Art and Design Positional Papers by cait talbot-landers https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz This padlet is designed to support you in developing your position with reference to Art and Design. Each student will have a shelf to submit ideas and receive feedback and suggestions. en-us 2022-09-29 09:16:57 UTC 2022-10-08 13:35:41 UTC hello@padlet.com https://padlet.net/icons/png/1f3a8.png Organisations and journals cait_talbot_landers https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2319353492 NSEAD
https://www.nsead.org/
ENGAGE
https://engage.org/
AccessArt
https://www.accessart.org.uk/
Royal Society for the Arts
https://www.thersa.org/
The Campaign for Drawing
https://www.campaignfordrawing.org/

Useful Journals
IJADE
http://www.ijea.org/
Education 3-13
https://www.tandfonline.com/journals/rett20
Impact
https://chartered.college/impact/

]]> 2022-09-29 13:10:43 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2319353492 Potential areas for consideration cait_talbot_landers https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2319384244 Patriation Gaps Art and Design include children from social and environmental background, BAME communities, Boys, SEND.
Etherington 2013  Art and design is still a gendered school subject 
https://www.uel.ac.uk/sites/default/files/6961.pdf

The Guardian Boys Find Art Classes not Stimulating
https://www.theguardian.com/education/2009/apr/24/art-lessons-boys-ofsted-technololgy

Teaching Boys more effectively in the art classroom
https://scholarworks.gsu.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1092&context=art_design_theses

Arts Council  Every child: equality and diversity in arts and culture with, by and for children and young people 
https://scholarworks.gsu.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1092&context=art_design_theses

Multiculturalism in the Classroom
https://www.nameorg.org/learn/what_is_the_potential_of_multi.php

All Our Futures
https://sirkenrobinson.com/pdf/allourfutures.pdf


]]> 2022-09-29 13:26:31 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2319384244 Discipline Based Arts Education cait_talbot_landers https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2319743103 DBAE is an internationally accepted model of effective art education that identifies how the four disciplines of Art and Design should be integrated together. You might like to consider as a position either why individually Art Production, Art History, Art Criticism and aesthetics should be included within an effective art curriculum or why it is important that all four are integrated.
Here are a couple of articles that provide an overview of DBAE and each of the areas. Consider the values that these areas bring and how they should be taught in a modern British classroom

Discipline Based Arts Education- A Fresh Approach to Teaching Art
http://circle.adventist.org/files/jae/en/jae200871014305.pdf

To understand further about the values of this approach read

]]> 2022-09-29 16:37:52 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2319743103 Using Museums and Galleries to support children understanding of Art and Cultural capital cait_talbot_landers https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2319763076 The Cultural White Paper 2016 identifies a participation gap in terms of the opportunities that children from socially and economically deprived areas and BAME communities have to access original art and to visit cultural institutions and how this needs to be addressed in school.
 Whitaker's (2016) Hurdles to participating of children families and young people in museums helps to identify some of the issues and possible solutions
https://kidsinmuseums.org.uk/wp-content/uploads/2018/12/Hurdles-to-Participation.pdf

Short blog on Cultural capital and art
https://theartyteacher.com/what-is-cultural-capital/

Robb 2020 

Art in my world: Exploring the visual art experiences in the everyday lives of young children and their impact on cultural capital

https://onlinelibrary.wiley.com/doi/full/10.1111/chso.12392



 

 

]]> 2022-09-29 16:48:01 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2319763076 The Art Curriculum and its teaching should be adapted to suit a modern artistic industry- inclusive of animation, games design, and film. https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321150019 Almost every artist used as an example in the classroom is a dead European white man. I think that we as teachers should acknowledge the modern art industry, and introduce children to it to give them a newfound appreciation for the artistic media they consume on a daily basis. Children should be shown that the cartoons they enjoy, the animated movies they watch, the picture books they read, and the games they play are all potential future careers that revolve around art. 

