Art plays a critical role in a child’s development. According to Eisner (1972: 9) art enriches an ‘individual’s experience with and understanding of the world’, suggesting it is as, if not more important than the core subjects, in enabling children to make sense of phenomena from very early on. For example, art makes it possible for children to interpret and assimilate visual information, such as colour and light, depth and perspective as well as shape and symmetry. Art is also a means of expression, ‘promoting self-esteem and developing a sense of identity’ (Hickman, 2005: 106), as it can enable individuals to fulfil their ideas and recognise that they see, understand and value things differently to others. Finally, in contrast to more content driven subjects, art is open-ended and can thus give children the opportunity to exercise their originality while they experiment and seek answers (Cox and Watts, 2011).

 

The aim of this website is to provide a sequence of lessons based on the take one picture approach, which refers to using an artwork to ‘ignite young people’s imagination [and] to inspire [their] love of learning’ (The National Gallery). By employing this approach throughout the theme, ‘words and images’, I have been able to attempt to engage with the aims of the national curriculum for art and design, whereby children compose, improve their process skills, inquire into creative works and learn about artists and their contribution (DfE, 2013).

 

According to Barnes (2002: 46), a theme 'lies at the heart of invention and creativity'. Thus, my reason for choosing the theme, words and images, is to stimulate children's enthusiasm for and their exploration and innovation in art. Barnes (2002: 46) also emphasises the importance of themes needing to be 'sufficiently open'. Hence, I have selected a theme which can not only draw on children's interests and experiences, as both words and images largely feature in and influence pupils' day-to-day lives, but also a theme that incorporates a variety of subject matter, styles and processes and that can as a result inspire a range of responses. Moreover, by exposing children to the diversity of art explored within this theme, the teacher can engage pupils in higher order thinking; children can begin to draw comparisons between artworks and consider the influences of contextual factors on artists' work (Key and Stillman, 2009). 'Words and images' enables children to discover similarities between writing and art and so help them understand the different purposes of language, for example, that it is used to inform, express, persuade and entertain. By drawing on both visual and written language, teachers can also support children who might otherwise be hesitant, to participate in and be adventurous with their art or writing (Dunn and Finley, 2010).

 

While some activities can be adapted for and be used with most year groups, they are intended for and are more likely to bring about successful results with years 5 and 6. Certain questions might be too abstract and difficult for very young children to comprehend, whilst the tasks involve using advanced fine motor skills, such as cutting and sewing.

 

Overall, it can be argued that, words and images is a scheme of work that can engage children to, make sense of their experiences, explore and appreciate their sense of self and be creative.

 

547 words

 

Bibliography

 

Barnes, R., (2002) Teaching Art to Young Children 4-9, London: RoutledgeFalmer

 

Cox, S. & Watts, R., (2011) Teaching Art and Design 3 - 11: Reaching the standard series, London: Continuum International Publishing Group

 

DfE, (2013) National curriculum in England: art and design programmes of study, London: Crown Copyright, available at:

https://www.gov.uk/government/publications/national-curriculum-in-england-art-and-design-programmes-of-study/national-curriculum-in-england-art-and-design-programmes-of-study, (accessed: 23/11/14)

 

Dunn, M. & Finley, S., (2010) 'Children's Struggles with the Writing Process: Exploring Storytelling, Visual Arts, and Keyboarding to Promote Narrative Story Writing', in Multicultural Education, 18, (1) pp. 33-42, available at:

http://content.ebscohost.com/ContentServer.asp?EbscoContent=dGJyMNHX8kSeqLA4zOX0OLCmr0yeprdSrq%2B4TLKWxWXS&ContentCustomer=dGJyMPGus0i1rK9JuePfgeyx43zx1d%2BI5wAA&T=P&P=AN&S=R&D=e*/, (accessed: 23/11/14)

 

Eisner, E. W., (1972) Educating Artistic Vision, London: collier-macmillan

 

Hickman, R., (2005) Why we make art and why it is taught, Bristol: Intellect

 

Key, P. & Stillman, J., (2009) Achieving QTS: Teaching Primary Art and Design: Learning Matters Ltd

 

Meager, N., (2012) Teaching Art: Ages 7 - 11, London: Belair Imprint

 

The National Gallery (No Date), Take One Picture, available at:

http://www.sciencedirect.com/science/article/pii/S1871187108000084, (accessed: 17/12/14)

 

The National Gallery (No Date), available at:

http://www.nationalgallery.org.uk/take-one, (accessed: 23/11/14)