Scoil Bhride BNS

Scoil Bhride Boys
Kilcruttin
Tullamore
18524K

Visual Arts











Introduction

Art is a way of making and communicating meaning through imagery. It is a unique symbolic domain and is a discipline with its own particular demands and core of learning. Art is a natural and enjoyable way of extending and enriching the child's experience of the world

This plan has been drawn up in accordance with the Visual arts Curriculum to set out our approach to the teaching and learning of Visual arts. This plan will form the basis for teachers' long and short -term planning. It will also inform new or temporary teachers od the approaches and methodologies used in our school.





Rationale

Visual arts education channels the child's natural curiousity for educational ends: the development of perceptual awareness helps the child to enjoy and interpret the visual environment and art works and can facilitate learning in all areas of the curriculum. Creative achievements in art contribute to a sense of personal identity and self-esteem and help to create cultural awareness and empathy

It was decided to focus on this area for development

" To benefit teaching and learning in our school
" To conform to principles of learning outlined in the Primary School Curriculum
" To review the existing plan for visual arts in light of changed emphases and new methodologies outlined in the Primary School Curriculum




Vision


Arts education enables the child to explore alternative ways of communicating with others. It encourages ideas that are personal and inventive and makes a vital contribution to the development of a range of intelligences. We believe in Scoil Bhride that a purposeful Visual arts programme is life-enhancing and is invaluable in stimulating creative thinking and in promoting capability and adaptability. We seek to emphasise the creative process and so ensure that our pupils work is personal and has quality. Creative achievements in art we believe will contribute to a sense of personal identity and self-esteem and help to create cultural awareness and empathy





Aims




The aims of the Visual Arts Curriculum in Scoil Bhride are

" To help the child 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 own work



















Broad Objectives

The visual arts curriculum should enable the child to

" Look at, enjoy and make apersonal response to a range of familiar and unfamiliar objects and images in the environment , focussing on their visual attributes.

" To express ideas, feelings and experiences in visual form and with imagination, enjoyment and a sense of fulfilment.

" To explore the expressive and design possibilities of the materials within a range of two and three-dimensional media including drawing, paint and colour, print, clay, construction, fabric and fibre.

" To apply skills and techniques, demonstrating increasing sensitivity to the visual elements in his work

" To discuss the preferred design elements in his work and in the work of classmates

" To look with curiousity and openness at the work of a range of artists and craftspeople



























This Visual Arts plan will be addressed under the following headings


Curriculum planning


o Strands and strand units

o Children with different needs

o Linkage and integration

o Assessment and record keeping

o Equality of participation and access


Organisational planning

a. Timetable

b. Displays

c. Resources and ICT

d. Health and safety

e. Individual teachers' planning and reporting

f. Staff development

g. Parental involvement

h. Community links



















Strands and Strand Units:

" Teachers are familiar with the strands/strand units/content objectives for the relevant class level(s) and they

" Teachers will choose a range of activities for all strands for each class

" We will ensure that there is a balance between 2D and 3D strands and between making and doing and looking and responding to art.

" Teachers will ensure that there is continuity and progression from class to class.

" Efforts will be made to create opportunities for children to;


" look at and respond to their natural and living environment
" to see how artists, craftspeople and designers work with, within and in response to their environments?
" to look at and respond to art works and to make connections between what they observe and their own work.
" to look at and respond to their own art and the art of their peers

" Activities in the strand unit Making & Doing may lead to activities in the strand unit of Looking & Responding

" Lessons will be structured so that the subject matter for art stems from the children's life experiences, from their imagination and from observations.

" Efforts will be made for children to have a choice in materials they may select for their own use in making art.

" We will create opportunities for children to develop sensitivity, informally and in context, to the qualities of line, shape, form, pattern and rhythm, colour and tone, texture and spatial organisation

















Curriculum Planning 1st and 2nd Class

The content of the visual arts curriculum for first and second classes is presented in two sections

Concepts and skills development which outlines the concepts and skills the child should develop as he engages in visual arts activities

Six Strands each of which is a medium for visual expression.

Two interrelated strand units form the strands

1. Suggests a range of art making activities
2. Suggests activities in looking at and responding to the visual environment and to art works


Activities in one strand unit inform activities in the other and together they provide the context for learning in art


Objectives



To enable the child

" to enjoy looking at objects in the environment in a more focussed way and to interpret what he sees in a more representational way.

