Visual Arts

Aims:
 
We endorse the aims of the Primary School Curriculum for Visual Arts
  • To help develop sensitivity to the visual, spatial and tactile world, and to provide for aesthetic experience
  • To help the child express ideas, feelings and experiences in visual and tactile forms
  • To enable the child to have enjoyable and purposeful experiences of different art media and to have opportunities to explore, experiment, imagine, design and communicate with different art materials
  • To promote the child’s understanding of and personal response to creative processes involved in making two and three-dimensional art
  • To enable the child to develop the skills and techniques necessary for expression, inventiveness and individuality
  • To enable the child to experience the excitement and fulfilment of creativity and the achievement of potential through art activities
  • To foster sensitivity towards and enjoyment and appreciation of the visual arts
  • To provide opportunities for the child to explore how the work of artists and craftspeople might relate to his/her work
 Ms. Kate Crehan co-ordinates and leads the implementation of Visual Arts in the school.
 
CONTENT OF THE PLAN
 
Strands and Strand Units
 

 

Strand
Strand Unit
  1. Drawing
Making drawings
Looking and Responding
  1. Paint and Colour
Painting
Looking and Responding
  1. Print
Making Prints
Looking and Responding
  1. Clay
Developing form in clay
Looking and Responding
  1. Construction
Making constructions
Looking and Responding
  1. Fabric and Fibre
Creating in fabric and fibre
Looking and Responding

 

All teachers are familiar with the content objectives for their class levels and refer to them regularly when planning for their classes.
 
Time-table
There are approximately 35 hours for Visual Arts in the year. 6 hours are used for visits to local art galleries, visits from artists to the school, Arts days etc. The remaining 30 hours are used to teach the six strands - each strand being allocated 5 hours. This ensures a balance between 2D and 3D strands and between making and doing and looking and responding to art. Sometimes teachers block time for project work e.g. preparation for Christmas.
 
It is agreed that teachers should schedule visual arts on other days rather than the traditional Friday afternoon slot on the timetable. Also, the practical nature of the subject should be taken into consideration when allocating time. Visual art lessons based on the looking and responding strand unit might be timetabled at another time during the week from the practical session.
 
Yearly Plan
Teachers ensure there is continuity and progress from class to class by following the yearly scheme compiled by teachers in 2007.  
 
Lesson Format
Each lesson generally follows the following format:
1. Stimulus: Introduction
 Children are provided with a stimulus to motivate them to participate in the art lesson
2. Activity: Making and Doing
3. Evaluation: Responding to Art
The emphasis is not on finishing a piece of art. Children are encouraged and taught to respond constructively to the work of their peers and others. Children display their work and may present their work to other classes.
 
Children are given opportunities to develop sensitivity informally and in context, the qualities of line, shape, form, pattern and rhythm, colour and tone, texture and spatial organisation.
 
Teachers use a variety of approaches – whole class work, individual work, pairs, groups and project work.
 
Looking and Responding
Children are encouraged to look and respond to their natural environment. In integrating with Science children are taught to appreciate the school grounds, our local town park and MotePark. Visits are arranged regularly for children to these parks.
 
Children are brought to our local Arts Centre during the year.
 
Art work is displayed in classrooms and on corridors and this leads to discussion, comparisons etc. Pictures from the National Gallery and other sources are used for discussion with children. The Interactive Board is also used to display pictures and encourage children to respond to art.
 
 
Language
 
Visits to the Arts Centre and showing children the work of artists creates opportunities for pupils to discuss and talk about their own and others’ work in visual arts.
 
Children are enabled to develop a visual vocabulary for looking at and critiquing the visual arts through teaching them and encouraging them to use terms such as shade, form, tint, tone etc. and these are used regularly during class.
 
Assessment and Record Keeping
 
The primary form of assessment in our school is teacher observation where the teacher notes the quality of imagination, inventiveness and involvement of the child. The child’s ability to use materials and tools, the child’s contribution to group activities and the quality of his/her responses to artwork can be observed and recorded. Use will also be made of teacher-designed tasks to assess areas of development. Projects, work samples and child portfolios will also be used to look at the progress of skills development and as a record of achievement.
 
Displays
 
In school
Teachers work is displayed in each classroom and should be regularly updated to ensure that the children are inspired by a colourful and constantly changing classroom environment. The school corridors and the hall are used to display artwork completed by the children.
 
Outside school
Projects and artwork from 2nd and 6th class are displayed in the church for the sacraments of Confirmation and the Eucharist. The title, name of class and school should be put on the front of the work; no other details should be included. Sometimes Art work is displayed in the local shops and library.
 
Resources and ICT
 
Resources
 
Books in relation to the visual arts and art appreciation are available in the resource section of the staff room.
 
To date materials are purchased individually by teachers. Children bring in €15 for Art/Craft materials at the start of the school year and this is collected centrally in the office, lodged into the school account and parents receive a receipt.
 
ICT (See ICT Plan)
CDs, TV and Video are sometimes used to promote discussion and provide a stimulus to encourage children to participate in the Visual Arts lesson. The programme Paint is on all computers and can be used by children to make graphics. Children can also be encouraged to use different fonts/graphics  in Word/Creative Writer to present their work.
 
Community Links
Links are forged with the local community and artists and craftspeople are invited to the school for two designated Arts Days. Ms. Kate Crehan and Ms. Joan O’ Shea organise these two days.
 
Outside artists are invited to the school to work with the children. Children have worked with Laura Brennan in painting a school Mural, Jackie Snype worked with children on the Fabric and Fibre strand teaching them how to sew and in 2005 the children worked with Shusaku, a Japanese student on an intercultural art mural at the back of the school. Costs incurred in this area are met by the BOM funds and through voluntary contributions.

 

Whole School Visual Arts Plan

Jun./Sen. Infant Yearly Scheme revised June '15

1st/2nd classes Yr.1

1st/2nd classes Yr. 2

3rd/4th classes Yr.1

3rd/4th classes Yr.2

5th/6th classes Yr.1

5th/6th classes Yr.2

Our 6th Class visited a Light Exhibition in the Arts Centre.