Session 9: Extended Making Period

Session Aims:

  • To understand the benefits of making in art and design
  • To understand how continuity and progression in making skills can be developed in the primary school.
  • Consider how to foster positive behaviour in art and design in relation to Ofsted recommendations.
  • To unpick a current manifesto for art and design and interpret it in relation to progression.
  • Identify the links between the current manifesto for art and design education and your role as a future subject leader.
  • Continue to develop your own independent work but audit your own making skills and identify personal challenges to demonstrate an awareness of progression in art.

During this session the art specialists will be exploring some issues related to ensuring effective leadership in primary art and design. Below are some of the ideas which were generated in response to the session.

Subject Leadership

Concepts to consider as a subject leader in art and design:

  • Continuity and Progression of Skills:  The students considered different approaches to ensuring progressive learning, looking at the NSEAD 2014 Guidance for planning and assessment where an approach considering: The Generation of Ideas, Making, Understanding and Knowledge and Assessment is considered. They also critiqued a range of primary skills maps for art learning through particular artistic techniques: Drawing, Painting, Printing and 3d Work identifying how the skills should be broken down progressively across different year groups from Nursery- KS2.

The concept of TEA Thinking Expression and Action encouraged the students to reflect on what learning is for in art, not what is it of. The unpicked the relationships between this concept and the values behind different approaches schools adopt to schemes of work in art and design.

  • Varied provision: The students discussed the importance of studying a range of artwork and artists practice. As well as making learning accessible to a range of learners once again correlating this with the importance of a progressive and open ended art education.
  • Challenge (Ofsted): A range of strategies for how to challenge learning in art were gathered to include the benefits of teaching concepts learnt to peers and using this as a reflective process. The students identified the importance of personal challenge, not just the provision of extension activities and made links between this an increased motivation to learn in art and its impact upon behaviour.
  • Promotion of positive behaviour (Ofsted) A range of strategies for managing behaviour in the art classroom were explored to include: classroom ethos, organisation of resources, the use of personal success criteria to keep pupils on task, pace and engaging opportunities.
  • Whole school vision: As a future art co-ordinator the students identified the importance of rationales and vision for arts education, they advocated for learning that was responsive to pupils contemporary environments, that provided opportunities to collaborate and that covered a breadth of art skills and opportunities.


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