" To develop a growing sensitivity to colour subtleties which will be evident in his ability to discriminate between variations in pure colour and tone and to recognise harmonious and complimentary colours

" To use new techniques such as stencilling and wax resist


" To form clay with greater understanding and confidence and to produce simple objects

" To work in a more structured fashion and to use th eopportunity to stitch, to weave and to create soft sculptures and puppets.







Curriculim Content


1st & 2nd Classes
Concepts and skills development " An awareness of line
" An awareness of shape
" An awareness of form " An awareness of colour and tone
" An awareness of texture
" An awareness of pattern and rhythm
" An awareness of space
Strand
Strand Unit
Drawing
" Making drawings
" Looking and responding
Paint and colour
" Painting
" Looking and responding
Print " Making Prints
" Looking and responding
Clay
" Developing form in clay
" Looking and responding
Construction
" Making constructions
" Looking and responding
Fabric and fibre
" Creating in fabric and fibre
" Looking and responding





" For numerous samples, ideas and programmes for each strand see main folder











1st & 2nd Classes

Strand Strand Unit Strand Unit Objectives
To enable the child :
Drawing Making Drawings " To experiment with the marks, lines, shapes textures, patterns and tones that can be made with different drawing instruments on arange of surfaces
" To make drawings based on his personal or imaginative lifr with a growing sense of spatial relationships
" To draw from observation
Looking and Responding " To look at and talk about his work, the work of other children and the work of artists
Paint and Colour Painting " To explore colour with a variety of materials and media eg paint, crayons, chalk etc
" To use colour expressively to interpret themes based on his personal or imaginative life
" Paint objects chosen for their colour possibilities
Looking and Responding " To look at and talk about his work, the work of other children and the work of artists
Print Making Ptints " To experiment with the effects that can be achieved with simple print-making techniques
" Use a variety of print-making techniques to make theme-based or non-representational prints
" To make stencils
" To make wax-resist pictures
Looking and Responding " To look at, handle and talk about familiar objects for experience of shape, texture and pattern
" To look at and talk about his work, the work of other children and art prints that have relatively simple shapes, textures and patterns
Clay Developing form in clay " To explore and discover the possibilities of clay as a medium for imaginative expression
" To change the form of a small ball of clay, using the medium expressively
" To make simple pottery
Looking and Responding " To look at, handle and talk aboutnatural and manufactured objects for experience of three-dimensional form
" To look at and talk about his work, the work of other children and figures by famous sculptors with contrasting styles ( or slides or prints)
Construction Making Constructions " To explore and experiment with the properties and characteristics of materials in making structures
" To make imaginative structures
Looking and Responding " To look at collections or photographs of natural and built structures and investigate spatial atrrangements, balance and outline and how the space created relate to the whole
" To look at and talk about his work, the work of other children






Fabric and Fibre Creating in fabric and fibre " To explore and discover the possibilities of fabric and fibre as media for imaginative expression
" To make small inventive pieces with fabric and fibre
" To invent a costume
Looking and Responding " To look at, handle and talk about a variety of fabrics and fibres for experience of tactile, visual and spatial qualities
" To look at and talk about his work, the work of other children
" To look at and talk about fabrics, crafts and artefacts and visit a craftsperson at work if possible








































Curriculum Planning 3rd and 4th Class


The content of the visual arts curriculum for third and fourth classes is presented in two sections

Concepts and skills development which outlines the concepts and skills the child should develop as he engages in visual arts activities

Six Strands each of which is a medium for visual expression.

Two interrelated strand units form the strands

1. Suggests a range of art making activities
2. Suggests activities in looking at and responding to the visual environment and to art works


Activities in one strand unit inform activities in the other and together they provide the context for learning in art



Objectives



" To draw and paint with greater detail and with a more developed sense of context.

" To enjoy mixing more complex colours and tones and to recognise and experiment with warm and cool colours and with complimentary colours for the effects they create

" To experiment with print-making techniques like monoprinting

" To make and decorate clay pots and figures as well as working in low relief

" To use opportunity to make papier mache masks

" To have opportunity to stitch a design in applique, weave a wall-hanging or make a soft toy .













