Curriculum has been defined as “ all the learning, which is
planned and guided by the school, whether it is carried out on in groups or
individually, inside or outside the school” (Briggs & Sommefeldt, 2002).
There are many
perceptions regarding curriculum education however there are many
misconceptions about the true meaning behind the meaning of curriculum. Dewey
states, “the best knowledge available to society was the appropriate materials
for children’s learning, but only through teaching that made a connection with
children’s experiences and thoughts” (Dewey, 1902, p.24). The meaning behind
Dewey’s insightful statement, which concentrates on putting the pupils to, the forefront
at all times within curriculum. The question of the types of models of
curriculum, which exist within education and how are they adapted to the
classroom environment are essential for all student teachers to take into
consideration.
“Teachers propose action, encourage interaction, out of
which comes thinking and action and then comes evaluation” (Briggs &
Sommefeldt, p.3).
I feel this is an
accurate account of the process model as the key element is presenting
knowledge which needs to be worked out through an interactive process between
the teacher and pupils this strategy may be time consuming however as the
pupils will be involved in the problem solving of knowledge this will be
sustainable for the pupil. The role of the pupil within the process model is
imperative in order to work with the educator which can develop a democratic
climate for learning the pupil must be willing to participate in self
discovery, interactive tasks independently and in group work and overall to
work independently to begin to critically think and form their own opinions in
order to sustain knowledge of the topic within art, craft and design.
“Art, craft and design can provide a unique part of the
education of the whole person, through heart, head and hand, enabling the
person to shape his or her world with discernment, and to understand and
appreciate the work of others”(NCCA, 2009).
The importance of the arts in education
Junior Cycle
The syllabus, for first,
second and third year students in post primary education, aims to develop the
expressive, communicative and functional modes of art, craft and design in the
individual within the art class with drawing as the central activity. This
syllabus is assessed at the end of third year at two levels, Ordinary and
Higher. The quantity and quality of work produced determine the differences
between the two levels.
The new Junior Cycle Curriculum sets out clear expectations for students, across the three
integrated strands of Art, Craft and Design. To access the curriculum
specification, assessment guidelines, examples of student work as well as the
Junior Certificate Art, Craft, Design syllabus, which will end in 2019, click
on the graphic.
Within my current
placement setting I have been assigned four groups of 1st year class
groups. The groups are timetabled for one double period a week and the art
department issued a list of disciplines which they wanted the pupils to
participate in throughout the year which include the traditional disciplines
of; drawing, painting, printmaking, ceramics and graphic design. Following
receiving the list of disciplines to plan for, then it was my role to plan and
organize possible schemes for the four groups. I faced many a challenges during
this period as I aimed to teach all groups the same skills in order to have
similar skills when they enter 2nd year if they opt for the subject.
I decided to feature drawing, painting and printmaking in the first scheme for
the pupils. I began by teaching all groups the same skills in observational drawing
however then I needed to show a variety in my teaching approach within the
painting and printmaking in order to alternate the content within the class
groups but also to ensure that I am enjoying the content I am teaching and to
face and adapt to new challenges and situations.
Observational
drawing
Teaching Observational Drawing
The
pupils were introduced to the discipline through the introduction of a power
point presentation where I introduced some examples of artist work. The pupils
were asked to choose an object to draw over the course of the discipline, the
pupils were urged to choose an object relating to their individual themes
assigned and to ensure the object was something which they had an interest in.
I decided to introduce four elements to the pupils within the discipline; Line,
Shape, Tone and Texture. The elements of Line and Shape were introduced first
in order to allow the pupils to work on and comprehend the importance of Line
and Shape within the discipline. The pupils were introduced to the elements of
art and the importance of including them in a piece of work to create an
effective piece of work. The pupils were introduced to line drawings by Andy
Worhol and Stephen Wiltshire in order to gain an insight into the style of
drawing. The components of scale and composition were the next elements which
the pupils addressed as they needed to gain an insight into the correct
procedure in creating a strong observational drawing. The introduction of the video clip featured below was used as a motivator for pupils in order for them to gain an insight into creating a drawing focusing on the elements of art and the standard which can be produced with the medium of pencil,pen and marker.
