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PGCE

Wider Curriculum

and...if you can hold a pencil,

you can draw...

Top tips

for enabling children to become confident artists:

Please don't

2020

  • Be enthusiastic about art and design and have a go yourself
  • Encourage children to be creative!
  • Find something positive and specific to say about work, e.g., "You have used a lovely colour for the flowers".

What are the dont's?

Art & Design

  • Recognise that proficiency in art and design depends on skills that need to be practiced.

you can't sucessfully paint a pencil drawing with a thick brush

Top tips:

practically speaking

  • Tell anyone they can't draw.
  • Use templates.
  • Alter a pupil's work.
  • Ask pupils to paint intricate drawings with thick brushes.
  • Ridicule work, or say, "is it meant to be a...?"
  • Waste food such as dried pasta or lentils on art work -there are plenty of alternatives, e.g. packaging, beads, feathers, seed pods...

  • Think about where best to keep art and design resources when planning your room layout, and label trays of equipment.
  • Encourage children to take care of the art and design resources and make sure that you model good practice, e.g:

  • Ensure pupils have the right tools for their work, e.g. skin tone crayons; sharp pencils for drawing; good quality paper for painting; glue that sticks; scissors that cut.
  • Avoid using erasers.
  • use materials economically, avoid cutting a small paper circle out of the middle of a large sheet.
  • cut paper with a guillotine for a professional look
  • re-use/use recycled materials whenever possible
  • look after equipment and keep it clean.
  • store brushes bristles up; mix paints with cheaper brushes, use sable brushes only for fine painting.
  • put glue in containers with lids to avoid it drying up
  • encourage children to bring in aprons for messy work so as to avoid disposable ones.

templates can squash creativity

They are all dead, white European men. This is fine to a point, but what is the impact of who and what is missing?

To avoid stereotyping and closing down pupils' aspirations and to represent the wealth of the world's creativity and culture, always include diversity of:

  • Time - ancient and modern
  • Geographical spread
  • Ethnicity
  • Gender
  • Sexual orientation
  • Ability/disability
  • Age

...to name a few

Diverse artists

Architects

Frida Kahlo: Self portrait with Bonito (parrot) 1941; Mexican.

Yinka Shonibare: 'Ship in a bottle' contemporary; Nigerian Heritage and disabled

David Hockney: contemporary; gay.

Design

Sheila Sri Prakash, Indian, Shilpa Architects HQ, India

Kano Eitoku - Cypress Tree Byōbu, 1590, Japanese.

Zara Hadid, British/Iraqui, Olympic Pool, London 2012

Abdu'l Qadir Hisari, Calligraphic Galleon, 1766-67. Turkish/Ottoman

Leonardo da Vinci, 'helicopter',, died 1519.

Salvidor Dali, Lobster telephone, 1936

Detail of textiles, 500 -900 AD. Peru

Painting by an un-named Kenyan child

Shah Jahan, commissoned the Taj Mahal, India

Pantjiya Nungurray: contemporary woman Aboriginal artist

Mira Shihadeh, contemporary; Egyptian

Frank Lloyd - Wright, USA, the Guggenheim Centre, New York.,

Lucie Rie, Austrian, died 1995

Ai Weiwei, Chinese, contemporary

Native American basketware, 19th century

Often seen in school displays as 'The World's greatest artists', what have these people got in common?

Pre-reading for Session 2

Monet

Picasso

Rembrandt

Turner

Van Gogh

Art and Design in the Primary National Curriculum.

Research into the value of drawing for children:

  • inherent pleasure of mark and meaning making.
  • can create play and fun.
  • enhances imagination and creativity.
  • enhances subject matter knowledge and process learning.

Art and Design Key Stage 2

Art and Design Key Stage 1

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of craft and design.

Pupils should be taught:

  • to create sketch books to record their observations and to use them to review and revisit ideas

Pupils should be taught:

  • to use a range of materials creatively to design and make products.
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (eg pencil, charcoal, paint, clay.)
  • about great artists, architects and designers in history.
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

  • Develops observational and planning skills.
  • Develops motor and eye-hand coordination.
  • Can facilitate clarification of thought and feeling.
  • Vehicle and process for expression and therapy.
  • Means and mode of communication.
  • Develops aesthetic sense.

Dr Burkitt, Dr Galpin and Dr Regina, University of Chichester.

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