Curriculim Content


3rd & 4th Classes
Concepts and skills development " An awareness of line
" An awareness of shape
" An awareness of form " An awareness of colour and tone
" An awareness of texture
" An awareness of pattern and rhythm
" An awareness of space
Strand
Strand Unit
Drawing
" Making drawings
" Looking and responding
Paint and colour
" Painting
" Looking and responding
Print " Making Prints
" Looking and responding
Clay
" Developing form in clay
" Looking and responding
Construction
" Making constructions
" Looking and responding
Fabric and fibre
" Creating in fabric and fibre
" Looking and responding




" For numerous samples, ideas and programmes for each strand see main folder













3rd & 4th Classes

Strand Strand Unit Strand Unit Objectives
To enable the child :
Drawing Making Drawings " To experiment with the marks, lines, shapes textures, patterns and tones that can be made with different drawing instruments on arange of surfaces
" To make drawings based on his personal or imaginative lifr with a growing sense of spatial relationships
" To draw from observation
Looking and Responding " To look at and talk about his work, the work of other children and the work of artists
Paint and Colour Painting " To explore colour with a variety of materials and media eg paint, crayons, chalk etc
" To use colour expressively to interpret themes based on his personal or imaginative life
" Paint objects chosen for their colour possibilities
Looking and Responding " To look at and talk about his work, the work of other children and the work of artists
Print Making Ptints " To experiment with the effects that can be achieved with simple print-making techniques
" Use a variety of print-making techniques to make theme-based or non-representational prints
" To make stencils
" To make wax-resist pictures
Looking and Responding " To look at, handle and talk about familiar objects for experience of shape, texture and pattern
" To look at and talk about his work, the work of other children and art prints that have relatively simple shapes, textures and patterns
Clay Developing form in clay " To explore and discover the possibilities of clay as a medium for imaginative expression
" To change the form of a small ball of clay, using the medium expressively
" To make simple pottery
Looking and Responding " To look at, handle and talk aboutnatural and manufactured objects for experience of three-dimensional form
" To look at and talk about his work, the work of other children and figures by famous sculptors with contrasting styles ( or slides or prints)
Construction Making Constructions " To explore and experiment with the properties and characteristics of materials in making structures
" To make imaginative structures
Looking and Responding " To look at collections or photographs of natural and built structures and investigate spatial atrrangements, balance and outline and how the space created relate to the whole
" To look at and talk about his work, the work of other children






Fabric and Fibre Creating in fabric and fibre " To explore and discover the possibilities of fabric and fibre as media for imaginative expression
" To make small inventive pieces with fabric and fibre
" To invent a costume
Looking and Responding " To look at, handle and talk about a variety of fabrics and fibres for experience of tactile, visual and spatial qualities
" To look at and talk about his work, the work of other children
" To look at and talk about fabrics, crafts and artefacts and visit a craftsperson at work if possible








































Curriculum Planning 5th and 6th Class

The content of the visual arts curriculum for ffth and sixth classes is presented in two sections

Concepts and skills development which outlines the concepts and skills the child should develop as he engages in visual arts activities

Six Strands each of which is a medium for visual expression.

Two interrelated strand units form the strands

1. Suggests a range of art making activities
2. Suggests activities in looking at and responding to the visual environment and to art works


Activities in one strand unit inform activities in the other and together they provide the context for learning in art



Objectives


" to work from observation,

" to use a viewfinder to draw aspects of his surroundings

" to arrange and draw or paint a still life

To experiment with relief prints, monoprints, pictorial rubbings, and silk screen prints

" To model the human head in clay

" To engage in activities such as collage, knitting, weaving, character toys, and costume- making













Curriculim Content


5th & 6th Classes
Concepts and skills development " An awareness of line
" An awareness of shape
" An awareness of form " An awareness of colour and tone
" An awareness of texture
" An awareness of pattern and rhythm
" An awareness of space
Strand
Strand Unit
Drawing
" Making drawings
" Looking and responding
Paint and colour
" Painting
" Looking and responding
Print " Making Prints
" Looking and responding
Clay
" Developing form in clay
" Looking and responding
Construction
" Making constructions
" Looking and responding
Fabric and fibre
" Creating in fabric and fibre
" Looking and responding


" For numerous samples, ideas and programmes for each strand see main folder.

















