Introductory Statement
Our Visual Arts plan was drawn up in consultation and collaboration with staff members. Its preparation involved review of current practice, research of curriculum documents, PCSP materials and other materials and resources available in our school. This plan was drawn up in consultation with Anne Beechinor, Arts Cuiditheoir.
Rationale
The purpose of this plan is to provide an overview of the subject in our school and to set out our general aims and goals. It provides frameworks for both long and short term classroom planning. It will also provide information for our teachers, our parents, classroom assistants and the Board of Management on the approaches and methodologies adopted by this school when teaching the Visual Arts.
Vision
In line with the principles of the Primary Curriculum, we endeavour to provide opportunities for relaxation, enjoyment, achievement, success, affirmation and encouragement through the art experience. We emphasise the importance of the process over the product and provide opportunities for hands on experience to enable children to express themselves creatively through a variety of media. Self expression can lead to an unconscious healing process as children try to come to terms with what is happening in their world. They learn that life is varied and can be viewed from many different angles. Thus, learning through art contributes to the child’s whole development, enhancing self esteem and self confidence. We are chiefly concerned with the holistic development of the child in the hope that this will enable them to engage more fully in all aspects of life and assist learning across the curriculum.
Aims
We endorse the aims and objectives of the Primary Curriculum for Visual Arts as stated in Page 9 of the Curriculum document.
As a whole school we also aim to
- Foster an appreciation of the Visual Arts.
- Provide enjoyable experiences in a wide variety of media.
- Provide fulfilment in creative works.
- Provide children with the basic skills needed – cutting, use of paintbrushes etc.
On completion of the Visual Arts programme in sixth class we hope the children have
- Experienced various techniques in making art in a variety of ways.
- Experience of the development of the process in all six strands.
- Have a language to respond to their own work and the work of others.
- Experienced ideas and feelings in visual form in a variety of medium.
- Be more visually, tactile and spatially aware of their environment
- Become increasingly aware of the art elements both natural and manufactured.
The art elements are- Line
- Shape
- Colour and tone
- Texture
- Spatial organisation
- Pattern and rhythm
- Form
- Begin to critically respond and appreciate works of art.
Strands & Strand Units
All teachers in our school have familiarised themselves with the curricular objectives outlined for their classes in the Visual Arts Curriculum. The staffs have worked with the Visual Arts cuiditheoir. All children will be given opportunities to engage in the strands of the Visual Arts Programme as follows:
Clay
In all classes in our school, children are enabled to
- Experiment with clay and clay tools.
- Explore age appropriate pottery techniques as outlined in the 1999 Curriculum.
- Use clay to represent their experiences, observations and imaginations.
- Look and respond to work in clay and other materials.
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
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 drawing s based on observations.
- Look and respond to drawings.
Paint & Colour
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
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 man made constructions.
Fabric & Fibre
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.
Through completion of the strands and strand units each child should be enabled to develop and awareness of line, shape, form, colour and tone, texture, pattern and rhythm, and space through completion of the strand objectives. Art activities in each of the strands may incorporate a stimulus, an activity and an evaluation.
Children with Differing Needs
In our school we have many children with different needs
- Children with average/high intelligence who achieve in all areas of the curriculum.
- Children of average/low intelligence who struggle with certain subjects.
- Children with limited Oral Language due to social background
- Children with Special needs.
- International pupils
- International pupils with limited language acquisition.
All children participate in the Visual Arts lesson in an integrated setting. In planning and teaching lessons, teachers are aware of different needs, limitations and abilities. Clear concise instructions are given, the use of language is seen as central and activities are adapted to suit differing needs and abilities. Children may be working to the objectives of another class level depending on their needs. Art activities may also be part of Special Needs, Language and Learning Support teaching. Classroom assistants, resource teachers, learning support and language teachers may also be called on to
assist in classroom activities.
Opportunities for Linkage & Integration
There are many opportunities for integration of Visual Arts with other subjects and we encourage this at all levels. Theme and seasonal based activities will also be used to support integration, thus enabling the children to use their creativity in understanding both visual arts and other subjects. Some examples of where integration may occur are
- English : Drawing from our experience to illustrate a story
- SESE: Constructing a model of something from the past.
Drawing from imagination a character from History
Leaf prints
Observational drawing
Looking and responding to our environment
- SPHE: Portraits of classmates or self portraits
- Mathematics: Using print patterns to explore tessellation
- Gaeilge Pictiuiri a chruthu chun tuiscint a leiriu.
We also encourage linkage of the six strands as this emphasises the inter-related nature of arts activities. This incorporates linking strand with strand (printing on fabric), linking strand with strand unit (construction activity leading to looking and responding to constructions in the environment) or linking strands by using a theme.
Timetable
- Discreet incidental time
- after a story
- during a History lesson
- illustrating a poem
- Timetabled lessons in class.
- Blocked time for project work
Display
We will try to display the children’s work as widely as possible. We will also endeavour to change display as regularly as possible. Areas for display in the school include
- Display areas in each classroom.
- Class display boards on corridors
- Window sills, tables and plinths for 3D work.
- School Hall for exhibitions, e.g. Christmas decorations from recycled materials. Clay displays,
There are also further opportunities for display outside of school
- Seasonal art may be displayed in photographic form.