More artists like Rebecca Sugar, Pendleton Ward, and Dav Pilkey should be taught in schools rather than pushing them towards the classics which hold no relevance to them, none of them have any engagement with, and often have mature themes that make navigating a gallery a minefield. ]]> 2022-09-30 14:28:22 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321150019 Art and Design is still a Gendered School Subject https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321150970 There has recently been a low uptake art by boys, together with the ‘significantly’ higher attainment by girls.

Boys like to learn by doing and to grow ideas from the experience gained through the craft of making process 

Boys don't always want to engage with research that is thoughtful, investigative and ideas focused before to creating the finished artwork.  

Boys like to learn by doing and to grow ideas from the experience gained through the craft of making process. They want to cut, tear, rip, shape, glue etc

Not that girls don't do this, but boys have to learn by doing it, not thinking about and planning how and when to do it. It is the physical act of doing these things that they enjoy. It makes sense to them.

If the above are not considered within long and medium term subject planning, then gender stereotyping could take place, such as larger than life flower projects 
]]> 2022-09-30 14:29:00 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321150970 Cultural capital in primary education. The benefit and value of museum school partnerships and how to make it happen. nellyatsyrlin https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321151784 I will look at;

What’s the value of going to museum, aka cultural capital.  What are the issues and obstacles. 
why schools don’t make it a priority nation wide. And how, potentially, museum- school partnerships can as help solve these obstacles. 

Maybe look at how it’s done in other places around the world.

]]> 2022-09-30 14:29:33 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321151784 using adaptive teaching methods to create an inclusive environment https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321151955 I will look at the Disability Discrimination Act (DDA), the National Curriculum, Oftsed Reports and other sources to identify the importance of adaptive teaching, the different methods that can be used and how this will effect my own teachign career]]> 2022-09-30 14:29:40 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321151955 How should art be assessed? https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321163867 How should art be assessed?  

Art should be assessed through Formative assessment, also known as Assessment for Learning. This is a continuous methodical process in which evidence is gathered alongside the provision of supportive feedback to the learner throughout the learning process (Heritage et al. 2009). Many researchers argue that formative assessment can help pupils overcome difficulties and improve their learning. Most of the research in this area reports many positive outcomes for both pupils and teachers. It is argued that if teachers carry out formative assessment daily it creates continuous opportunities for the teacher to assess and provide feedback which can resolve difficulties and help improve learning. However, we need to consider the role that culture plays in the education system and how these cultural dimensions shape the teacher and play a part in assessment. (Rusu 2022) 
 
Heritage, M., Kim, J., Vendlinski, T. and Herman, J. (2009). From Evidence to Action: A Seamless Process in Formative Assessment?. Educational Measurement: Issues and Practice, 28 (3), pp. 24-31. 
Rusu, Marinela. "1. Cultural Dimensions of Learning - Teachers’ Cultural Skills" Review of Artistic Education, vol.24, no.1, 2022, pp.237-250. https://doi.org/10.2478/rae-2022-0029 
]]> 2022-09-30 14:37:50 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321163867 Art education needs restructuring https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321166082 The art curriculum has a massive push to develop children's technical abilities in a range of different mediums. However, the sense of creativity and exploration that is intrinsic to art itself is often lost and developing a sense of what art means for individual children is not common practice.

The type of art history that is engaged with is very restrictive and focuses way too much on the work of dead white European men and promotes cultural capital as simply visiting a gallery rather than engaging with different art styles, forms, cultural uses of art, etc. 

Art needs to be implemented differently in schools and the nature of the subject content needs to be modernised and diversified. The Steiner Waldorf approach should be looked at as a potential inspiration for how to weave art into every aspect of school life.

]]> 2022-09-30 14:39:17 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321166082 The importance of inclusivity and creativity within art and how it impacts a child's development during Primary Education. ShanFW https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321178295 Position: My position is that inclusivity and creativity within art can have a significant impact on a child's development within a primary school setting. This could be through building confidence, learning how to communicate without words, stimulating curiosity and risk taking, boosting their social and interaction skills but also giving them a sense of belonging through community art projects. Through showing children other works of art it can help them become more confident in their classroom discussions, describing things in greater detail and learning how to analyse and reflect.

Alternative arguments: Some would argue that art isn't as important as the core subjects, especially when it comes to technology and literacy. Some would also argue that art can also become a distraction and take away from the actual learning and become more of a 'making' class.

the implications for teaching and learning: in any situation its important to be mindful of inclusion, a classroom should be a safe environment where all children feel accepted and are encouraged to be the best they can be. Art can provide children with a richer life in terms of cultural capital and education.

Sometimes too much colour or pattern can have the opposite effect. If there is too much predominance on the art and design aspect then it may be an over-stimulant, it might put a pressure on children to create artwork 'as good as the famous artists' and it might take away their enjoyment.

It is important to try and find a good balance and understand the children in your classroom first, so that you don't overload them.

sources:
https://sirkenrobinson.com/pdf/allourfutures.pdf

https://theartofeducation.edu/2019/08/02/inclusivity-for-all-learners-in-the-art-room/

https://onlinelibrary.wiley.com/doi/full/10.1111/jade.12289

https://www.tandfonline.com/doi/full/10.1080/13603116.2016.1218954

https://www.sess.ie/sites/default/files/Resources/Cirricular_Material/P_Mild_Arts.pdf]]> 2022-09-30 14:47:25 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321178295 SEND (autism) inclusion within art in a mainstream classroom felicityroadway https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321183554 Currently, I'm thinking about focusing on children with Autism, and how to make art inclusive for them. So focusing on how to incorporate their sensory needs into art, incorporating their development of social skills, incorporating the development of their knowledge of emotions and feelings, and how their observational skills. 
Fostering a warm and encouraging environment is very important for this. Showing children that there is no right or wrong answer in art. Allowing the exploration of art resources, and getting used to their sounds, feelings, and colours. Using art to discuss emotions and feelings, encouraging group work and discussions about art, and the feelings that a piece of art is trying to convey. 

An opposing argument may suggest that children who are neurotypical find it frustrating/difficult to work with children who are Autistic - they may feel they need to be neat or more focused on creating a 'wonderful piece of art' rather than simply exploring the recourses and allowing the children to essentially play and understand how resources come together to create art. 

Sources I have found so far:

https://www.google.co.uk/books/edition/Peer_Play_and_the_Autism_Spectrum/ICg7GGVTLV0C?hl=en&gbpv=0 
This book discusses the way that art can positively affect a child with Autism's social skills.

https://smartlib.umri.ac.id/assets/uploads/files/8ea41-art-therapy.pdf#page=211 
This article explains how art can help children with Autism develop basic skills that they would otherwise struggle to develop
 
https://link.springer.com/article/10.1007/BF02179375
This article discusses the collaboration of autistic and neurotypical children during an art lesson.

https://corescholar.libraries.wright.edu/ejie/vol2/iss7/5/
This article considers the role of the teacher in being willing to teach inclusively to children with Autism within their classroom. 

My next move will be to develop the opposing arguments more and discover useful sources that I can use to back up these arguments. ]]> 2022-09-30 14:50:50 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321183554 If you are on the padlet please revisit BB just to discuss next week cait_talbot_landers https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321198595 2022-09-30 15:00:34 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321198595 Why is providing opportunities for children to view and engage with original Art important for the development of children's cultural capital. https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321203623 - What children will get from going to museums.
- How can children access original art in the classroom. 
- Adults (parents and teachers) views on going to art museums.
- challenges teachers/schools may face with these trips.

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/chso.12392

https://onlinelibrary-wiley-com.edgehill.idm.oclc.org/doi/pdf/10.1111/1468-2427.12531







]]> 2022-09-30 15:04:07 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2321203623 Why should schools visit art galleries? https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2327176621 For position:
1. DBAE 
2. Cultural capital 
3. LotC

Challenges:
1. Cost/expenses
2. Culture relevance
3. Artists come into schools- challenge in itself]]> 2022-10-05 08:18:59 UTC https://padlet.com/cait_talbot_landers/spx490sruf5rc1uz/wish/2327176621