5th & 6th Classes

Strand Strand Unit Strand Unit Objectives
To enable the child :
Drawing Making Drawings " To experiment with the marks, lines, shapes textures, patterns and tones that can be made with different drawing instruments on arange of surfaces
" To make drawings based on his personal or imaginative lifr with a growing sense of spatial relationships
" To draw from observation
Looking and Responding " To look at and talk about his work, the work of other children and the work of artists
Paint and Colour Painting " To explore colour with a variety of materials and media eg paint, crayons, chalk etc
" To use colour expressively to interpret themes based on his personal or imaginative life
" Paint objects chosen for their colour possibilities
Looking and Responding " To look at and talk about his work, the work of other children and the work of artists
Print Making Ptints " To experiment with the effects that can be achieved with simple print-making techniques
" Use a variety of print-making techniques to make theme-based or non-representational prints
" To make stencils
" To make wax-resist pictures
Looking and Responding " To look at, handle and talk about familiar objects for experience of shape, texture and pattern
" To look at and talk about his work, the work of other children and art prints that have relatively simple shapes, textures and patterns
Clay Developing form in clay " To explore and discover the possibilities of clay as a medium for imaginative expression
" To change the form of a small ball of clay, using the medium expressively
" To make simple pottery
Looking and Responding " To look at, handle and talk aboutnatural and manufactured objects for experience of three-dimensional form
" To look at and talk about his work, the work of other children and figures by famous sculptors with contrasting styles ( or slides or prints)
Construction Making Constructions " To explore and experiment with the properties and characteristics of materials in making structures
" To make imaginative structures
Looking and Responding " To look at collections or photographs of natural and built structures and investigate spatial atrrangements, balance and outline and how the space created relate to the whole
" To look at and talk about his work, the work of other children






Fabric and Fibre Creating in fabric and fibre " To explore and discover the possibilities of fabric and fibre as media for imaginative expression
" To make small inventive pieces with fabric and fibre
" To invent a costume
Looking and Responding " To look at, handle and talk about a variety of fabrics and fibres for experience of tactile, visual and spatial qualities
" To look at and talk about his work, the work of other children
" To look at and talk about fabrics, crafts and artefacts and visit a craftsperson at work if possible









































The Visual Elements



Shape Form Colour and tone

Texture Pattern and rhythm Spatial Organisation

Line, shape, form, colour and tone, pattern and rhythm, texture and spatial organisation are the basics of two dimensional and three-dimensional composition.

" We will be aware of the visual elements and informally draw attention to them as they arise in the children's work, in the work of artists and in the observed environment.

" We realize that an awareness of the elements and their interplay is essential to quality design in both two and three-dimensional work, including craft.

" We are aware that a developing visual vocabulary and a growing ability to think visually and spatially help to focus children as they strive for visual expression

Concepts and skills development outline the concepts and skills the child should develop as he engages in visual arts activities


The concepts below and related skills are derived from the visual elements and will be developed as work is completed on the strands and strand units




" An awareness of line An awareness of colour and tone
" An awareness of texture An awareness of shape
" An awareness of pattern and rhythm An awareness of form
" An awareness of space





See below the concepts and skills progressive development for each class









Concepts and Skills Development
Through completing the strand units of the visual arts curriculum the child should be enabled to:
Skills and concepts 1st & 2nd Class 3rd &4th Class 5th & 6th Class

An awareness of line
" Recognise that lines have various properties and can create shapes, textures, patterns, movement
" Look closely at the linear qualities of objects in the surroundings
" Begin to show more keenly observed action in figure drawing and painting
" Begin to use line sketches and diagrams to clarify design ideas to be interpreted in three-dimensional form " Use line expressively and with greater sensitivity to materials and tools
" Interpret the human figure and progress beyond personal symbols and (or schema)
" Use drawings and diagrams to solve design problems and to clarify and develop ideas to be carried out in another medium
An awareness of shape " Become sensitive to shape in the visual environment
" Become aware of outline shape, silhouette and shadow shapes " Invent and experiment with a variety of shape characteristics to create movement, balance, contrast, emphasis, and / or a sense of space in drawings, paintings, print, collage and applique
" Focus sometimes on shape, edges and layout on the picture plane without emphasis on depth
" Use overlapping shapes and scale to suggest three-dimensional depth
An awareness of form " Become aware of the three-dimensional nature of form in the visual environment volume in a rock, animal, ball
" Explore the relationship between the parts and the whole form experiment with balance " Interpret form, creating surface texture in line, pattern and rhythm
" Use malleable materials as media in which to design and invent " Develop the surface of a clay form using line, rhythm, texture and pattern
" Use three-dimensional materials as media in which to design and invent
An awareness of colour and tone " Develop sensitivity to colour in the environment
" Begin to analyse colours and mix them purposefully " Become aware of the effects of warm and cool colours, of complementary and harmonious colours and of variations in tone.
" Begin to use colour and tone to create rhythm, emphasis, contrast, and / or spatial effects in two and three - dimensional work " Mix and use subtle colours and tones and create rhythm, emphasis, contrast, spatial effects, mood and atmasphere in two and three-dimensional work
An awareness of texture " Explore the relationship between how things feel and how they look
" Create variety in surface textures using a range of materials and tools " Experiment in interpreting texture in drawing and painting " Use a variety of drawing instruments to suggest texture from observation of objects
An awareness of pattern and rhythm " Recognise pattern in the visual environment
" Become aware of repetition and variation in his own work and in the work of others " Recognise and purposefully use repetition and variation of line, shape, texture, colour and tone in two and three- dimensional work " Analyse pattern in the visual environment through drawing painting and other media , eg peeling birch bark, waves on the sea
An awareness of space " Develop awareness of how people and objects take up space
" Begin to show relationships between objects and figures in drawings and paintings and show some sense of scale " Develop an understanding of how spaces can be organised through experience of construction " Design and construct amodel with multiple spaces, open and closed with cells, rooms, emclosures




