faculty of arts - university of plymouth · web viewweek 10 the curriculum for art and design? the...

Faculty of Arts

Institute of Education

PGCE Secondary Art and Design Pathway

Induction to Professional Teaching and Learning

EPGS615 – Subject Specific Content

2017 - 18

150902

© Plymouth University 1 Secondary Art and Design IPTL 2017-18

Contents

Introduction to the module Page 3

Overview of the Art and Design Programme Page 4

Weekly Plan Page 6

Weekly Plan Page 7


Induction in Professional Teaching and Learning – Subject Specific Content

The aims of this part of the module are • to reorient trainees from their varied subject backgrounds to the reality of

teaching their subject in schools and to the academic requirements of the programme

• to start to develop in trainees the levels of knowledge, personal qualities and standards of professional competence necessary to stimulate the imagination of pupils.

The focus of this part of the rudiments of lesson planning through experiential and practical faculty and school sessions integrated to help you to acquire a range of practical teaching ideas and a graduated range of experiences of teaching in preparation for Practical Teaching 1. The school experience provides practical experience working with pupils as well as Training Sessions with Subject Mentors and other Partnership School staff. While the work in this module is developed at all levels there is normally an emphasis on KS3. You will be introduced to the range of resources available in your subject, including ICT.

The module introduces trainees to short term lesson planning within NC requirements and to formative and diagnostic assessment and assessment within the NC and GCSE. You will be helped to start to audit your Subject Knowledge.

A number of aspects, e.g. lesson observation, lesson planning, Monitoring & Assessment, ICT, which are introduced in Professional Studies 1, are developed in a subject context.

Pathway Co-ordinator: Matthew Wharf

The Art and Design practical sessions are built around the main subject knowledge areas that you are likely to encounter on your first placement. It is important for you to reengage with these activities in the new context where you will reflect on what you are doing and how you will be able teach these processes and the thinking to your students. You will also engage with the pedagogy that is specific to the effective teaching of art. You look to acquire the skills and understanding that make for quality teachers of art and you will explore the educational research that these. You will also consider personal qualities, attitudes and values that are essential if you are to make a difference to the lives of your pupils.

John Steinbeck said: ‘I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. Teaching might even be the greatest of the arts since the medium is the human mind and spirit.’

Art and Design Pathway Leader: Samuel Eyre


OVERVIEW OF ART PATHWAY PROGRAMME FOR TEACHING AND LEARNING Week Themes Practical Workshops

Session 1&2

Week 7

INTRODUCTION TO THE PGCE ART AND DESIGN

Course StructureOrganisation for PGCE ‘The Pedagogical Sketchbook’

RATIONALES FOR TEACHING ART

Why is Art taught in schools?Rationales for Teaching Art Advocates for Art and Design in Schools

Creative Practice

Session 3&4

Week 8

TEACHING ART AND DESIGNQualities and Attributes for a teacher of Art and DesignRelationships for High PerformancePedagogy for High PerformanceTeaching for Creativity.

Key Teaching Skills - ExplainingKey Teaching Skills – Setting Objectives and Success Criteria

Lesson Planning 1– Objectives, Success Criteria and Assessing LearningClassroom Management – The Teacher

Drawing

Session 5&6

Week 9

LEARNING IN ART AND DESIGN. Learning Theories and Art and Design

MindsetsMetacognitionFlow

Key Teaching Skills - Questioning Key Teaching Skills - Feedback

Lesson Planning 2 – Teaching and Learning Episodes

Classroom Management – The Pupils

Painting

Session 7&8

Week 10

THE CURRICULUM FOR ART AND DESIGN?

The Current situation of Art and Design in SchoolsThe National Curriculum Schemes of WorkThe place of Critical Studies

3D 1

Printing 1


Key Teaching Skills - ModellingKey Teaching Skills – The mid-lesson focus

Lesson Planning 3 – Differentiating Learning

Organising – The Environment

Session 9&10

Week 11

ASSESSMENT IN ART AND DESIGNAssessment of Learning and Assessment for Learning.National Curriculum Levels and the aftermathFeedbackMonitoring and TrackingData in Schools and the impact on Art teachingFischer Family Trust

Key Teaching Skills - Peer and Self Assessment

Classroom Management – Distribution and storage of work

Batik

Printing and 3D 2

Session 11&12

Week 12

INCLUSION IN ART AND DESIGN

Inclusion DifferentiationDiversitySMSC and British valuesMulticulturalism

Key Teaching Skills – Setting the challengeKey Teaching Skill – Plenaries

Classroom Management – Clearing up.

