Expressive Arts and Design
Expressive Arts and Design
Intent
At Queenswell we support children to develop their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. At Queenswell we encourage children to access resources in the classroom and outdoor learning area independently in order to express themselves freely and through their own preferred method. The quality of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
Implementation
We provide an artistically rich environment. This includes:
- High quality continuous provision including workshop area, creative art area, malleable area, role play area and music area which children are encouraged to use independently to explore and experiment as well as with adult modelling and demonstration of key skills (e.g. tools and techniques).
- Reading to children and engaging them actively in stories, rhymes and poems – using and making props to support story telling
- Artist studies e.g. Andy Goldsworthy
- Listening to a range of music from around the world
- Role plays to reflect the cultural diversity and real-life experiences of children in the class.
- To introduce – DT workshop in reception
Pre-School → | Nursery → | Reception |
| Creating with materials | ||
e.g. fingers in cornflour, sticks in mud, hands and feet in paint, on tablets, |
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| Being imaginative and expressive | ||
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| Early Learning Goals: *(only to be used as assessment point at end of reception year |
Creating with Materials: 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 props and materials when role playing characters in narratives and stories. |
Being imaginative and expressive: 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 the music. |
Curricular goals: |
Pre-school: Children have learnt that they can find their own ways of being creative through movement and sensory experiences. They recognise that different objects can be used to make marks and have begun to do this with intention some of the time. They are happy to explore a range of textures, sounds, and colour and begin to show some preferences. Children use role-play which reflects their own personal experiences and sometimes engage in this play alongside other children. |
| Nursery: Children feel confident to explore a range of creative activities and open - ended props and resources (including those that they have found themselves in the natural environment). They use resources in their own way to represent their ideas, thoughts and feelings. Children are original in their interpretations of open-ended resources and sometime reflect their understanding of their real-life experiences. Children use developing skills to achieve a desired outcome. |
Reception: Children are confident to take part in singing and movement activities and join in with a range of traditional rhymes, songs and dances. Children use their increasing communication and language skills to collaborate with others during pretend play, representing a range of real-life experiences and acting out familiar stories. They use props and open-ended materials to support their imaginative play in creative ways. Children use a range of skills with confidence to achieve a desired outcome, with some level of reflection and evaluation of what they have done. |
Moving on to KS1 – Links to National Curriculum: Art, DT, Music By the end of EYFS children should know and sometimes use vocabulary such as: | |
| Art | |
Drawing | Pencil, pen, crayon |
Painting and collage | Cut, scissors, glue, stick, light, dark |
3D | Cut, stick, glue, model, join, bend, tape, |
Artists | Andy Goldsworthy, nature, pattern |
| DT | |
Make | Cut, stick, glue, model, join, bend, tape |
Evaluate | Change, better |
| Music | |
Performance | Music, sounds, listen, instrument |