This Page summarises the practical, theoretical, conceptual and disciplinary knowledgeDisciplinary Knowledge is what pupils learn about how art is studied, discussed and judged. relevant to 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., 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.
As students create and make art and design, conceptual and technical knowledgeFacts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject. can be taught as principles, theories and rules, and acquired and applied experientially in projects and lessons.
They are sometimes described as the theoryA theory of art is intended to contrast with a definition of art. Traditionally, definitions are composed of necessary and sufficient conditions and a single counterexample overthrows such a definition. Theorising about art, on the other hand, is analogous to a theory of a natural phenomenon like gravity (as in colourChoices of colour and the relationships between colours have a huge influence on how a piece or art or design looks and feels and the emotions it provokes. Colour is made up of different aspects. The most useful terms used to describe these aspects are probably: hue, tone, saturation, complementary, analogous, tint, shade, primary and secondary. theory), or the rules (as in rules of compositionThe combination of a selection of distinct elements to work towards creating a whole image or form. The arrangement of shapes, colours, textures, marks and lines in a painting. A composition is something that is put together - it is an arrangement of different elements. In art, the visual elements are combined by paying attention to things such as balance, harmony, rhythm and contrast to give a unified whole. Sometimes composition is used to refer to one piece of art work, such as a painting or perspective) which define the knowledge and learning associated with particular ways of working or creating.
This knowledge can be acquired as factual knowledgeFactual knowledge refers to terms, facts, and detailed information that must be learned to understand a subject or solve a problem. Conceptual knowledge refers to classifications, principles, and theories that are specific to a subject matter, for example, learning about the theory of colour, which becomes embedded before being more widely applied through experiential learningExperiential learning is the process of learning through experience, and is more narrowly defined as 'learning through reflection on doing'. Hands-on learning can be a form of experiential learning but does not necessarily involve students reflecting on their product. Experiential Learning is the process of learning by doing. By engaging students in hands-on experiences and reflection, they are better able to connect theories and knowledge learned in the classroom to real-world situations (Kolb, 1984) i.e. following colour matching and mixing activities where students learn about primary, secondary, and tertiaryTertiary colours are combinations of primary and secondary colours. There are six tertiary colors; red-orange, yellow-orange, yellow-green, blue-green, blue-violet, and red-violet. A tertiary color or intermediate color is a color made by mixing one part of a primary color with half part of another primary, and none of any other primary color, in a given color space such as RGB, CMYK or RYB. and complementary colours, tints and tones, warm and cool colours.
Learning these concepts as explicit knowledgeExplicit knowledge is knowledge that is straightforwardly expressed and shared between people. Explicit knowledge is knowledge that can be readily articulated, codified, stored and accessed. It can be expressed in formal and systematical language and shared in the form of data, scientific formulae, specifications, manuals ect. before makingThe process of making or producing something. The making of meaning is a decisively integral component of art-making. Meaning-making in relation to the creation of art serves a symbolic and practical purpose. On a symbolic level, the essence of meaning-making is highlighted when we encounter works of art that are of an abstract nature. it experiential can at times be helpful to develop understanding, particularly when applied in a project context, or before being embedded when practised as a skill.
This is what we mean when we describe ‘powerful’ knowledge' (Young, 2008). The knowledge associated with these concepts, 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 is powerful because they empower students to understand, apply and implement, becoming more skilful, confident and effective.
References
- Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N. J., Prentice-Hall.
- Meyer, J. H. F. and Land, R. (2003) Threshold Concepts and Troublesome Knowledge 1 – Linkages to Ways of Thinking and Practising in Improving Student Learning – Ten Years On C.Rust (Ed), OCSLD, Oxford
- Young, M. F. D. (2008). Bringing Knowledge Back In: From Social Constructivism to Social RealismAs an art movement, Realism refers to the social realism of 19th century painters like Gustave Courbet (1819-1877) and Honore Daumier (1808-1879). They preferred to paint nonidealised versions of the world, including depictions of poverty and ordinary life. In a more general sense, Realism refers to a type of art that attempts to re-create the world as it appears to be, without distortion or stylisation. In this sense, it is sometimes less ambiguous to use the term 'Naturalism'. in the Sociology of Education. Oxford, Routledge.
- Perkins, D. (1999). The Many Faces of Constructivism, Educational Leadership, Volume 57, Number 3, November
- Francis. C. and Nicholls. J. Art Pedagogy
- JCQ. (2023) guidelines Instructions for conducting non-examination assessments
- NSEAD. (2023). Sketchbook Guidance
- NSEAD. (2023). Sketchbook Circle
- NSEAD. (2023). Finding creativeBeing creative or 'creativity' relates to or involves the use of the imagination or original ideas to create something. Careers
- ART UK. (2023). Examples of Art & Design selected from across Public Art Collections, UK
- The Creative IndustriesA range of economic activities concerned with the generation or exploitation of creative knowledge and information. The creative industries include advertising, architecture, radio and TV, publishing, the arts and antique markets, designer fashion, crafts, performing arts, design, film, software and computer services, music and computer games Council. (2023). Official Website
