The Art Curriculum at Brownlow Fold. The Learning Challenge

The Art Curriculum at Brownlow Fold

The Learning Challenge

The Learning Challenge concept is built around the principle of greater

learner involvement

in their work. It requires

deep thinking and encourages learners to work using a question as the starting point. In designing the curriculum,

teachers and learners are using a

prime learning challenge

, expressed as a question, as the starting point. Using the

information gained from pre learning tasks and our school context, a series of

subsidiary challenges

are then planned.

Each subsidiary learning challenge is also expressed as a question. Importantly, the learning challenges need to make

sense to the learners and be something that is within their immediate understanding.

Within each Learning Challenge unit of work, we always include a ‘Green for Growth Challenge. ’ These challenges are

designed to enable pupils to work at greater depth within a particular unit. Some of the characteristics of a child who

is working at greater depth might include:

 Working independently

 Applying what they have learned in one area of a subject to other areas

 Applying their knowledge consistently, confidently and fluently

 Being able to explain what they have been doing to others, including teaching other children what they have

learned.

Pre-learning tasks

to ensure that our pupils are directly involved in the planning process. Well planned pre-learning

tasks to help bring out what our pupils already know; what misconceptions they may have and what really interests

them. Our teachers then take account of the outcomes from pre-learning tasks to plan the subsidiary learning

challenges for each major area of study.

Empowered Learners

By adopting the ‘Empowering Learning’ skills, we recognise the impact that personal skills can have on the academic

success and well-being of our children. They play a vital role in developing the ability of learners to enjoy and reflect

on their learning across the curriculum. The six areas for personal development; Self-Management, Effective

Partnership, Resourceful Thinkers, Reflective Learners, Independent Enquirers and Team Workers; form what we class

as personal skills which are worked upon throughout a child’s time at Brownlow Fold Primary School.

Self-Manager  Ability to organise themselves and work out goals and priorities

 Show personal responsibility, initiative, creativity and enterprise  Anticipate, take and manage risks

 Commit themselves to learning and self-improvement  Respond positively to change

Effective Participators  Engage actively with issues that affect them and those around them.  Play a full part in the life of the school

 Take responsible action to bring improvement for others as well as themselves  Discuss issues of concern, seeking resolution

 Present a persuasive case for action  Propose practical ways forward

 Try to influence others, negotiating and balancing diverse views

Resourceful Thinker  Think creatively by generating and exploring relevant ideas, and making original connections  Find links and see relationships

 Explore and experiment with resources and materials  Ask ‘why’, ‘how’ and ‘what if’ questions

 Apply imaginative thinking to solve a problem  Try different ways to tackle a problem

 Work with others to find imaginative solutions and outcomes that are of value

Reflective Learner  Evaluate their strengths and limitations as learners  Review their work and act on outcomes

 Set themselves realistic goals and criteria for success  Monitor their own performance and progress

 Invite feedback and deal positively with praise, setbacks and criticism.  Make changes to improve their learning

 Communicate their learning in relevant ways to different audiences

Independent Enquirer  Gather, process and evaluate information in their investigations  Plan what to do and how to go about it

 Draw conclusions and evaluate outcomes

 Take informed and well-reasoned decisions, recognising that other have different beliefs and attitudes  Use range of techniques to collect and organise information

Team Worker  Work confidently with others, adapting to different contexts and taking responsibility for their own role

 Listen and take account of others’ views

 Form collaborative relationships, resolving issues and reaching agreed outcomes  Adapt behaviours to suit different roles and situations

Prime Learning Challenge

Can you use colours and shading to create images of flowers in

the style of Georgia O’Keeffe?

Can you shade and blend using different colours?

Can you draw sketches and outlines of flowers close up,

adapting your work according to your views and

describe how you might develop it further?

Can you shade and blend using watercolours, making

thoughtful observations about your inspiration?

Can you make a record about the styles and qualities in your work, comparing ideas, methods and approaches in

your own and others’ work and say what you think and

feel about them?

Key Vocabulary

Sketches American Modernism Shading Layering Outline

Blending Water colours Techniques Tone Pattern

Big

Question

Small

Questions

Which help to answer the big

question.

Green for Growth Challenge

Can you apply the knowledge and skills to compare ideas, methods

and approaches in your own and others’ work and say what you think

Empowered Learner Links

Self-manager

 I am able to assess risk and make sensible decisions.  I cope well with additional pressure.

 I am confident and capable when allowed to organise my own time and space.

 I can call on a range of strategies to help me overcome a problem.  I appreciate that feelings change over time and I can cope with it.  I can empathise with others, appreciating that different people react

in different ways to certain situations.

Growth Mindset Links

Cross-Curricular Writing Opportunities

 Poetry- online safety.

 Information text- What are the physical feature of North America?  Balanced argument- Should the wreckage of the Titanic be salvaged

or left as a resting place?

 Diary entry writing – first-hand eyewitness accounts;

 Persuasive writing - writing from the viewpoint of one of the Titanic’s key culprits, justifying why you are not to blame?

Text

Terminology

American Modernism: An artistic and cultural movement in the United States beginning at the turn of the 20th century, with a core period between World War I and World War II.