Time-lapse drawing video clip
1B
This
class group worked well within the discipline, however, they faced many
challenges in the early stages of the discipline, where they were choosing very
difficult object to draw. I issued some advice and guidelines to the pupils
however some of the pupils wanted to persist with the object I feel this may
have effected some of the quality of the drawings as they have ability but the
objects were slightly too difficult at this early stage.
1C
1B-Observational Drawings
1C
There was
a broad range of objects chosen by the group which were effective and they were
willing to change the object if they were advised to so they received guidance
well which did benefit the work completed. I feel I observed a great deal of
progress within the group from the first set of drawings completed. This was an
element which I really focused on when evaluating the work completed with the
class group at the end of the discipline where the pupils presented their first
and final drawing to the group to show their progress within the discipline
which I feel worked well as a motivator and developed self esteem and
confidence within the subject.
1C- Observational Drawing
1D
The group
are extremely strong within the subject of Art, Craft and Design where all of
the pupils indicate a passion and grá for the subject, they receive any advice
extremely well and aim to adapt it to their work to progress to a further
degree. The majority of pupils choose objects, which facilitated their skill
base however some, changed the objects on observation of their first attempt of
drawing the object which worked to their advantage. Overall, the work completed
was of a high standard which all of the pupils agreed they really enjoyed the
discipline of observational drawing.
1D- Observational Drawings
1F
Due to
the class group having two separate single lessons per week I faced some
challenges to begin with in planning the amount of work which could be
completed within a single lesson as I had no previous experience in teaching
single lesson last year within my placement setting. I feel the pupils worked
extremely well due to the single lessons as they have expressed their
disappointment that the other classes have a double lesson however I am happy
with the work produced and I feel the pupils work to the best of their ability
constantly seeking way to improve or develop their work to the next level.
1F- Observational Drawing
Painting
Speed Painting
Teaching Painting
1B
The
classgroup carried out their painting composition on their favourite space where
the majority of pupils opted for their bedrooms. I took the opportunity to
introduce artists which visited a similar theme such as; Van Gogh, Roy
Lichtenstein and René Magritte. The pupils really enjoyed the introduction of
these artists and were eager to incorporate similar styles within their
paintings therefore a great deal of the pupils incorporated the styles of Lichtenstein
featuring bold colours, benday dots and black outlines. The pupils were also
introduced to the concept of interior perspective drawing which was essential
in order to create an interior perspective painting.
I feel the pupils adapted the interior perspective drawing well into their composition however I feel the introduction of paint wasn’t as successful. I think I may have been over ambitious with the pupils skills therefore I think if I were to begin the discipline again I would have advised the pupils to choose a simplified version of their composition. I feel there was a great deal of progress made within the discipline however I am not happy with the standard of work completed.
Van Gogh
Roy Lichtenstein
René Magritte
I feel the pupils adapted the interior perspective drawing well into their composition however I feel the introduction of paint wasn’t as successful. I think I may have been over ambitious with the pupils skills therefore I think if I were to begin the discipline again I would have advised the pupils to choose a simplified version of their composition. I feel there was a great deal of progress made within the discipline however I am not happy with the standard of work completed.
1B-Pupil Responses
1C
The class
group carried out a still life painting composition which worked well nad the
pupils seemed to enjoy carrying out. I urged the pupils to feature objects
which they had interest in within their compositions which would benefit the
standard of the work as it would act as a motivator for the pupils. The pupils
were asked to feature three objects within their pieces and the objects needed
to narrate a message or their personality. The pupils observed artists such as;
Audrey Flack, Pablo Picasso and Roy Lichtenstein. The pupils were given the
option of what style of painting they wanted to create where the majority of
pupils choose pop art with some pupil’s option for pointillism.
I am happy with
the standard of work completed where all the pupils followed guidelines and
adapted their work to advice issued within the discipline.
Roy Lichtenstein
Audrey Flack
Pablo Picasso
1C-Pupil Responses
1D
The group focused on the theme of ‘My Place’ where
they carried out an architectural painting following the opportunity to carry
out observational studies on site of their favorite place, most comfortable
area or the area where they feel most secure within the school setting as first
years the transition into secondary school is a major event within their lives
so I felt it was important to address the topic and speak about the school and
the experience which the pupil had to date within the setting.. I felt the
group worked really well and maturely as they choose extremely interesting
areas and their rationale behind their choices was to a very high standard
which would have taken a great deal of thought and problem solving in order to
do so.
