Overview of the visual arts curriculum

Learning outcomes for children

When due account is taken of intrinsic abilities and varying circumstances, the visual arts curriculum should enable the child to:

  • Look at, enjoy and make a personal response to a range of familiar and unfamiliar objects and images in the environment, focusing on their visual attributes
  • Explore and begin to develop sensitivity to qualities of line, shape, colour and tone, texture, pattern and rhythm, spatial organisation and the three-dimensional quality of form
  • Express ideas, feelings and experiences in visual form and with imagination, enjoyment and a sense of fulfilment
  • Experiment in spontaneous, imaginative and increasingly structured ways with a range of art materials, including pencils, paints, crayons, chalks, markers, inks, clay, papier mache, fabric and fibre, and construction materials
  • 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
  • Apply skills and techniques, demonstrating increasing sensitivity to the visual elements in his/her art work
  • Look with curiosity and openness at the work of a wide range of artists and craftspeople explore atmosphere, content and impact in the work of artists, especially when they relate to his/her own work
  • Identify a variety of visual arts media and describe some of the creative processes involved
  • Develop an ability to identify and discuss what he/she considers the most important design elements of individual pieces, especially when they relate to work in hand 10
  • Discuss the preferred design elements in his/her work and in the work of classmates
  • Begin to appreciate the context in which great art and artefacts are created and the culture from which they grow
  • Respond to visual arts experiences in a variety of imaginative ways
  • Use appropriate language in responding to visual arts experiences