Coordinating Art Across the Primary School

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series provides a wealth of tips, case studies and photocopiable material.

List of figures

viii

(2)

Acknowledgments

x

(1)

Series editor's preface

xi

Part one The role of the art coordinator

3

(32)

Chapter 1 The role of the art coordinator

3

(8)

Review your current position

5

(2)

Prioritise needs

7

(1)

Assess implications of change

8

(2)

Draw up an action plan

10

(1)

Chapter 2 Establishing yourself in the role of art coordinator

11

(15)

Practical approaches to fulfilling your role as art coordinator

12

(2)

Staff development

14

(10)

Helping colleagues and induction of new staff

24

(2)

Chapter 3 Working with the wider community

26

(9)

Reporting to heads, governors, parents and colleagues

29

(1)

Developing performance indicators

30

(5)

Part two What art coordinators need to know

35

(62)

Chapter 4 Subject knowledge

35

(19)

The aims for art education in the National Curriculum

36

(2)

Teaching skills and processes

38

(1)

Attainment targets and key strands

39

(7)

Understanding the relationship between ATI and AT2

46

(8)

Chapter 5 Understanding how children progress in making art

54

(25)

The centrality of drawing

62

(7)

Methodologies for teaching drawing

69

(1)

Sketchbooks

70

(2)

Critical studies

72

(1)

Limits and constraints

73

(1)

A range and methodologies

74

(5)

Chapter 6 Strategies and methodologies for teaching art

79

(8)

Looking, talking and seeing

79

(4)

Teaching strategies and resources

83

(1)

Teaching the visual elements of art

84

(3)

Chapter 7 Cross-curricular issues

87

(5)

Art in its own right

88

(1)

Art across the curriculum

88

(1)

An outline of the links between art and other subjects

89

(1)

Planning the teaching of the Programmes of Study for art and other subjects

90

(2)

Chapter 8 Special needs and equal opportunities

92

(5)

Differentiation

92

(1)

Gender

93

(1)

Culture and race

94

(3)

Part three Whole school policies and schemes of work

97

(42)

Chapter 9 Developing an art and design policy

97

(12)

Making an audit of current practice

98

(2)

A policy for consistency in the practice of teaching art

100

(1)

What form will the policy take?

101

(2)

Statements of intent: aims and objectives

103

(1)

The curriculum plan

104

(5)

Chapter 10 Implementing the policy

109

(17)

Learning experiences

109

(1)

Content and balance

110

(1)

Use of time and teacher expertise

111

(1)

Methodologies

112

(1)

Planning

112

(1)

Continuity and progression

113

(13)

Chapter 11 Policy for assessment

126

(5)

Assessment policy statement

126

(5)

Chapter 12 Art policy on materials and resources

131

(8)

The use and care of materials: health and safety

132

(1)

Visual resources and reference materials

132

(2)

Coordinating, listing and cataloguing reference materials

134

(1)

Display

134

(1)

Special needs and differentiation

135

(1)

Policy for using external agencies

135

(4)

Part four Monitoring for quality

139

(34)

Chapter 13 Monitoring children's achievement and progress

139

(15)

Reflection and appraisal in the National Curriculum

140

(1)

Monitoring and appraising children's work in art

141

(1)

Monitoring progression

142

(5)

Developing children's evaluation of their own work

147

(7)

Chapter 14 Strategies for monitoring and recording progress in art

154

(19)

Reviewing children's work with colleagues

154

(7)

Teaching assessment profiles

161

(1)

Reporting achievement

162

(7)

Transferring information to secondary schools

169

(4)

Part five Resources

173

(8)

Chapter 15 Resources and suppliers

173

(1)

Equipment

173

(3)

Material suppliers

176

(1)

Galleries and museums

177

(4)

References

181

(2)

Index

183

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Coordinating Art Across the Primary School

Summary

Table of Contents

Supplemental Materials