These pages reflect the physical and professional environment artArt refers to a diverse range of human intellectual and expressive activities and the outcomes of those activities. Within this context art is further defined as visual art and includes painting, drawing, sculpture, printmaking, photography and work made using digital media. teachers create to promote good learning in their subject. So these pages are really about pedagogies which are, of course, complemented by purposefully designed and managed spaces.
To maintain a focus on the quality of the learning in art, craftCraft can be designed as intelligent making. It is technically, materially and culturally informed. Craft is the designing and hand making of individual objects and artefacts, encouraging the development of intellectual, creative and practical skills, visual sensitivity and a working knowledge of tools, materials and systems. More about craft can be found here and designDesign shapes ideas to become practical solutions and propositions for customers and users. Design is all around us, everything man made has been designed. The majority of designers work in teams, following a design brief and a process towards realising a commercially driven product, building, system or service, it is essential to support the quality of provision and ensure teaching pedagogies are appropriate and manageable for the range of activities carried out. These pages will help teachers recognise the range of strategies available to them, many of which will be familiar and a natural part of their professional repertoire. Some of these may be new and some other pages will provide an opportunity to review and take stock of familiar routines.
Display is an important aspect of an art and design learning environment, which should balance the dual purpose of empowering learning, with the value of celebrating achievement.
Art educators rightly believe that the art and design learning environment should be visually stimulating, well organised and resourced, so that it supports independence, and facilitates planned processes and techniquesA procedure, formula or routine by which an outcome or artwork is achieved, to include weaving thread into cloth with a darning needle, carving wood with a chisel and throwing clay on a wheel to make a pot, health, wellbeing and safety. This
School SLT members and the site manager may be ultimately responsible for provision and cleaning, but subject leadersA teacher with the title of subject leader is given the task of improving the teaching and learning provisioning of a specific subject taught within the school. have a clear duty to advise them, retaining critical oversight of all aspects of the provision to ensure it is suitable, adequate, safe and effectively facilitates their planned curriculumIn education, a curriculum (or curricula) is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit (including the hidden), the excluded, and the extracurricular. Curricula may be tightly standardized or may include a high level of instructor or learner autonomy. Many countries have national curricula in primary and secondary education, such as the United Kingdom's National Curriculum..
As part of their responsibilities subject leaders should take account of:
- the specialist studios or classrooms and their suitability to support practical/creative learning activities and the scope of the planned curriculum.
- the expectation teachers should have for these facilities given the breadth of methodology they must support.
Relevant to all of this are the requirements for health and safety, alongside the pedagogies that might best function within these teaching and learning spaces.
