3880714
Beschreibung
Mindmap von Jade Prentice, aktualisiert more than 1 year ago
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Erstellt von Jade Prentice
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Inclusion of Art in the National
Curriculum
- Encouragement of creative thinking
- Develops critical thinking and
artistic understanding
- Visual representation of learning
- Art intends to produce creative work so
that children can explore their ideas and
visually record their experiences
(Department for Education, 2013).
- Children gain an understanding of
different people's emotions, and
that everyone thinks and feels in
different ways.
- Barnes (2002, pp.29), stated the importance of avoiding similar outcomes of artwork to be produced by
children. Personal expression is essential when children make art, in order to capture their own reflections
of the task. Barnes describes ignorance of this as a ‘predetermined, end-product thought-trap’.
- Barnes (2002, pp.29), stated the importance of avoiding similar outcomes of artwork to be produced by
children. Personal expression is essential when children make art, in order to capture their own reflections
of the task. Barnes describes ignorance of this as a ‘predetermined, end-product thought-trap’.
- Children gain an understanding of
different people's emotions, and
that everyone thinks and feels in
different ways.
- Art intends to produce creative work so
that children can explore their ideas and
visually record their experiences
(Department for Education, 2013).
- Visual representation of learning
- Children find it easier to engage with the subject of Art as it is never an
question of right or wrong. Art is entirely up to the children's perspective.
There are no right or wrong answers in Art (Harland, J. K., Lord, K. and Stott, P.
2000, pp.28).
- This means that children can almost 'sit back and relax' about Art. This allows them to fully
involve themselves rather than worrying about the pressure of getting things right or wrong.
Children can portray whatever their imagination allows them to and not be judged for that.
- There is a perceived absence of right or wrong in
Art (Harland, J. K., Lord, K. and Stott, P. 2000,
pp.28). This creates a sense of enjoyment for pupils
as they do not believe Art to be a formal subject
with predicted outcomes.
- There is a perceived absence of right or wrong in
Art (Harland, J. K., Lord, K. and Stott, P. 2000,
pp.28). This creates a sense of enjoyment for pupils
as they do not believe Art to be a formal subject
with predicted outcomes.
- This means that children can almost 'sit back and relax' about Art. This allows them to fully
involve themselves rather than worrying about the pressure of getting things right or wrong.
Children can portray whatever their imagination allows them to and not be judged for that.
- Cox, S., and Watts, R. (2007) highlighted the
importance of the exploration of Art as well as
taking risks and being creative. These are
defined as the core values of Art.
- Children are able to communicate
multi-modally, using drawing, painting
and through use of a range of other
media (Kress, G. 1997, pp.xix).
- Develops critical thinking and
artistic understanding
- Aids in social development
- Art is a sociable act. It can help to develop skills
outside of school, ones that are needed when you
become more independent as a growing child.
- Through use of collaborative work, which is often emphasised in teaching Art and Design, children are
encouraged to communicate and work together (Harland, J. 2000).
- Art provides opportunity to engage pupils with English
Additional Language as the language barrier is somewhat
reduced and is possible to be entirely removed, depending on
the activity that is being taught.
- Art provides opportunity to engage pupils with English
Additional Language as the language barrier is somewhat
reduced and is possible to be entirely removed, depending on
the activity that is being taught.
- Through use of collaborative work, which is often emphasised in teaching Art and Design, children are
encouraged to communicate and work together (Harland, J. 2000).
- Art is a sociable act. It can help to develop skills
outside of school, ones that are needed when you
become more independent as a growing child.
- Introduction
- Art and Design is an expressive subject that allows
children to reflect on their thoughts, feelings and
emotions.
- Soanes, C., Hawker, S. (2008).
Oxford Dictionary definition of
Art, Craft and Design.
- Art = The expression of creative skill in a visual form such
as painting or sculpture. Craft = An activity involving skill in
making things by hand. Design = A plan or drawing
produced to show the appearance and working of something
before it is made.
- Art = The expression of creative skill in a visual form such
as painting or sculpture. Craft = An activity involving skill in
making things by hand. Design = A plan or drawing
produced to show the appearance and working of something
before it is made.
- Due to its imaginative and creative modes of thinking and
practice, Art has never deserved a place more so in the
National Curriculum (Taylor, R., and Andrews, G. 1993, pp.2).
- Art can often become neglected due to the
increasing pressure to raise standards of both
Literacy and Numeracy. There is therefore less time
spent on the arts (Herne, S. 2000, pp.217-23).
