Art Across School
Art in Nursery
Nursery have the opportunity to mark make inside and outside – with a variety of tools on a very large scale. Nursery use loose parts to create transient art. Transient art or loose parts play is the creative experience of placing open- ended resources together on a surface. As part of transient art or loose parts play children will explore shape, space, pattern, positioning, colour, texture and overlapping. Nursery explore sensory, messy play using large rollers, finger painting, sensory paints (mixed with sand/porridge etc) large scale printing for example using thick handled brushes, hands/fingers, with objects, stamps and vehicles. Nursery use smaller finger movements, they are beginning to develop and use the pincer grip for emergent drawing. Nursery use a variety of tools for example, knifes and dough cutters in the playdough area. Nursery explore role play and blocks play, they add small world vehicles, people or animals to build for purpose. Nursery use scissors and glue to create a collage or junk model using: paper plates straws, lolly sticks, big and small paper.
Art in EYFS
In the Early Years Foundation Stage, Expressive Arts and Design (EAD) is broken down into two aspects:
- Creating with materials
- Being imaginative and expressive
Creating with Materials
Children at the expected level of development will:
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
- Share their creations, explaining the process they have used;
- Make use of props and materials when role playing characters in narratives and stories.
Being Imaginative and Expressive
Children at the expected level of development will:
- Invent, adapt and recount narratives and stories with peers and their teacher;
- Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music
Creativity
Creativity plays a significant role in thinking and understanding across all seven areas of learning. If children’s thoughts and feelings are sought and valued and they are encouraged to decide for themselves how best to represent their ideas, explore possibilities, make new connections and solve problems, they are developing the skills for life-long learning and confidence in themselves, both as thinkers and as learners. The characteristics of effective learning are essential in supporting learning and development in Expressive Arts and Design, empowering children to see themselves as capable, competent and creative learners.
To be creative and explore, children need to feel emotionally secure so that they have the confidence to take risks. We support our children by encouraging them to explore and experience a broad, rich range of materials, media, music, stories, technology and design.
What expressive arts means for our children
Developing this area of learning enables children to:
- experiment with inspiring and accessible media and tools
- have the freedom to make a mess and mix materials
- have space to create individually and collaboratively
- have places for display/labelling or opportunities for taking work home
- have opportunities to make choices
- have the right help at the right time; ensure children are given sensitive and appropriate help when they ask or are struggling
- be supported to develop mastery in a range of skills, techniques and safety rules
- have the vocabulary of feelings and opportunities to take part in activities that allow them to express their own feelings and emotions
- have opportunities to talk about and evaluate their own achievements.
Art in KS1/KS2
Coming soon