Children with Different Needs:

" All children will have equal access to visual arts education
" We will strive to provide opportunities for children with special educational needs to show capabilities and independent achievement
" Where relevant activities will be planned in manageable, sequential units and children will be allowed sufficient time to complete each unit
" We realize brief, one-session art activities may be more suitable for children with a short attention span, and kinaesthetic, multisensory activities may sometimes be more appropriate.
" We are aware that some children with exceptional ability/talent will need to be encouraged and supported and will be challenged to stretch the possibilities of art activities to the fullest eg Texaco Art Competition, Offaly council, An Taisce, Repak art competitions



1. Linkage and Integration:



" Integration:

Visual arts activities that involve linkage and integration will be planned in parralel and interact with other subjects eg Maths, SESE, Language,Music etc

" To give children added opportunities for creativity and inventiveness and
" To enable them to show strengths and interests which might otherwise remain untapped
" To help extend childrens' understanding of both art and the other subjects
" Theme based activities will be used to support integration

(For ideas and samples of theme based activities see main folder

Linkage:

o We will strive to create opportunities for linking strand with strand, e.g. printing on fabric
o Opportunities for linking strands by using a theme, e.g. Christmas, Easter, Festivals, seasonal activity, Green schools topics etc constructing a crib, making figures from clay/dough, using fabric and fibre to dress figures

" Suggested activities for linkage and integration are indicated at th end of each strand.

" Efforts will be made to maintain a balance between integrated and single-subject teaching, especially in senior classes.

A number of factors are necessary for integration to work successfully

" Systematic planning by the teacher, which is consistent and carefully structured to ensure continuity and progression.

" The structuring of topic work


" Whole-school planning to ensure adequate subject coverage and a balanced range of content within each subject.


Language:

o Our school will strive to create opportunities for pupils to discuss and talk about their own and others' work in visual arts
o To enable the children to develop a visual vocabulary for looking at and critiquing the visual arts, we will endeavour to visit local art exhibitions, to access galleries on the internet and invite local artists to our school





Assessment and Record Keeping:


As assessment is an integral part of the teaching and learning processes in visual arts education, teachers will continuously assess childrens' learning as they observe, discuss and make judgements on work in progress and on completed work

" Assessment will be concerned with

o Perceptual awareness

o Expressive ability

o Critical skills

o Disposition towards art

Assessment Tools

A range of assessment tools will be necessary to fulfil the roles of assessment as outlined above A combination of the following will be used for assessment in the visual arts

Teacher observation -

o this informal mode of assessment will focus on the child's ability to respond in avariety of ways to visual arts tasks

Teacher-designed tasks

o This will involve planning an art activity designed specifically to indicate the child's ability to handle particular concepts and skills



Work samples, portfolios, projects

o Work samples will include work in progress as well as completed work.
o A portfolio will comprise a representative sample of the child's work and will be updated periodically
o Project work will include wall friezes, theme-based wall hangings, creating alarge -scale papier mache etc

Recording and Communicating

o The range of assessment tools used will collectively provide a comprehensive system of assessing and recording each child's development in art.
o A common understanding of pupil progress and of criteria for assessment will be reached through discussion and and the sharing of expertise among staff members





Equality of participation and access

Art is a way of making and communicating meaning through imagery. It is a unique symbolic domain and is a discipline with its own particular demands and core of learning.This Visual Arts Plan seeks to extend and enrich the child's experience of the world and cultivate an atmosphere of equality and opportunity where gender, cultural diversity, minorities and special needs are respected and valued. All children will have access to services, facilities, or amenities in the school environment Prejudive and discrimination are challenged while respect and mutual understanding are promoted.



