Disciplinary Literacy

• Visual Analysis: Students learn to critically analyse artworks, focusing on elements like colour, composition, form, and technique. They develop vocabulary to describe visual elements and express their interpretations.
• Technical Vocabulary: Familiarity with terms related to various mediums (e.g., painting, sculpture, digital art) and techniques (e.g., perspective).
• Critical Thinking: Encouraging students to question and reflect their own work and that of others.
• Artistic Process: Students should articulate the processes involved in their tasks.
• Writing and Reflection: Tasks may include artist statements, reflections on personal work, or research on artists or movements.
• Starters/ Do now: key words linked to art/ art terminology constantly in their books and on the board.
• Demonstrations: Key words used in demonstrations both with teacher and pupils.

Targeted Vocabulary Instruction

• Art Terminology Lists: Lists of key terms related to different art movements, techniques, and materials. Introduced terms at the beginning of a unit and revisit them throughout (on do now tasks/ throughout lessons tasks/ during plenaries).
• Visual Vocabulary: Use images alongside vocabulary words to help students make connections between terms and their visual representations. For example, show examples of "perspective” or, explain how to make a mosaic piece.
• Word Walls: Display a word wall in the classroom featuring important vocabulary. Update it regularly as new terms are introduced, allowing students to reference it during discussions and projects. New literacy displays to be introduced in the Art corridor – opposite Artist of the week display. This display will link to do now tasks to make sure pupils know the key words of the month etc.
• Reflection and Writing: Encourage students to use new vocabulary in their artist statements, critiques, or reflections.
• Success Criteria: Key words used throughout success criteria and referred back to throughout each lesson.

Reading Comprehension

• Comparative Analysis: Have students read about different artists or movements and compare their styles or themes. Specifically, in KS4 and KS5.
• Reading Artist Statements: Have students read artist statements to learn how artists communicate their intentions and processes.
• Analysing Art Critiques Do Now: Provide students with articles or critiques of artworks. Encourage them to identify key points, arguments, and the vocabulary used to describe the art.
• Success Criteria: Constantly having the success criteria displayed will allow pupils to refer back to it at all times.

Academic Talk

• Do now: use key words and vocabulary to discuss the do now tasks.
• Feedback: Using key words to feedback to pupils to enhance their vocab in the subject.
• Demonstration: Feedback from pupils to be focusing on using the correct terminology. Teachers pushing for pupils to use alternative words if not specifically Art based.
• Class discussions: Discussions around specific themes/ tasks/ artists/ pieces of work or concepts.
• Recaps: Recaps around specific themes/ tasks/ artists/ pieces of work or concepts.
• Artist of the week (praise)

Scaffolded Writing Activities

• Structured Artist Statements: Provide a template or guided questions for writing artist statements.
• Step-by-Step Reflections: Encourage students to write reflective pieces in stages.
• Descriptive Writing Exercises: Have students practice writing descriptive passages about specific artworks. (Do now).
• Modelling and Examples: Share exemplary writing samples, such as art critiques or analyses. Discuss the structure and language used.
• Writing Prompts: Provide specific prompts related to their projects or the art being studied.