I introduced artists such as; Henry Matisse, Stephen
Wiltshire and Ian Murphy these secondary visuals allowed the pupils to envisage
how architectural elements could be recorded and manipulated using the medium
of paint. I also introduced the designer/architect Zaha Hadid to the pupils in
order to give them an insight into the world of architecture and the concept
behind building which gave them a basis to work on prior to making the final
decision regarding their chosen composition.
Zaha Hadid
Ian Murphy
Henry Matisse
Stephen Wiltshire
The pupils had a particular interest in Stephen
Wiltshire’s work due to the fact that the artist has autism and he was
non-verbal until he was the age of seven where he used drawing as a means of
communication and expressed his emotions through his use of media. The pupils
were fascinated by the artists ability and spoke extremely maturely regarding
the condition of Autism and the exquisite skills of the artist to complete
artworks from memory. Overall, there was some very successful painting
compositions produced where the pupils indicated some very strong comprehension
and skills within the painting task.
1D- Pupil Responses
1F
The class
group created a monotone painting where the pupils chose a colour where they
then associated a colour with an emotion which they then thought of animals
which they would link to that emotion. This worked very well as the pupils were
extremely eager and enthusiastic in creating a brainstorming exercise to carry
this out. I introduced examples of art work relating to the theme and the
pupils were also introduced to artists such as; Van Gogh, Picasso and
Anastasia Smith.
Pablo Picasso
Vincent Van Gogh
Anastasia Smith
Unknown
I introduced a video clip of Van Gogh's paintings which are being produced as part of a feature length film which is the first of its kind as a motivational strategy for the pupils. This was a great inspiration for the pupils as they had a previous knowledge of the artist but also gave them the inspiration and insight into the discipline of painting. The pupils spent a great deal of time on the paintings which I think
benefited the work ideally I would have spent less time on the discipline but I
wanted the work to be completed appropriately.
Loving Vincent Trailer
1F- Pupil Responses
Printmaking
1B
I feel the pupils
expressed themselves and experimented a great deal within the discipline of
printmaking. I was extremely happy with the level of engagement displayed by
the pupils in the discipline where they showed a major improvement than that of
the discipline of painting. I received some extremely positive feedback from
the pupils during the discipline where they thoroughly enjoyed the discipline.
From the beginning they were eager to begin and generated their designs
extremely quickly. I feel the class group comprehended the task of subtraction
and planning positive and negative space extremely quickly and as a result had
very little challenges within the task. The process of introducing the Chin
Collé technique was extremely exciting when I observed the reaction of the
pupils as they all really enjoyed applying some colour to their prints.
Absenteeism was a challenge during the disicipline at times however I was very
happy that all pupils managed to completed prints and the Chin Collé technique.
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| Pupils Responses |
1C
I feel the pupils
expressed themselves and experimented a great deal within the discipline of
printmaking. I received some extremely positive feedback from the pupils during
the discipline where they thoroughly enjoyed the discipline. From the beginning
they were eager to begin and generated their designs extremely quickly. I feel
the class group comprehended the task of subtraction and planning positive and
negative space extremely quickly and as a result had very little challenges
within the task. The process of introducing the Chin Collé technique was
extremely exciting when I observed the reaction of the pupils as they all
really enjoyed applying some colour to their prints. Absenteeism was a
challenge during the disicipline at times however I was very happy that all
pupils managed to completed prints and the Chin Collé technique.
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| Pupils Responses |
1D
The pupils completed their prints around the theme of MY FAVOURITE PLACE where they incorporated various scenes from around the world in their designs. I am happy with
the effort and participation by the pupils within the class group in completing
aspects of this scheme. I feel they could have worked a little better at time
however I feel the relationship between the pupils and I have improved so I am
hoping that they will show a little more initiative in the next scheme. They
show great initiative when participating in class discussions and share their
views and opinions on various topics. I feel the pupils have progressed as
independent leaners within the discipline of print as they have become more
confident and comfortable within the subject and have displayed this through
working on their tasks without direct instruction from me at all times.