Ceramics

Session 13&14Week 13

BEHAVIOUR FOR LEARNING IN ART AND DESIGNStrategiesSchool Behaviour PoliciesDreikurs

Paperwork and procedures for Placement 1

Preparation of

materials for

placement


WEEK 7 Week beginning 11th Sept 2017

Mon – Fri - InductionSession 1 - Tuesday 12th September 9.00 – 12.00 Room 312INTRODUCTION TO THE PGCE ART AND DESIGN PATHWAYStudent introductions - Tutor Introduction

ExpectationsProfessionalismThe Teacher Standards

Course Outline ReadingNSEADThe Moodle SiteVisit to the library

PlacementsThe First Assignment

Portfolio presentations and discussion about individuals artwork / specialismsGCSE / A-Level exemplar sketchbooks / designs board

‘The Pedagogical Sketchbook’The Subject Knowledge AuditTrainees to assess and audit their practical art skills and experience in the Subject Knowledge Audit and look at areas of subject knowledge that need development.


Session 2 - Wednesday 13th September 9.00 – 12.00 Room 312Review - Questions about the course

RATIONALES FOR ART AND DESIGN IN SCHOOL.

What type of Teacher do you want to be?

Eileen Adams – Students Draw, A visual essay by Eileen Adams. NSEAD Website

Adams (No date) Students Draw Available at: http://www.nsead.org/resources/tea/Activities.pdf

Why should Art and Design be taught in schools?

Advocates for Art in Schools.Video – Ken RobinsonTED (2006) Ken Robinson says schools kill creativity. Available at: http:// www.ted.com/talks/ken robinson says schools kill creativity.htmlTrainees will discuss and develop clear personal rationales for the importance of Art in education Video – Bob and Roberta SmithThe Big Draw (2015) Why We Teach Art In Schools YouTube. Available at https://www.youtube.com/watch?v=KYXf4cbwBGE

SHIFT HAPPENS 2017 – discussion around technology and learning

10 lessons the arts teach – Elliot Eisner

The Assignment - Reading and Referencing

Useful websites

Practical Workshop 1.00 – 3.00 Room 312

A range of Creative Workshop Activities

‘The Invention Test’ – create a practical demo piece (portraits) ready for next weeks explanation tasks

READINGMaking a Mark:Ofsted, (2011). Making a mark: art, craft and design education. [online]

The Executive Summary pp.7 and 8Achievement: Secondary p.12 Point 14 – 30Teaching: Secondary Schools p.20 Point 42 -66The Curriculum: Secondary p.34 Point 80-98Leadership: Secondary p.43 Point 109-125

Learning to Teach Art and Design in the Secondary School

Introduction p 1 - 8

Video: Cubbin. S. (2015) A Window to the world. Available at:https://www.youtube.com/watch?v=CftiEuG6Frk

A Window to the World. A short film made by teachers at The St Marylebone CE Secondary School about the importance of creative subjects


https://www.youtube.com/watch?v=KYXf4cbwBGE

Task 1 Create a ‘visual representation’ of your ideal art teacher (double page in your Visual Diary). Prepare a five minute explanation of your work. (For Tuesday 20th September)

Task2 Prepare and rehearse an illustrated explanation of a key process and key concept in your own work to present to the group. (Dates from Tuesday 19th- Weds 27th Sept)


Session 3 - Tuesday 19th September 9.00 – 12.00 Room 312Review - Trainee Presentations – Visual representations of their ‘ideal teacher’. Review and discuss how this links to their own principles and rationales

Trainee Presentations (x2) – Teaching Skill 1: Explaining -Trainees explain Processes and Concepts in their own work

TEACHING IN ART AND DESIGN

What makes an excellent teacher of Art and Design?How important is the individual teacher to successful learning?What are qualities, attitudes, values, skills and knowledge that are needed to be a successful art teacher?The importance of relationships.Evidence based Teaching and teaching strategies for high performance.Effect sizes -Hattie, Mazarno and EEF

Teaching for Creativity: A look at Marvin Bartell’s ’Eleven Classroom Creativity Killers ‘Bartel, M. (2016) Eleven classroom creativity killers. Available at:https://www.goshen.edu/art/ed/creativitykillers.html

Video - Sir Ken Robinson- The Art of Teaching Pilaus Chanel (2012) Sir Ken Robinson - the art of teaching. Available athttps://www.youtube.com/watch?v=BUatQQYha3w

Practical Workshop 1.00 – 3.00 Room 310Drawing 1Approaches to teaching observational drawing – drawing from still life and mixed media.

