Teaching Art Creatively

Description

Teaching Art Creatively is packed with ideas and inspiration to enrich teachers' knowledge and understanding of art and design in the primary classroom. It synthesises the philosophical and practical elements of teaching, encouraging a move away from traditional didactic approaches to contemporary classroom pedagogies to develop children’s creative potential. With an emphasis on recognising the value of children’s art and how to support children’s creative and artistic processes, key topics explored include improving your own creativity, competence and confidence helping children become independent artists starting points and imaginative contexts for art and design individual, group and whole class work art inside and outside the classroom how to develop visual literacy the value of working alongside artists the contribution of art and design to children’s overall creative development Teaching Art Creatively offers a new model of visual arts education in the primary years. Illustrated throughout with examples of exciting projects, children’s work and case studies of good practice, it will be essential reading for every professional who wishes to embed creative approaches to teaching in their classroom. Cover Half Title Series Page Title Page Copyright Page Dedication Table of Contents List of figures Series editor’s foreword Acknowledgements Chapter 1: Teaching art (even more) creatively Why make art? The power of art Motivations for making Materials, skills and processes The importance of drawing Responding to artists’ work Learning in and through art Inside and outside school Becoming a ‘lifelong creative learner’ So what do we mean by teaching creatively? We are all guardians of children’s creativity Children have an innate capacity to be curious Children have the right to express themselves in 100 languages House of Imagination (formerly 5×5×5=creativity) Respect and research Individuals together Democracy and participation Listening and the consequences Professional development ‘The Hundred Languages of Children’ (Loris Malaguzzi) Making learning visible Art is transformative The arts allow the expression of children’s imagination, ideas and thoughts The world is changing rapidly Children are growing up in an increasingly interconnected and complex world Summary References and further reading Suggested websites Chapter 2: Art processes and practices Creative practice in art and design Developing visual literacy and ‘ways of seeing’ Celebrating cultural diversity and inclusion Strategies for exploring different aspects of works of art Making connections Personal experience and personal response Ideas, meanings and subject matter Media and process Context Contemporary links Historical and cultural links Approaches and ways of working Questions to promote discussion Developing language Exploration and experimentation The formal elements of art and design Investigating and making using a range of materials and processes The practices of art and design Drawing The functions of drawing Why do we draw? Drawing materials and mark-making Papers Resourcing drawing in the classroom Observational drawing Using a viewfinder Focusing children’s looking Expressive drawing Narrative drawing Illustration Design Sketchbooks and visual journals Colour and painting Paint systems Practical considerations Paints Brushes Paper Paint exploration Observational painting Expressive painting Narrative painting Illustration Planning paintings Sculpture Materials What needs to be taught? Skills involved Working with clay Classroom organisation Printmaking, collage and textiles Digital art Chapter summary References and further reading Suggested websites Chapter 3: Contemporary art and children’s art The problem with a National Curriculum The value of art in children’s lives Habits of mind The value of using contemporary art Working with contemporary artists Children working as artists Visiting a gallery Other starting points Summary References and further reading Chapter 4: Case studies ‘Being an Artist’ House of Imagination (formerly 5 × 5 × 5 = creativity): Batheaston Primary School Authentic learning in real-world contexts Co-enquiry and intrinsic motivation Gallery of Learning My stomach – Geneve Immersion in high-quality art ‘House of imagination’ (Year 2) ‘Sounds of House’ (Year 3) A creative learning invitation for children and teachers Aims Pedagogical principles and approach References and further reading Suggested Websites Chapter 5: The role of the adult The teacher’s role in facilitating art and design activities Questions to focus teaching and learning The role of the adult as a companion in learning Opportunities for reflection The role of the teacher Teacher development Working with artists Resources to support learning in art and design Equal opportunities Developing a leadership role Key areas of subject leadership Roles and responsibilities Developing a whole school policy for art and design Key issues Considerations for writing a policy for art Procedure for writing a policy Examples Summary References and further reading Suggested Websites Chapter 6: The learning environment for art The classroom as studio: the environment as third teacher Characteristics of a creative learning environment Making learning visible Space, materials and tools Gallery of learning: displays and documentation as a learning resource Learning walls and display The functions of display Display interpretation Display and equal opportunities Deciding on a focus for a display Resources and materials checklist Summary References and further reading Suggested websites Chapter 7: Planning art experiences in the primary curriculum Responsive planning: child-initiated and teacher-framed activities Learning in, through and about art Starting points for planning Planning An open framework for planning Summary References and further reading Chapter 8: Evaluation and assessment in primary art Why and how can you assess art? Review and evaluation processes Formative assessment Sketchbooks and portfolios as diagnostic tools An example of using sketchbooks Children reviewing their work together Questioning Questions and statements to focus the assessment process Reporting to parents and carers How can you assess creativity in art? Chapter summary References and further reading Suggested websites Chapter 9: Conclusions The child at the heart of the process The significance of the arts The power of children’s imagination Acknowledgement References and further reading Appendix: Resources and publications Which artist? Abstract Art Abstract Expressionism Advertising & Media Architecture Art Deco Art Nouveau Assemblage Bauhaus Baroque Birds & Animals Body Britain Since 1930 Built Environment Carnival Cityscapes Clothes & Costume Collage Colour Conceptual Art Constructivism Cubism Dada Drawing Dreams & the Imagination Environment Expressionism Family Fantasy Farming Form Fauvism Film & Video Flowers & Gardens Food & Drink Forces & Movement Form Futurism Identity Illustration Impressionism Installation Interiors International Gothic Kinetic Art Landscapes Light Line Materials Myths & Legends Objects Ourselves Painting Pattern People at Work Photography Pop Art Portraits Post-Impressionism Pre-Raphaelite Printmaking Recycling Renaissance Romanticism Sculpture Seascapes Seasons Self-Portraits Shape Sound Space Sports & Pastimes Still Life Stories Symbolism Surrealism Texture Tone Toys & Games Tudors and Stuarts Victorians Vorticism War Water Key recommended books, journals and research Further Reading Suggested websites Index