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| Pupils Responses |
1F
I feel the pupils
expressed themselves and experimented a great deal within the discipline of
printmaking. I received some extremely positive feedback from the pupils during
the discipline where they thoroughly enjoyed the discipline. From the beginning
they were eager to begin and generated their designs extremely quickly. I feel
the class group comprehended the task of subtraction and planning positive and
negative space
extremely quickly and as a result had very little challenges within the task.
The process of introducing the Chin Collé technique was extremely exciting when
I observed the reaction of the pupils as they all really enjoyed applying some
colour to their prints. Absenteeism was a challenge during the disicipline at
times however I was very happy that all pupils managed to completed prints and
the Chin Collé technique.
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| Pupils Responses |
3D sculpture
1B
The
pupils carried out a 3D sculpture using the medium of clay. They created the
piece in response to their school environment. The pupils and I carried out an
observational task around the school grounds prior to the design stage of the
discipline. The pupils opted for a broad range of ideas relating to their
school environment. The pupils also took some inspiration from existing 3D
sculptures looking at shape and form and how they can be manipulated to create
successful sculptures. The pupils worked well with the medium of clay where they
learned essential techniques such as; coiling, slabbing and creating pinch
pots. The pupils worked very well within the task and were very happy with
their designs following the task.
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| Primary Visuals - Clay Work |
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| Pupils Responses |
1C
The
pupils carried out a millinery design where the pupils constructed the design
using card and papier maché. The pupils took their inspiration from an artwork
of their choice and then based their designs on elements of the piece. The
pupils were very reluctant to begin with but they have really pulled through
and have created very good work as a result of their hard work and
enthusiasm. I introduced some new
techniques to the pupils with the task where they experimented with card
construction, origami and various paper construction techniques.
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| Add caption |
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| Add caption |
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Primary Visual - MillineryDesign |
Pupil Responses
1D
The class group carried out research on a physical/intellectual disability having a great interest in the artist Stephen Wiltshire that was introduced at the beginning of the year. The pupils carried out some great work in researching and generating possible ideas of designs of products, which could facilitate people with the chosen condition. The pupils really showed a very mature attitude to the discipline where they displayed empathy and compassion through embracing the issues of equality and diversity within their learning. The pupils developed a broad range of designs ranging from mobile phone apps to sensory rooms. The pupils completed their designs using various materials such as; card, foam board, papier maché and plaster paris.
The class group carried out research on a physical/intellectual disability having a great interest in the artist Stephen Wiltshire that was introduced at the beginning of the year. The pupils carried out some great work in researching and generating possible ideas of designs of products, which could facilitate people with the chosen condition. The pupils really showed a very mature attitude to the discipline where they displayed empathy and compassion through embracing the issues of equality and diversity within their learning. The pupils developed a broad range of designs ranging from mobile phone apps to sensory rooms. The pupils completed their designs using various materials such as; card, foam board, papier maché and plaster paris.
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| Primary Visual |
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| Pupils Responses |
1F
The
class groups each choose a country as part of their 3D sculptural work. Each
pupil researched the country and then designed a 3D piece in relation to the
country. This was a great way of incorporating multicultural elements to the
subject of art, which is very important as there is a great deal of
multicultural pupils within the class group. The pupils worked excellently within the
discipline where they researched the countries to a high standard generated
designs based on their research and then constructed their designs using card
and papier maché. The pupils really enjoyed the task where they took the
project very seriously and worked to the best of their ability at all times.
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| Primary Visual - Based on Ireland |
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| Pupil Responses |
Senior Cycle
Leaving Certificate art is
made up of four units linked together and based on the everyday visual
experience of the student's own environment. The practical work can include
Life Sketching, Still Life, Imaginative Composition, Design and Craftwork.
Students also study the History and Appreciation of Art, which covers Irish and
European Art, and Art Appreciation. This syllabus is for students in the senior
cycle of post-primary education and is assessed at Ordinary and Higher levels.
ART (Including Crafts) Ordinary and Higher
Level Courses
The course should be as broadly based as that
for the Intermediate Certificate. It is important that a sense of unity should
be maintained throughout the different sections of the syllabus in order to
avoid a system of isolated lessons.
