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.
Author(s): Penny Hay
Series: Learning to Teach in the Primary School Series
Publisher: Routledge
Year: 2022
Language: English
Pages: 198
City: London
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