Organisation:

Timetables:

Primary School Curriculum stipulates three hours per week as the minimum time allotted for Arts education (Visual Arts, Music and Drama).

We can see occasion for blocking of time for Visual Arts eg, when class are using a thematic approach preparation for Christmas; Greenschools, Halloween etc, working on a project, visiting Art gallery,etc

Discretionary curriculum time will also be used occasionally for Visual Arts.


" Ideally over the course of a school year (thirty-seven weeks), six weeks should be dedicated to each strand





Display

In Scoil Bhride we realize that good display in school helps to create an aesthetically pleasing environment. It will provide a focal point for learning by arousing curiousity, promoting discussion, and stimulating ideas.

" In Scoil Bhride we plan to display the work of the children in the classroom, on multiple notice-boards on school corridor, school/hall, window space, school foyer, school play shelter etc.

" Outside of school the pupils will have opportunity to display their work on occasion
in church, shop windows, local shops, local library, Bridge Centre etc.

" There may also be opportunity for duisplay in local publications/school newsletter, school web site etc. The school has availed of the opportunity of Images Art Gallery to display childrens'work

" 2nd Class introduction morning, School leavers day , Christmas concerts, HSCL activities Fund raising days Green schools occasions also give parents opportunity to view their childrens' work

(For more ideas and samples of display see main folder)




2. Resources and ICT:

It is our aim to develop a central bank of materials for use in the Visual arts Curriculum, that can be accessed by all teachers.


" There is an inventory of materials and resources available for visual arts (See large folder)
" The school has a materials and equipment checklist and resources are appropriate for the visual arts. Each teacher has a copy of the checklists
" In consultation with staff materials required or lacking are noted and purchased centrally and stored in a central Art cupboard.
" See in appendix identified materials needed from selected lessons, listed under the six strands

ICT

In Scoil Bhride we believe information and communication technologies can be used to broaden and enhance children's experience and understanding of art, and that computer art is an exciting addition to the art media available to them.

" With the introduction of overhead data projectors and some interactive white boards in the school ICT has a growing role to play in the visual arts plan, e.g., accessibility to the masterpieces of many important museums and art galleries around the world and interactive exploration of same.

" There is a code of practice to ensure safe Internet usage and the appropriate hardware & software have been installed to ensure this safety Teachers familiarise themselves with material on websites prior to use by the children and there is ongoing monitoring of these sites.


www.nga.gov/kids/zone

www.mona.org

www.artchive.com

www.biblio.org


* For a more comprehensive list of websites see main Visual Arts Folder




Health and Safety





See Schools Health and Safety Policy with issues pertaining to the visual arts, e.g.

" Care when using design and cutting equipment
" Ventillllation in room, wet floorss
" Storing and access of dangerous substances eg glues
" Care when handling glass
" Supervision on outdoor visits scissors, paints and glues, ventilation, wet floors, glass jars, hand washing facilities, protective clothing, storage, supervision on outside visits?




Individual Teachers' Planning and Reporting:


" The whole school plan and the curriculum documents for visual arts provide information and guidance to individual teachers for their long and short-term planning.
" Teachers plan using the strands and strand units and teachers can use the option of a thematic approach
" The Cuntas Míosúil will serve a purpose in reviewing and developing the whole school plan/individual preparation for following years





Staff Development:


" Teachers are encouraged to avail of and attend courses which would enhance and support the Visual arts.

" There is encouragement for staff to share this expertise eg at planning days, staff meetings etc


" Time is allocated periodically at staff meetings to discuss aspects of the visual arts programme

" Teachers can avail of internal expertise in the Visual Arts area and we continually seek to source external agents to inform and upskill the school community on Arts issues


" There is ample scope for team-teaching in t he Visual arts areas and we realize this relies heavily on careful planning and good management between teachers involved.




Parental Involvement


We believe that planning with parents to generate support for the visual arts curriculum is a central factor in successful implementation.