The following outline is suggested:
Observational Studies
Sketches and studies in black and white and
colour of natural forms and man-made objects: buildings and landscapes under
varying conditions: human figures.
These studies should serve to build up a store
of visual images necessary for creative activity in Imaginative Composition,
Design and Craftwork.
Imaginative Composition and Still Life
Experimentation with a variety of media in an
attempt to find the vehicle of expression that best suits the temperament of
the individual and the nature of the composition.
Design and Craftwork
Activity leading to a development of a sense of
pattern and rhythm study of colour, mainly direct from nature; experiments to
determine the potentialities and limitations of specific crafts.
As the visual experience of the pupils is
conditioned by a heritage from earlier generations, both recent and remote, it
is desirable that continual references be made to existing cultural resources.
Therefore, the History and Appreciation of Art are included in the course to
afford pupils an opportunity of showing awareness of the place of the visual
arts in our culture and community. This does not call for specialised study of
the History of Art but the teacher may find it fruitful to lay special emphasis
on a selected field of interest, e.g. “Art in Early Christian Ireland”,
“European” or “Modern Art”.
It is assumed that the Art teacher in the normal
course of his work will have familiarised pupils with a wide variety of
reproductions, slides and original works of Art and will have actively
encouraged individual and group visits to local museums, galleries, national
monuments and modern buildings etc. Opportunity should also be given for
discussion of topics based on the every-day visual experience in their own
environment.
It is suggested that the Art teacher select the
field of special study for which most material is available in his own area.
Revision
to Assessment Arrangements for Leaving Certificate Art ( 2018)
Revised arrangements are
being put in place for students entering Leaving Certificate Year 1 in
September 2016 and taking their examinations in 2018 and thereafter. The
revision to the practical components will include execution of the Imaginative
Composition or Still Life component and the Craft or Design component as
coursework in schools over an extended period of time. Both components will
also be based on a single set of stimulus materials. The Life Sketching and
History and Appreciation of Art examinations will continue to be held at the
same time of year as they are currently.
Student Experience of Revised Project
5th
Year Ceramic Design
I have had the opportunity to
observe and team teach the Pilot Scheme introduced over a 10 Week period. I
feel the introduction of an updated curriculum in senior cycle is important
however I feel there is a lack of information regarding the project for the
current 5th years. The 5th years carried out the project
focusing in the discipline of ceramic design. Some of the pupils had not used
the medium of clay before therefore they were apprehensive about the project,
however, the majority of the pupils made a strong attempt and created effective
designs.
Ceramics Video Clip indicating Hand Building Techniques
Research
The Research stage included the pupils researching possible designs and
inspiration which they could include or base their design on. The pupils began
by carrying observational drawings of primary source objects. The pupils choose
two objects to draw which they did so over a period of 2-3 weeks.
Concept Development
The Concept Development stage then began where the pupils began to
experiment and manipulate the two objects which they had chosen to base their
design on. The pupils faced many challenges during this stage in creating and generating
a possible design. There was a lack of enthusiasm at times as the pupils were
frustrated when they were having difficulties with the conceptual process
however the pupils worked well and all made the progress needed to create their
final design.
5th Year Preparatory Sheets
Final Design
Having created a final design
the pupils then began to create the piece using the medium of clay. There was
also some challenges faced during this period as the pupils didn’t have a great
deal of hand building skills within the discipline. Following demonstrations
and guidance the pupils adapted their learning to their designs and made a
great deal of progress and completed their ceramic designs. The pupils used
techniques such as slab, coiling and pinch pot techniques to create their
ceramic designs. Overall, the pupils made a very good attempt to finalise and
complete the projects.
Ceramics-Pupil Responses
Art
History
I have been assigned one
single lesson of art history with the 5th year group per week. This
is my first experience in teaching art history at senior cycle therefore I was
extremely apprehensive at the beginning as I was unsure of what content was
needed, What amount of time should be assigned to a particular area/movement?
Was I spending too long on a topic? Was I giving the pupils enough information?
Could I bring adapt the content to be more interactive? I feel through
constantly asking the pupils for feedback and researching elements in
educational forums and gaining feedback from the cooperating teachers in the
setting I have become a little more confident however I know I have a long
journey ahead before I feel completely at ease within the subject of art
history.