- Some of our Art is used for Church Services.
- Art for First Communion and Confirmation is displayed in the hall or classroom.
- Art may be used for prayer services.
- They may express their opinions and feelings about the finished product and this could be displayed alongside their work.
- Finished work could be shared at assembly.
- The school will aim to exhibit all children’s work and allow parents the opportunity to view the art in order to make art a shared experience while enhancing the child’s confidence and self-esteem.
- We intend to make use of the Skibbereen Arts Centre for their workshops, Exhibitions etc.
Equality of Participation & Access
All children in this school, regardless of gender, nationality or culture are given opportunities to participate in all aspects of the Visual Arts Curriculum. We endeavour to use the Visual Arts as a suitable means of integrating the culture of our pupils. We will look at art from other cultures and promote the integration of all our children in the process of making art and looking and responding to art.
Health & Safety
Our health and safety policy is reflected in our teaching of visual arts. Each teacher educates his/her class in the proper use of and respect for materials and tools. Classroom assistants/ SNA’s will also supervise during the Visual Arts lesson when applicable.
Assessment & Record Keeping
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 teacher will assess the child in the following areas
- The child’s ability to make art
- The child’s attitude towards art and the quality of their engagement with art
- The child’s ability to engage with art.
The teacher will keep samples of work and we also use the digital camera to record
the pupils work. At various stages the teacher may design specific tasks in order to assess a particular aspect of the child’s work. The emphasis in assessment will always remain on the process as opposed to the final product.
Positive, sensitive language will be used when providing the children with feedback. Suitable terminology will be used and children will be encouraged to assess their own work critically, developing a visual vocabulary.
Assessment will inform future learning.
Individual Teacher Planning and Reporting
In this school the teachers plan on both a long and short term basis. Teachers are encouraged to use both the school plan and the Curriculum documents to provide information on classroom planning. Teachers may plan using a thematic approach, by strand and strand unit or adopt and integrated approach. Teachers will provide Cuntas Miosuil to the principal outlining the activities.
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 is kept informed on Arts issues. Teachers also have access to broadband which allows them access to useful websites.
Parental Involvement
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. We encourage parents to support their children’s work by providing materials from home where necessary. We will make our Visual Arts plan available for parents.
Community Link
- Artists are invited to visit the school from time to time.
e.g. Local Potter. We make use of the County Council Arts grant for this purpose. - 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.
Success Criteria
The teacher’s classroom planning will be based on this plan. The aims and objectives of this plan will be followed with emphasis on developing a whole school programme that allows for development and progression. Based on this, we hope that our Visual Arts plan will prove successful in its implementation. Success of this plan will be based on teacher/pupil feedback and also inspector’s reports and recommendations.
Implementation
The plan has been reviewed through collaboration with all the staff, PCSP Arts cuiditheoir. Each teacher has the responsibility to implement the VA Curriculum in his/her classroom. Each teacher will monitor progress, encourage feedback and update the plan again, if necessary.
Ratification & Review
This plan was ratified by the Board of Management on: – 25.01.2011
A copy of the plan is also available in the school for perusal by individual parents.
The staff, parents and Board of Management will review the plan in January 2014
Possible Resources
Drawing
- 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
Paint & Colour
- 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
- Selection of brushes
- Water based printing inks
- Printing rollers
- Marbling inks and trays
- A collection of natural and found objects for making prints
- White crayons
- Wax candles
- Newsprint
Clay
- 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.
Construction
- Construction toys
- An assortment of cardboard boxes
- Sheets of cardboard
- A variety of papers
- Cardboard cylinders
- Cardboard, plastic, polystyrene packaging
- Fabric and fibre
- Wire coat hangers
- Varieties of sticks and straws
- Pipecleaners
- Discarded oddments
Fabric & fibre
- A supply of Hessian
- A supply of cotton
- Resource box of scraps
- Selection of fibres
- Collection of buttons, sequins, beads etc.
Miscellaneous Items
- Cartridge paper
- Computer paper
- Sugar paper
- Newsprint
- Tissue paper
- Greaseproof paper
- Crepe paper
- Glue
- Glue sticks
- Scissors
- Masking tape
- Sellotape
- Stapler and staples
- Guillotine
- Drawing pins
- Staple gun and staples
- Display boards
- Display tables
- Frames
- Children’s library books
- Teacher’s reference books
- Videos
- Software Programmes
- Digital Programme
Reference Books
See attached list.
Reference Books
(Junior Building)
- 101 Celtic Illuminated Letters
- 101 Celtic Spirals
- Numeracy on Display – Belair Publications
- Starting Point in Design and Technology
- QED Learn Art – Special Effects
- QED Learn Art – World Art
- QED Drawing and Sketching
- QED Painting
- Story Time Craft – Vol.1
- Story Time Craft – Vol.2
- Traditional and Contemporary Stained Glass
- 365 Rainy Day Activities
- Art Attack
(Senior Building)
- The Fascinating History of Faces in Art
- The Usborne Book of Art Ideas
- The Usborne Book of Art Skills
- Ireland Colouring Book (1992) Grand Dreams Ltd.
- The Book of Kells (1992) Grand Dreams Ltd.
- Primary Art and Crafts 3rd -6th Class Folens
Websites: