Art

Trust Curriculum Intent

Our mission is to provide a cradle to career education that allows our children to enjoy lives of choice and opportunity. By the age of 18, we want every child to have the option of university or a high quality alternative. 

Subject Curriculum Intent

Here at Brigshaw we ignite a passion for and an understanding of the visual world in which we all live. A rigorous approach to visual literacy provides an understanding of the visual codes, symbols and messages within society which is key to understanding the world around us, as well as allowing us to communicate effectively within it. Creativity allows everyone to communicate in a non-verbal format that allows even the quietest, reserved or introverted person to find their voice. The team within the Brigshaw High School Art Department works to the ethos that every student has the ability to excel creatively and can express themselves artistically. The courses that we offer at KS3 through to KS5 supports student learning in a way that allows them to develop as dynamic independent learners, free thinkers and risk takers. The art department makes art and creativity accessible for all. through expert subject knowledge on the correct practical approach students are able to develop their skills and knowledge.

Curriculum Principles

• Reverse Planning  in art means preparing the students to be able to express themselves creatively, to feel confident exploring media, and to be able to express their own feelings and opinions fluently, whether in the written or visual form at GCSE and A Level and into Higher education. For students to be able to do this, the curriculum journey at KS3 through to KS5 supports student learning in a way that allows them to develop as dynamic independent learners, free thinkers and risk takers

• Powerful Knowledge is enthused by giving the students a wide breadth of content and skills. We aim to develop knowledge, creating awe and wonder, encouraging students to make visual outcomes that are not only visually effective,  but also communicate deeper concepts and narratives about the world around them. For example, creating artistic responses by investigating, ‘To what extent is technology both  hindering and advancing our society?’ 
• Cultural Capital is an important factor in the art curriculum, as our students are enhanced and enriched by educational experiences and visits to a variety of different exhibitions and venues. They learn and know how to conduct themselves at these locations and how to appreciate and contextualise the works on offer. We expand student thinking and challenge preconceived ideas, encouraging them to develop their own opinions, and be able to justify and articulate these.
• Substantive (“Know That”) knowledge occurs through the sharing of a wide selection of sources including the artistic canon whilst also using more contemporary sources. We appropriately contextualise these sources so that pupils understand their impact upon culture and society, and understand the cultural context in which art is made.  Art encourages students to extend, explore and expand their creative thinking and problem-solving skills so that they look at the world with curiosity and independence of thinking. We inspire students by introducing them to artists, craftspeople, designers and movements in art, alongside a variety of art made across different time periods, cultures, and countries so that they can decipher meanings and messages present in imagery. 
• Procedural and Disciplinary (“Know How To”) Knowledge develops through the wide breadth of content and skills, which students are introduced to so that they are able to develop artistic skills, both traditional and digital, to communicate concepts, experiences and ideas across a wide range of media. This includes drawing, painting, sculpture, photography and printmaking. Students are encouraged to extend, explore and expand their creative thinking and problem-solving skills so that they look at the world with curiosity and independence of thinking.

• Cognitive Psychology is developed in practical art lessons through the practice of modelling and chunking tasks down, then allowing students to experiment once they have developed the basic skills. By repeating the skills and techniques using different media, builds the confidence of the students allowing them to use their creative flare successfully.   

What will this look like at implementation?

Please use the links to explore how our curriculum looks, for each year group, as a result of these guiding principles

How can you support students’ learning from home?

• If you can visit a physical art exhibition or museum or explore virtual art galleries or museums online, this will enable them to expand their artistic knowledge, understanding and appreciation.
• Talk to them about your favourite styles, painting, print, sculpture or artists, get them to discuss with you theirs.
• Encourage self exploration, give them the freedom to explore their interest in art, let them choose their own projects and themes to foster creativity.
• Watch online art tutorials together and explore the new techniques and styles with them

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