Being an Artist
Curriculum Intent
What is the point of being an Artist?
At Ludwell, creativity is one of our core values. We believe that by inspiring creativity means encouraging children to have the ability to imagine, express or make something that was not there before. Creative thinking relies upon knowledge and skills being applied together in new
contexts. Creativity can appear to be spontaneous but is in fact underpinned by the ability to apply trial and error, persevere and collaborate.
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
The aims of being an Artist are:
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyze creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Implementation
Essentially, a Curious-city curriculum framework uses the National Curriculum 2014 areas as a basic foundation of entitlement. However, our curriculum is much more than that. It is localized, real-life and challenges learners to apply their learning in unique ways without the support of adults to prove what they have learnt. Local companies, charities, organizations, individuals and objects are used as foci to enhance and instill a sense of curiosity, pride and stewardship.
Impact
Every term, through a ‘sharing of learning’ event, Being Leaders review floor books and displays of learning shared with families. This helps to not only ensure coverage and ‘matching up’ progress throughout a year group in line with the whole school curriculum map, but also gauge learner and family reactions to learning and provides an opportunity to collect different voices.