The pupils within the class
group are extremely quiet and tend not to get involved in discussions or answer
questions when asked. I found this extremely difficult when I began as I felt
the pupils were bored or uninterested however as the weeks progressed I spoke
with the pupils stressed the importance of discussing the work in order to
comprehend it fully and to attain the information introduced. I also was unsure
about the style of handouts which I issued the pupils with however following
feedback from the pupils they reassured me that they find them helpful.
One particular exercise,
which was extremely effective, was when the pupils worked in groups to create
visuals of the information, which they attained within the Stone Age Movement.
The pupils worked in pairs to decide on the most relevant information and
images and created visuals recapping on the information. This worked very well
in my opinion as the pupils had the opportunity to learn from one another and
discuss elements of the movement. The pupils then presented the work, which I
was apprehensive about as they are so quiet however to my surprise they spoke
and presented to the class extremely well. I was very happy with the work
produced with some pupils asking to take some photos of the primary visual,
which I had created in order to use as a revision aid at home, which I had not
thought about prior to the exercise. I am happy with the progress being made
within the group and I hope to use a similar approach within the next topic
within teaching art history.
5th Year Responses to the Stone Age Movement
State
of the Art Campaign
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| State of the Art-CCAD |
Visual Art at junior cycle
aims to provide the student with a set of personal attitudes and qualities as
well as skills and processes and a sense of the aesthetic.
Through practical engagement
in the areas of art, craft and design students will develop self- confidence,
inquisitiveness, imagination, and creativity. They will also develop authentic,
real- world problem-solving capacities and the capacity to work over time, as
an individual and in groups, on the design and execution of artistic and
aesthetic tasks.
Within the safe space of the
art class, students will experience the authentic visual art processes of
imagining, investigating, experimenting, making, displaying and evaluating.
They will sometimes fail, and learn that failure can often be a hugely positive
learning experience. Students will develop the knowledge, skills and
understanding necessary to produce and to engage with authentic and original
art, craft and design work. In so doing, they will begin to develop the visual
literacy, critical skills and language necessary to engage with contemporary
culture. This will further contribute to the students’ understanding of the
rich and diverse roles of art, craft and design in historical and contemporary
societies and cultures.
Critical and visual language
is used by
students to discuss, understand and assess an artistic work, whether it is
their own or another’s. It allows students to explore imagery more fully and in
a more thoughtful way. Students can use critical and visual language to
communicate their ideas to their teacher, other students or the wider
community. The ability for the student to use it builds a higher level of
competence and confidence when they respond to and engage with the visual
culture of the contemporary or historical world and natural and built
environments.
Drawing is the fundamental language
integral to all of the activities undertaken by students in the three strands
of art, craft and design. It is essential for enquiry, expression, documenting
and communicating visual information. Drawing from observation, including
primary sources and life drawing and experimental and imaginative drawing, as
well as developing ideas through 2-D, 3-D or digital methods are important for
students to experience. Drawing is also an art form itself. Students need to
experience and develop their drawing skills over the three years of junior
cycle.
Visual culture and
appreciation recognises
that the modern world has become a more visual place encompassing a wide range
of visual stimuli such as architecture and urban design to advertising, new
media, the internet, fine art, craft, design, photography, fashion and more.
Non- text-based cues and images are visually read at a much faster rate than
text-based messages. At times, bombarded with images, students need to
understand and decode these visual messages, as well as the visual culture of
other societies too. This knowledge and understanding needs to be communicated
using language familiar to the students but also the critical and visual
language associated with the three strands of art, craft and design.
Art elements and design
principles (AEDP) are
the building blocks of any work of art a student will create. Their application
in 2-D, 3-D or digital works can be analysed by considering their use either
collectively or individually. The art elements include the dot, colour, line,
shape, tone, texture and pattern. The principles of design include balance,
tension, symmetry, harmony, light, space, scale and contrast.
Media choice and use is an
important element that cross-cuts the three strands of art, craft and design.
Media are the means to interact, create, connect and communicate with others.
In the work, which students undertake to create, they can use traditional tools
and methods or new, contemporary or digital means. Media also encompasses the
knowledge of techniques or processes too.
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