Shading: The darkening or colouring of an illustration or diagram with parallel lines or a block of colour.

Layering: Arrange in a layer or layers.

Outline: Draw, trace, or define the outer edge or shape of.

Blending: Form a harmonious combination.

Tone: Harmonize with (something) in terms of colour.

Pattern: A repeated decorative design.

Options of media/equipment

 Watercolours.

 Oil pastels.

The person you are studying

Georgia O’Keeffe

Assessment Criterion

Emerging Expected Exceeding

Enrichment opportunities

 Using the IPads for photographing flowers in the environment.  Using sketchbooks and using pastels/watercolours to create pieces of

Art.

 Learn about Georgia O’Keeffe and the style of Art.

Home Learning/Parental Links

 To research Georgia O’Keefe’s style of painting.  Take photos of flowers close up at home.

Prime Learning Challenge

Can you use textures to show movement in the style of Bridget

Riley?

Can you say what your work is influenced by?

Can you create movement using pastels and lines?

Can you build the pastels and colours to create texture and movement, making thoughtful observations about starting points and select ideas and processes to

use in your work? Can you make a record about the styles

and qualities in your work, comparing ideas, methods and approaches in your

own and others’ work and say what you think and feel about them?

Key Vocabulary

Texture Colour Prints Movement Pastels

Blending Shape Pattern Sketches Architecture

Big

Question

Small

Questions

Which help to answer the big

question.

Green for Growth Challenge

Can you include technical aspects in your work, adapting your work according to your views and describe how you might develop it

Empowered Learner Links

Resourceful thinker

 I am always prepared to explore more than the first possible solution to a problem.

 I am aware that solutions can depend on an understanding of other issues.

 I can generate questions which promote higher order thinking.  I can adapt and apply learning to new situations.

Growth Mindset Links

Cross-Curricular Writing Opportunities

 Explanation text- Writing the journey of a red blood cell through the body.

 Explanation text- How does exercise effect the heart?  Balanced argument- Was Operation Dynamo a success?

Terminology

Texture

The feel, appearance, or consistency of a surface or a substance.

Colour

The property possessed by an object of producing different sensations on the eye as a result of the way it reflects or emits light

Prints

Transfer (a design or pattern) to a surface.

Pastels

A crayon made of powdered pigments bound with gum or resin

Blending

The action of mixing or combining things together.

Shape

The external form, contours, or outline of someone or something.

Pattern

A repeated decorative design.

Sketches

A rough or unfinished drawing or painting, often made to assist in making a more finished picture.

Options of media/equipment

 Card

 Black sugar paper-large.

 Powerpoint of step by step guide.

The person you are studying

Pieces of art to be explored

Assessment Criterion

Emerging Expected Exceeding

Enrichment opportunities

 Learn about Bridget Riley and her style of Art.

 Create a collage to show movement from an original pattern.

Home Learning/Parental Links

 Pupils research op art and the style  Practise using op art at home.

Prime Learning Challenge

Can you demonstrate understanding of the cultural effects of the

Banksy’ artwork?

Can you explain what your own style is?

Can you use a wide range of techniques in your work?

Can you use digital apps to create graffiti in the style of

Banksy?

Can you create artwork that demonstrates society of the

modern Age?

Can you say what your work is influenced by, comparing

ideas, methods and approaches in your own and

others’ work and say what you think and feel about

them?

Can you create a piece of art, which can be used as part of

a wider presentation adapting your work according to different views and describe how you might

develop it further?

Key Vocabulary

Software Graffiti Society 3d Cultural

Digital Techniques Banksy Vandalism Style

Big

Question

Small

Questions

Which help to answer the big

question.

Green for Growth Challenge

Can you use software packages to create pieces of digital art to

design, making thoughtful observations about

Empowered Learner Links

Team worker

 When suggesting ideas, I can break them down into manageable steps suited to others in the group.

 I am able to work with dispositions, views and beliefs that differ from my own.

 I am eager to discuss conflicting issues fairly to reach an agreement that enables the group to move on.

 I make the most of others’ strengths when organising work.

Growth Mindset Links

Cross-Curricular Writing Opportunities

 Performance- Writing a voiceover and performing over the opening sequence of Up.

 Poetry- Writing and performing varied poems including Haikus and tankas.

Terminology

Software: The programs and other operating information used by a computer.

Graffiti: Writing or drawings scribbled, scratched, or sprayed illicitly on a wall or other surface in a public place.

Society: The aggregate of people living together in a more or less ordered community.

3D: Three-dimensional.

Cultural: Relating to the ideas, customs, and social behaviour of a society.

Techniques: A way of carrying out a particular task, especially the execution or performance

of an artistic work or a scientific procedure.

Cave Paintings: A prehistoric picture on the interior of a cave, often depicting animals.

Options of media/equipment

 Felt tips  Oil pastels.

The person you are studying

Banksy

Assessment Criterion

Emerging Expected Exceeding

Enrichment opportunities

 Learning about Banksy and the style of Art.  Evaluating each other’s Artwork.

Home Learning/Parental Links

 Pupils use natural products to create a piece of Art.  Pupils use ITag at home.