Their active interest in helping their children to develop a personal visual language is vital and parents with artistic expertise will be welcome and will be assured of the value of their contribution

Parents will be invited to view their children's work eg open days, PT evenings, at Christmas, at seasonal events during school year etc




Community Links

" Parents with the relevant expertise and local artists support us in the visual arts programme.

" Ther are places of interest in the Tullamore area where the children can be brought to view and appreciate the visual aspect, e.g. Sragh ruin, canalbank, Charleville Castle Aras Ui Fhailli, Lough Boora Sculpture in the Parkland, Local library, Town Park school and its immediate environment

" Through Offaly Arts Office we frequently source local artists specialising in printing, fabric and fibre etc, to work with the children, Through the council we have also availed of the Artist in Residencee Programme.


" Children are often involved in artwork for the school newsletter, web site etc

" Children can display their work locally, e.g. church, library, local shopping centre etc


Success Criteria

We are confident this plan will make a difference to the teaching and learning of visual arts in our school The criteria that will indicate success are cited below
" We will know know that the plan has been implemented when

o Teachers' preparation are based on this plan
o Procedures outlined in this plan are consistently followed

" We will know that the plan has achieved its aims from the following indicators

o Feedback from teachers/parents/pupils/community
o Inspectors' suggestions/report


Review

We will review this plan periodically and evaluate its implementation. This plan was formulated by M. Buckley in consultation with Principal and the teaching staff.



Ratification and Communication


Ratification by Board of Management

It was approved by the Board of Management on ___________________________














Long-Term Plan
Subject

Aims
General or overall aims



Content
(a) Strands and strand units



(b) An overview of the content objectives to be taught and/or examples of learning activities


(c) Skills and concepts to be developed



Approaches and Methodologies


Linkage and Integration


Differentiation




Assessment




Resources



Short-Term Plan
Date
Class level

Learning objectives
(Informed by strand, strand unit, content objectives, the skills and concepts to be developed)






Learning activities
(Informed by Approaches and Methodologies in Long-Term Plan)






Linkage and Integration





Differentiation

Assessment


Resources


Reflection





Strand Objectivevesve Stimulus ctivity
Drawing
Paint and
Colour
Print
Clay
Construction
Fabric and
Fibre

Use this template to plan your theme for visual arts. Choose an objective, a stimulus(questioning, imagination, poetry, photograph, story, picture, materials etc…) and them your activity.
















Visual Arts Materials and Tools
School Stock List

Materials that should be in every class are in bold type.
Other materials could be kept in a central store area.




Drawing: BASIC MATERIALS

" 2B, 4B, 6B, pencils
" Wax crayons
" White and coloured chalks
" Colouring pencils
" Charcoal
" Soft pastels
" Oil pastels
" Water colour pencils ( aquarelles )
" Ball point pens
" French chalk / Conte chalk
" Markers / Felt tipped pens
" Paints
" Drawing inks and fine drawing brushes
" Drawing boards / Clip boards
" View finders

Paper:

" Cartridge
" Computer
" Sugar paper
" Newsprint
" Greaseproof (for rubbings)
" Crepe paper and tissue paper
" Other types of paper discovered from time to time

ADD OTHER MATERIALS TO THIS LIST AS YOU ENCOUNTER THEM.








Paint and Colour BASIC MATERIALS

The best quality strong, deep, saturated colours possible
" Two reds: crimson and vermilion
" Two blues: ultramarine or cyan or cobalt or prussian blue
" Two yellows: lemon yellow or cadmium yellow or yellow ochre ( yellow should be kept in large supply )
" One green: viridian or emerald
" One brown: burnt sienna or burnt umber
" White: four times as much as any other colour
" Black

Other Colour Resources:
" Oil pastels
" Soft pastels
" Aqua pastels
" Powder paints in various colours ( see above )
" Block paints / colour blocks in various colours ( see above )
" Crayons
" Coloured pencils
" Chalk
" Markers
" Inks
" Water colours
" Items to add to paint to create texture ( PVA, sugars, sand, etc )
" Coloured paper, including tissue paper
" A variety of types of paper…cartridge, newsprint, etc.
" Palettes and water containers

Brushes:
Buy the best quality possible
" Large bristle
" Small bristle
" Sable
Pound shops stock 5 household brushes in a pack (£2) which are ideal for washes and painting large areas.
" Toothbrushes, sponges, straws, sticks, rags, cotton wool…..

