Teaching and Learning
Strategies used in my schemes are; demonstration, group discussion and questioning to support learning and engagement for all pupils in the classroom. Research, initial ideas, process of development and creating final work are phases found in each of my schemes. Without the use of strategies when teaching, the student will not learn or understand course content. Strategies have helped me identify what learning methods to use and they have also enabled me to write an appropriate painting scheme of work for a 2nd year CBA group.
Acts of intuition are found during a discussion of an artist’s work. The pupil’s imagination is brought to question and transformative acts which produce and develop ideas and values in material and multi-sensory forms are experienced (Addison & Burgess, 2014, pg.21). In this case questions like; what was Charles Sheeler looking at when he painted this? were asked. The student’s answers were vital because I needed to see what knowledge they had about paint in general such as colour, composition, etc. and the subject matter of the painting.
Criticising the work or trying to find its meaning as to why it was painted in the first place is an important element of art-making. By using the artist work it supports engagement for the pupils as it allows them to assess the visual qualities needed to complete a painting. Group discussions allow students to learn together. It is also a differentiation strategy as it creates a learning environment for those students who find it difficult sharing ideas out loud in class. They can discuss their ideas with peers in the class and this supports engagement in the class
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Work by Charles Sheeler discussed with students
A contextual domain is explored during the initial ideas stage as it is concerned with those aspects of Art and Design which enable students to express ideas and insights which reflect a developing awareness of their own work and that of others (Addison & Burgess, 2014, pg.21). Group discussions help auditory learners and by creating a visual map about Sheeler’s work, they remembered key words, mind-maps also aid the visual learners in the class (VARK).
Key words board to help students with their reflections in their sketchbooks and during discussiions
Demonstrations are vital for visual and kinaesthetic learners as it is a physical act of learning (VARK). . A productive domain is concerned with the ability to select and control formal and technical aspects of ideas, feelings and intentions (Addison & Burgess, 2014, pg.20). How will the work look once it’s finished? What media will I use? Are all equivalent questions you ask yourself before starting an artwork. The same questions apply to students in secondary school. Demonstrations show and tell but they also ask why and allowing the students to explore trial and error; ‘that angle didn’t work so I need to try this angle’.
Communication is important when carrying out demos. By asking questions this ensures students are engaged and motivated. I use low cognitive questions as a starting point to get the students thinking and to give them a chance to remember. However, when I need to challenge he students and push them further I use high cognitive questions.
Some Evidence of student work
