THE ART PROCESS

This page last updated 16 May 2005

THE ART PROCESS

The processes within art take many forms, from activities which are spontaneous, intuitive and imaginative, to those which are planned, sequential and highly considered. From National Curriculum art requirements, it is possible to develop a structured framework with a wide variety of opportunities for pupils to make independent decisions and choices.

Planning needs to be holistic within and across all Key Stages, considering continuity and progression of skills and understanding. The visual elements need to be well understood, plenty of opportunity given to first hand observational responses to natural and made sources, three dimensional and craft activities introduced, a variety of processes and materials provided, opportunities created for experimental and expressive responses to materials and situations, aspects of the work of artists, designers and craftspeople from a variety of periods and cultures must be considered, and opportunity to discuss and review their own work and the work of others provided.

Planning Examples

The grid gives an indication of what is planned in terms of topic, subject, method, visual element, context and assessment objective. It also informs resource needs in relation to consumable stock and visual references.

THEME/ TOPIC	SUBJECT FOCUS	AT1 –METHOD/ MATERIAL	AT1/2 – VISUAL ELEMENT	AT2 –CONTEXT	TEACHING/ ASSESSMENT OBJECTIVE
AUTUMN	Fruit and seeds	Crayon	Colour	Van Gogh	Observation
	Flowers	Paint	Shape	O’Keeffe	Control of material
	Food (still life)	Collage	Texture	Dutch genre	Selection of appropriate materials
	Leaves	Print	Pattern	Asian Textiles	Experimental – applying research

This page last updated 16 May 2005