Application of Teaching Skill: Identifying Learning Objectives


Session 4 - Wednesday 20th September 9.00 – 12.00 Room 312Review of Reading

Trainee Presentations (x2) – Teaching Skill 1: Explaining Trainees explain Processes and Concepts in their own work

TEACHING IN ART AND DESIGNLooking at the strategies for effective questioning in Art lessons

Video - ThoughtfulClassroom (2010) YouTube – Questioning Styles and Strategies – [online] Available at: http://www.youtube.com/watch?v=5uKqs3DOZOMPlanning questions to develop thinking and to move learning forward. Digital questioningGast, G. Effective questioning and talk in art and design.Applying a range of questioning techniques.

Lesson Planning 1– Developing clear objectives, identifying success criteria and planning appropriate methods of assessment

Classroom Management: The Teacher

Teaching and Learning Assignment – The lesson observations

Practical Workshop 1.00 – 3.00 Room 312

DRAWING 2The Formal elements – Jon Burgerman – KS3 case study.

Application of Teaching Skill: Identifying Success CriteriaREADING

Addison, N. and Burgess, L. (2013) Debates in Art and Design Education. Oxon: Routledge.

Chapter 1. Art and Design Education at the Crossroads. John Steers (You can access this chapter by finding the book on Amazon. You are allowed to ‘look inside’ and see this sample chapter)


Chapter 2. Art and Design Teachers, Professional Development: Richard Hickman and Madeleine Brens

Video TEDx Talks (2013) Why are so many of our teachers and schools so successful? John Hattie at TEDxNorrkoping. Available at: https://www.youtube.com/watch?v=rzwJXUieD0U

John Hattie: Why are so many of our teachers and schools so successful? In this talk he presents results from his research on what really matters for the student achievements.

Task 1 Write a personal Rationale (300-500 words) for the importance of art and design in schools. Include Harvard referencing. (Due in Wednesday 27th Sept)

Task2 Organise portfolio ready to show Subject Mentor


Session 5 - Tuesday 26th September 9.00 – 12.00 Room 311Review of meeting with Mentor


LEARNING IN ART AND DESIGN

How can we bring about effective learning learning in Art and Design?

Viewpoints on Style

Mindsets: a look at the ideas of Carol Dweck and their relevance to art and designVideo - Carol Dweck: Mindsets Educationscotland.gov.uk. 2009. Scottish Learning Festival 2009: Keynote speech by Carol Dweck - Video. [online] Available at: http:// www.educationscotland.gov.uk/video/c/video_tcm4565678.

The importance of MetacognitionVideo - "ANSN Videos - Art Costa - Habits Of Mind - Metacognition". Vimeo. N.p., 2016. Web.

Video: Habits of Mind – Eileen Winner Vabethany (2013) Visual Art and Habits of Mind. Available at:https://www.youtube.com/watch?v=OAeiQ0VFLKc

Practical Workshop 1.00 – 3.00 Room 311Painting 1Approaches to teaching painting – Large scale collaborative portraits – Lucien Freud

Application of Teaching Skill: Developing effective Learning Objectives


Session 6 - Wednesday 27th September 9.00 – 12.00 Room 311Review of Reading


LEARNING IN ART AND DESIGN

Cziksentmihalyi and the concept of ‘Flow’Video - Mihaly Csikszentmihalyi: Flow, the secret to happiness - Ted.com. 2004. Mihaly Csikszentmihalyi: Flow, the secret to happiness | Video on TED.com. [online] Available at: http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow.html

Vygotsky and the Zone of Proximal Development

Lesson Planning 2 - Teaching and Learning Episodes – Curriculum Maps / Project Overviews / Knowledge Organisers / Lesson Plans / Learning Journeys

Classroom Management – The PupilsPractical Workshop 1.00 – 3.00 Room 311

Painting 2Painting Challenge – Basquiat – Expression & Creativity through painting – Art with a MessageApplication of Teaching Skill: Feedback

READINGNewspaper Article. Michael Rosen

Rosen, M. (2014) ‘How we teach the arts is as important as the fact we’re doing it’, Guardian 4th June [Online]. Available at:https://www.theguardian.com/teacher-network/zurich-school-competition/teach-arts-michael-rosen-education-worthwhile-students


Chapter 3. Learning in Art and Design. pp. 21 - 56

Video: Ted Talks - Cindy Foley Teaching art or teaching to think like an artist? Cindy FoleyNSEAD Website - Advocates

Task 1 Plan a five minute episode of modelling. Where possible, model a skill and the thinking that you are expecting to use in your placement school.

Task 2 Prepare portfolios for presentation at placement.

Task 3 Create a resource for delivering the visual elements.