ADD OTHER MATERIALS TO THIS LIST AS YOU ENCOUNTER THEM.











Print: BASIC MATERIALS

" Water-based printing ink ( a small supply in class, a larger supply in storage) in primary colours, white and black.
" Printing rollers
" Tempera/Poster paint
" Marbling inks and tray
" Oil paints and white spirit ( if you wish to make your own marbling inks )
" Brushes for transferring paint to a printing surface
" Flat, non-porous surfaces to roll out the ink on, e.g. Perspex, formica, metal, acetate
" A collection of natural and found objects for making prints
" White crayon or wax candle
" Aqua pastels
" Screens for silk-screen printing
" Squeegees for screens
" A variety of paper, card and fabrics to print onto
" Newspaper or oilcloth to cover work surfaces
" Card, scissors and craft knives for creating stencils
" Lino for lino printing
" Lino cutters
" Wood blocks / PVA / String to create woodblocks for printing

ADD OTHER MATERIALS TO THIS LIST AS YOU ENCOUNTER THEM.


























Clay: BASIC MATERIALS

" Terracotta or buff clay
" A variety of modelling tools, e.g. lollipop sticks, plastic cutlery
" Rolling pins
" A variety of oddments used to create pattern and texture
" Clay cutting tool, e.g. approximately 0.5m of heavy nylon gut attached at each end to a wooden dowel
" A 'harp' with adjustable wire for cutting slabs of clay evenly
" Wooden boards to work on
" Rolling Pins
Rolling pins can be made by cutting a broomstick into sections .

" Ingredients for making salt or other types of dough
" Ingredients for making papier mache ( newspapers, wallpaper pastes, PVA )
" Wire to support papier mache forms
" Varnishes
" Plasticine


ADD OTHER MATERIALS TO THIS LIST AS YOU ENCOUNTER THEM.





























Construction: BASIC MATERIALS

" Construction toys
" An assortment of cardboard boxes ( open them out and store flat to save space )
" Sheets of cardboard
" A variety of papers
" Cardboard cylinders
" Cardboard, plastic and polystyrene packaging
" Fabric and fibre
" Wire coat hangers ( for mobiles )
" Wire and wire cutters ( chicken / florist )
" Plaster bandaging
" Plaster of Paris
" Wooden boards ( for placing models on )
" Varieties of sticks and straws
" Pipecleaners
" Disused small machine parts
" Discarded oddments from, for example, house renovations or building sites
" Wood off-cuts / woodworking glue
" Emulsion / gloss paints and brushes
" All kinds of found items / junk
" Glue
" Glue sticks
" Scissors and craft knives
" Masking tape
" Sellotape
" Staplers and staples
" Tempera/Poster paint and brushes
" An assortment of paper

ADD OTHER MATERIALS TO THIS LIST AS YOU ENCOUNTER THEM.















Fabric and Fibre: BASIC MATERIALS

" A supply of open-weave fabric, for example, hessian, netting
" A supply of cheap fabric such as cotton
" A resource box of scraps of plain and patterned fabrics in a variety of textures
" A collection of discarded clothes and household fabrics, for example, curtains, towels, sheets
" A wide selection of fibres, including cotton, nylon, and lurex threads, wool, string, raffia, straw, rope, cord, twine
" Scraps of available trimmings, for example, lace, ribbons, cords
" A collection of discarded buttons, beads, sequins, and large fruit stones and seed pods that can be pierced
" Large stitching, knitting, crochet and tapestry needles
" A simple loom or any small rigid frame
" Card for making looms
" Scissors ( good quality capable of cutting fabrics )
" Glue
" Cold water dyes
" Other tie and dye equipment - rubber bands, bulldog clips, etc.
" Fabric crayons
" Fabric paints
" Silk paints
" Inks
" A selection of fine brushes ( reserved for painting on fabric )
" Screens and squeegees for silk screen printing
" Fabric printing inks and mediums

ADD OTHER MATERIALS TO THIS LIST AS YOU ENCOUNTER THEM.






















Miscellaneous Items.

" Guillotine
" Drawing pins / map pins, etc.
" Staple gun and staples
" Display boards
" Display tables
" Frames / Clip frames
" Aprons / old shirts
" Portfolios ( for storing children's work )
" Children's library books ( see reference list )
" Teacher's Reference Library ( see reference list )
" Videos
" Software Programmes ( Dazzle, KidPix, etc )
" Digital camera
" Ordinary camera
" Video camera