Inclusion of Art in the National Curriculum

Inclusion of Art in the National Curriculum

1. 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’.
   • 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.
   • 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).

2. 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.

3. 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.
   • 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).

4. 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.
     • 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).
   • 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 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.

5. 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).
   • 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).
   • 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).

6. 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.

7. 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).