- Art can often become neglected due to the
increasing pressure to raise standards of both
Literacy and Numeracy. There is therefore less time
spent on the arts (Herne, S. 2000, pp.217-23).
- Art and Design is an expressive subject that allows
children to reflect on their thoughts, feelings and
emotions.
- Inclusion of all children (SEN, EAL, G+T, Ave)
- Allows children who struggle
with core subjects such as Maths
and English to express their
learning in a more imaginative
and fun way.
- Subjects focused on writing and reading
can become exclusive to children who
are of higher ability. Art aids
lower-ability children in their academic
progression, as well as their ability to
present work they are proud of.
- Art and Design gives lower-ability children, as well as middle and high-achievers, a sense of accomplishment that is
necessary for their academic and personal development.
- Art and Design gives lower-ability children, as well as middle and high-achievers, a sense of accomplishment that is
necessary for their academic and personal development.
- Learning can be expressed through visual media, which
creates fun and imagination, and gives children a
demonstration of high personal achievement (Ofsted,
2005/08, pp.29).
- Subjects focused on writing and reading
can become exclusive to children who
are of higher ability. Art aids
lower-ability children in their academic
progression, as well as their ability to
present work they are proud of.
- Children often find Art very relatable, and
many, if not most children feel that they enjoy
art because it's easy to have fun and be
involved with.
- Art engages and excites children
- Art engages and excites children
- Art is effective for interaction between children who are usually quiet, and less likely
to contribute to classroom discussion.
- Art is extremely beneficial to SEN and EAL children,
who are more likely to struggle with more academic
subjects that are based around meeting certain criteria
and rules.
- Art is extremely beneficial to SEN and EAL children,
who are more likely to struggle with more academic
subjects that are based around meeting certain criteria
and rules.
- Allows children who struggle
with core subjects such as Maths
and English to express their
learning in a more imaginative
and fun way.
- Assisting other National Curricular studies
- Allows children to develop deeper
understanding of cultural and
historical development of art.
- Pupils learn about great artists, craft makers and
designers from the past and the present.
- Learning of what generations of
craftspeople have previously carried out,
as well as helping to extend a child’s own
experiences (Sedgwick, D., and
Sedgwick, F. 1996, pp.16).
- Pupils learn about great artists, craft makers and
designers from the past and the present.
- Insight has been suggested by Matthews, J. (1997) that certain
art processes such drawing can lead to an improvement within
Literacy due to the method it involves. Thus aiding academic
study, not only Art and Design.
- Numerous schools have been found to
use specific Art techniques and their
artistic experiences to increase the
standards in other National
Curriculum studies (QCA, 2005)
- Enlivened learning can be created through the use of computer
resources, images and artefacts, gallery visits, workshops and
use of improvisation (Ofsted, 2008/11, pp.30).
- Enlivened learning can be created through the use of computer
resources, images and artefacts, gallery visits, workshops and
use of improvisation (Ofsted, 2008/11, pp.30).
- it is important not to force two or more subjects together, but to determine where they have possible links.
If, for example, Art and Mathematics are used to together to teach shape, neither one should de-value the
other (Barnes, R. 1989).
- Allows children to develop deeper
understanding of cultural and
historical development of art.
- Conclusion
- Art and Design is a foundation subject worthy of its
place in the Primary National Curriculum.
- ‘Art is not only non-verbal, it is pre-verbal and
since all human beings gain a large proportion of
their experience through sight and touch, it is very
much a part of our educational grounding and
potential’ (Margaret, M. 1991, pp.vii).
- It is vital for children in and outside of education to gain knowledge visually and through
experimentation of media and materials, which summarises the entirety of Art teaching.
- It is vital for children in and outside of education to gain knowledge visually and through
experimentation of media and materials, which summarises the entirety of Art teaching.
- ‘Art is not only non-verbal, it is pre-verbal and
since all human beings gain a large proportion of
their experience through sight and touch, it is very
much a part of our educational grounding and
potential’ (Margaret, M. 1991, pp.vii).
- Art and Design is a foundation subject worthy of its
place in the Primary National Curriculum.
- Conflicting views of Art
as a subject and how it
might be taught
- Some argue a more methodical and systematic approach to teaching
the subject, whereas others see Art as an expression of emotions,
and a talent that cannot be taught as such, but rather guided
(Clement, R., and Page, S. 1992, pp.9).
- Some argue a more methodical and systematic approach to teaching
the subject, whereas others see Art as an expression of emotions,
and a talent that cannot be taught as such, but rather guided
(Clement, R., and Page, S. 1992, pp.9).
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