range of images and artefacts from different
contexts, recognising the varied characteristics of different cultures
and using them to inform creating and making.
- Recognising the role of the artist, craftsperson and designer in a range
of cultures, times and contexts.
Cultural understanding
Pupils could explore the culture of their society, the groups in which
they participate and questions of local and national identity.
Contexts
This includes work-related contexts which reflect the creative and cultural
industries.
Creativity
- Producing imaginative images, artefacts and other outcomes that are
both personal and of value.
- Exploring
and experimenting with ideas, materials, tools and techniques.
- Taking
risks and learning from mistakes.
Creativity
Pupils show creativity when they play with ideas and generate different
approaches, responding to purposeful tasks in imaginative and personal
ways to produce original images and artefacts. Originality can be defined
in terms of their own previous work or in relation to either their peer
group or historical contexts.
Exploring and experimenting
Exploration should be purposeful. Pupils could draw on their exploration
to evaluate their successes and failures and propose next steps.
Taking risks and learning from mistakes
Pupils should be confident risk takers, trying out new ideas and processes
without fear of failure.
Competence
- Investigating, analysing,
designing,
making, reflecting and evaluating.
- Making informed choices about media,
techniques and processes.
Competence
This includes competence in skills appropriate to pupils' art, craft and
design practice, which need to be applied when investigating, analysing,
thinking, designing, making, reflecting and evaluating.
Analysing
This is a key element of practical explorations, development of ideas
and critical studies. Evidence of analysis may be seen in practical forms,
discussions and in visual and written texts.
Designing
This includes designing for different purposes, and includes vocational
and work-related practice.
Evaluating
Evaluation is a continuous process and should include evaluation of initial
choice of subject and materials, of work in progress and of outcomes.
Media
This includes new technologies and materials.
Critical
understanding
- Exploring visual, tactile and other sensory qualities.
- Engaging with ideas, images and artefacts, identifying values and meanings.
- Developing
own views and expressing reasoned judgements.
- Using analytical, reflective approaches that take account of diverse
contexts.
Critical understanding
Analysis and critical evaluation are key aspects of the creative process
and essential life skills. Pupils need to develop these skills in relation
to both the world around them as well as their own and others' creative
outputs.
Developing own views and expressing reasoned
judgements
This includes developing an appropriate language to express thoughts and
ideas, and evaluate and make judgements based on a set of values either
given or created by the pupils themselves.
Key
processes
These are the essential skills and processes in art and design that pupils
need to learn to make progress.
Explore and create
Pupils should be able to:
- work
from first-hand observation, experience, inspiration, imagination
and other sources
- investigate how to express and realise ideas using formal elements and
the qualities of a range of media
- make
purposeful images and artefacts, selecting from a range of materials,
techniques and processes
- draw
creatively to support perception, communication and invention
- explore and develop ideas using sketchbooks,
journals and other appropriate strategies.
Key processes
The two aspects within the key processes are interrelated, although they
may be considered separately for assessment purposes.
Work from first-hand observation
This could include taking inspiration from the work of others, drawing
on personal experiences, drawing on imagination in response to stimuli
or using first-hand observation to record images, sounds and ideas in
visual and written forms.
Make purposeful images and artefacts
A clear sense of purpose, whether from an externally set brief or the
pupils' own intentions, is key to the quality of the learning experience.
Draw creatively
This could include drawing to create and invent (eg to visualise, dream
and imagine); for perception (eg to observe, investigate, contemplate,
remember); to explore ideas and possibilities; to design; for pleasure;
or to communicate feelings, experiences and ideas to others (eg visualise,
use codes and symbols). Pupils could work with a wide range of tools and
materials (eg erasers, pens, string and wire) and learn a range of drawing
techniques (eg collage, animation and wash) using different kinds of drawing
for different purposes.
Sketchbooks, journals
These could be used to gather, explore and organise ideas for personal
reflection. They could be in a range of forms, perhaps relating to the
medium or idea being explored.
Understand and evaluate
Pupils should be able to:
- use research
and investigative skills appropriate to art and design
- appreciate how codes and conventions are used to convey ideas and meanings
in and between different cultures and contexts
- evaluate their own and others' work
- analyse, select and question critically, making reasoned choices in
developing personal work
- develop ideas and intentions when creating images and artefacts
- adapt and refine images and artefacts
- organise and present their own material and information.
Research and investigative skills
This should demonstrate the pupils' intelligent use of sources, including
using the internet positively to find and extract information, to inform
purposeful inquiry, develop analytical skills and make progress with ideas.
Pupils should be able to communicate understanding in written, visual
and practical forms to a range of audiences.
Range and content
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and key processes.
The study of art and design should include:
- work in, and across, the areas of fine art, design and crafts,
including both applied
and fine art practices
- work in 2D,
3D
and new
technologies
- study
of a range of artefacts from contemporary, historical, personal
and cultural contexts.
Crafts
This includes craft as a contemporary and traditional form across cultures.
Applied
This refers to areas of art, craft and design such as textiles and jewellery
as well as those which are work-related. Examples of work-related practice
can include working collaboratively on projects and taking on roles within
the design and production stages. This could include working to externally
set briefs and within time constraints and using new technologies that
reflect those used in professional environments.
2D
This includes painting, drawing, printmaking, photography, ICT, surface
pattern.
3D
This includes constructed textiles, sculpture, ceramics, jewellery, puppetry,
installation.
New technologies
This could include work with animation, film, video, or web-based products
and may present alternatives to traditional practices.
Study of a range of artefacts
Pupils should consider images alongside a broad range of artefacts from
the world of art, craft and design and its functions, as applicable to
the setting and learners' needs.
Curriculum opportunities
During the key stage pupils should be offered the following opportunities
that are integral to their learning and enhance their engagement with the
concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
- work
collaboratively, taking different roles in teams
- respond to the school's location and local cultural influences
- work
with contemporary art, craft and design and creative individuals,
and in creative
environments, where possible
- work with a variety of genres, including contemporary practice
- engage in interdisciplinary and multi-disciplinary
practice within the arts
- make links between art and design and other subjects and areas of the
curriculum.
Work collaboratively
This includes the sensitivity and skills needed in negotiating, evaluating
and sharing in the collaborative process of creating and making. Pupils
may use ICT where appropriate.
Work with contemporary art
This includes visits out of school to studios and workshops, working in
locations and visiting artists, craftspeople and designers. E-learning
experiences could take place in a range of settings, in and out of schools,
and be used to create international links.
Creative environments
This includes experience working in museums and galleries.
Multi-disciplinary
For example combining visual images with sound and movement to produce
an artwork.
