A Critical Evaluation of the Creative Arts Work I Taught in
School By Kim Marshall
Slide 2
Creativity in Education Creativity in education has
increasingly become a focus in curriculum and pedagogy. It is now
embedded in the Foundation Stage Curriculum and National Curriculum
for schools [in England] (Craft, 2005, p.7 in Wilson)
Slide 3
Key Skills The National Curriculum (NC) identify key skills
that enable pupils to learn, practise, combine, develop and refine
a wide range of skills in their work, and key thinking skills that
enable pupils to learn how to learn (QCA, 1999, pp.21-22).
Slide 4
Key conditions for creative learning The need to be challenged
The elimination of negative stress Feedback The capacity to live
with uncertainty Creativity is a state of mind and not another
intelligence (Lucas, 2001, p.40 in Craft, A., Jeffrey, B.,
Leibling, M)
Slide 5
Art lesson (Yr 6) Topic Tudors Focus: teamwork; fine details
and shading - demonstrated through childrens own interpretations of
the features of a portrait, taken from a written description.
Slide 6
Group of childrens interpretations of King Henri VIII Portrait
of Henry VIII - drawn and painted from written descriptions.
Slide 7
Group of childrens interpretations of Anne Boleyn and Catherine
of Arragon Drawn and painted from written description.
Slide 8
Group of childrens own interpretations of Anne of Cleaves and
Jane Seymour Drawn and painted from written description.
Slide 9
Group of childrens interpretations of Katherine Parr and
Catherine Howard Drawn and painted from written description.
Slide 10
Self-Assessment form Art and Design - Evaluation of my Work
Name _____________________ Date _________________________ What
teamwork was involved in the creation of your portrait? How do you
feel about the finished product? What do you like about it and why?
How could you improve it if you were to do it again?
Slide 11
Inspiration My inspiration for this lesson came from Marion
Richardsons teaching experience in Art and the Child. Discovering
that my teaching could fire and free something which would
otherwise be fortuitous gave new purpose and inspiration
(Richardson, M. 1948, p.14)
Slide 12
Music lesson (Yr6) Topic Fairground Rides Focus: teamwork;
composition skills, incorporating tempo, pitch, duration and
dynamics.
Slide 13
Planning and Teaching Key aspects to be taken into
consideration when planning: Childrens needs and abilities; Clear,
appropriate learning intentions and success criteria; Achievable
targets; Challenging and engaging activities; Resources available.
(Penny, S., Ford, R., Price, L,. & Young, S., 2002, p.5)
Slide 14
Assessment for Learning (AfL) To facilitate learning teachers
need to: Make learning objectives and success criteria explicit;
Provide opportunities for paired discussion before answering a
question; Allow sufficient thinking time before obtaining an
answer; Provide self and peer assessment opportunities; Provide
effective feedback; Analysing learning is only the first step
towards finding out what children know and can do, but this
assessment only becomes formative assessment when the evidence is
[] used to adapt the teaching work to meet the needs of the
children (Black and Wiliam, 2001: p.2).
Slide 15
Scaffolding Concept termed by Vygotsky Expanded by Bruner The
role of the teacher is what Bruner refers to as a mediator. The
teacher must not direct the student too much, but needs to give
enough guidance to enable the student to have the means to learn
(Legge and Harari, 2000, p.31) Scaffolding describes the various
types of support given by teachers to support the learning of
students (Bentham, 2002, p.11) Mercer (1995) states a more
competent peer could [also] provide support in the context of
scaffolding (Mercer, 1995, in Bentham, 2002, p.16).
Slide 16
References Bentham, S. (2002) Psychology and Education. East
Sussex: Routledge. Black, P. and Wiliam, D. (2001) Inside the Black
Box: Raising Standards Through Classroom Assessment. BERA.
http://weaeducation.typepad.co.uk/files/blackbox- 1.pdf (accessed
16/10/09).http://weaeducation.typepad.co.uk/files/blackbox- 1.pdf
Clarke, S. (2001) Unlocking Formative Assessment: Practical
strategies for enhancing pupils learning in the primary classroom.
London: Hodder Arnold. Clarke, S. (2003) Enriching Feedback in the
Primary Classroom. Oxon: Hodder Education. Clarke, S. (2005)
Formative Assessment in Action: weaving the elements together.
Oxon: Hodder Education. Coffey, H. (no date) Available at
http://www.learnnc.org/lp/pages/5074 (Accessed:
24/05/10).http://www.learnnc.org/lp/pages/5074 Craft, A. (2000)
Creativity Across the Primary Curriculum, framing and developing
practice. London: Routledge Falmer, pp. 155-168 Craft, A. (2005)
Changes in the Landscape for Creativity in Education in Wilson, W.
(ed) Creativity in Primary Education, Exeter: Learning Matters
pp.7-19. Legge, K. and Harari, P. (2000) Psychology and Education.
Oxford: Heineman Educational Publishers.
Slide 17
References (continued) Liptau, S. (2004) Creativity in music
and art in Fisher, R. & Williams, M. (ed) Unlocking Creativity,
teaching across the curriculum. London: David Fulton, pp. 133-149.
Lucas, B. (2001) Creative teaching, teaching creativity and
creative learning in Craft, A., Jeffrey, B., & Leibling, M.
(ed) Creativity in Education, London: Continuum, pp.35-44. Penny,
S., Ford, R., Price, L., &Young, S. (2002) Achieving QTS:
Teaching Arts in Primary Schools, Exeter: Learning Matters. QCA
(1999) The National Curriculum: Handbook for Primary Teachers in
England. London: QCA. Raiker, (2007) Assessment for Learning in:
Jacques, K. and Hyland, R. Achieving QTS: Professional Studies:
Primary and Early Years. Exeter: Learning Matters Ltd. Richardson,
M. (1948) Art and the Child. London: University of London Press.
pp.6- 29. Images available at www.google.co.uk/images (Accessed
20/05/10)www.google.co.uk/images