WEEK 10 Week beginning 2nd Oct 2016 Mon- TiP: Tues, Weds – Art Pathway, Thurs, Fri – Serial PlacementSession 7 - Tuesday 3rd October 9.00 – 12.00 Room 311Review of Placement and lesson observations

Trainee Presentations (x2) – Teaching Skill 1: Modelling Trainees will model an art skill and process to the rest of the group. The episode should be planned to last 5 minutes

THE CURRICULUM What should be taught in Art and Design?

The current situation of the arts in school.

The National Curriculum for Art and DesignThe NSEAD extended National Curriculum

A discussion of what skills and processes should be covered in an art curriculum for the 21st Century.

Where is creativity in the National Curriculum

Video - Sir Ken Robinson - Can Creativity Be Taught? The Brainwaves Video Anthology. (2014)Sir Ken Robinson - Can Creativity Be Taught? Available at: https://www.youtube.com/watch?v=vlBpDggX3iE

Practical Workshop 1.00 – 3.00 Room 311Sculpture 1Figure Sculpture in Wire and Mod Roc - Giacometti.

Application of Teaching Skill: Mid-lesson focusSession 8 - Wednesday 4th October 9.00 – 12.00 Room 312Review of Reading

Trainee Presentations (x2) – Teaching Skill 3: ModellingTrainees will model an art skill and process to the rest of the group. The episode should be planned to last 5 minutes

The place of Critical Studies / Contextual Studies: understanding how to inform and inspire students through engagement with contemporary, historical and cultural art, craft and design.

Lesson Planning 3 - Differentiation

Classroom Management – The Environment


Practical Workshop 1.00 – 3.00

Printing 1: The lino print.

Application of Teaching Skill: Mid-lesson focusREADING

International Journal of Art and Design Education

Downing, D. (2005) School Art - What's in it?The International Journal of Art and Design Education, 24 (3), p.269 - 276.


Chapter 8. Critical Studies

Video: Arts Council of England The National CurriculumNSEAD Website - Advocates

Task 1 Draft a lesson plan from a lesson you have observed (for Tuesday 10th October)

Task 2 Describe the context of an observed lesson and match it against the National Curriculum aims (ideally refer to the NSEAD extended National Curriculum (for Tuesday 11th October) and to the Ofsted, (2011). Making a mark: art, craft and design education. [online]

Task 3 Find images of mythical beasts / multi-cultural pattern that could be the inspiration for your batik (Tuesday 10th October).


WEEK 11 Week beginning 9th Oct 2016 Mon- TiP: Tues, Weds – Art Pathway, Thurs, Fri – Serial PlacementSession 9 - Tuesday 10th October 9.00 – 12.00 Room 311Review – Lesson Observations


ASSESSMENTHow do you know what has been learnt in your lesson?

How do your pupils know what they have learnt in your lesson?

Types of assessmentAssessment of Learning

Marking Video – Teachers TV: Two extracts: Marking using levels.

ExamsAssessment for learningVideo: Dylan Wiliam - The true spirit of Assessment for Learning

Monitoring and tracking

Peer and Self Assessment Practical Workshop 1.00 – 3.00 Room 311Batik

Application of Teaching Skill: Peer and Self AssessmentSession 10 - Wednesday 11th October 9.00 – 12.00 Room 311Review - Assignment


The use Data in Schools and Target Setting

The Fischer Family Trust and `Raise on line’

Classroom management: The storage and distribution of work.

Practical Workshop 1.00 – 3.00 312


Batik 2

3D 2

Application of Teaching Skill: Peer and Self AssessmentREADING

International Journal of Art and Design Education

Mason, R. and Steers, J. (2006) The Impact of Formal Assessment Procedures on Teaching and Learning in Art and Design in Secondary Schools. The International Journal of Art and Design Education, 25 (2), p.119 - 133.


Chapter 5: Assessment and examinations in Art and Design

Ged Gast: NSEAD occasional papers

Marking and Feedback in Sketchbooks

Task 1 Identify where marking and/or feedback practices that you have observed match those recommended by Gast, Dweck, Wiliam etcAnd/or match the questioning strategies against the ones that you have been introduced to by Gast, Dweck etc

Task2 Write a lesson plan for one of your observed lessons.


WEEK 12 Week beginning 16th Oct 2016 Mon- TiP: Tues, Weds – Art Pathway, Thurs, Fri – Serial PlacementSession 11 - Tuesday 17th October 9.00 – 12.00 Room 311Review – Assignment

Trainee Presentations (x2) – Teaching Skill 3: Setting the ChallengeTrainees will give a presentation that introduces pupils to a new project and sets the challenge

INCLUSIONHow can you assure that everyone in the class can access and engage with your teaching lesson?

SEND and Art and DesignThe social model of disability in Art and Design.Diversity and Art and Design

Practical Workshop 1.00 – 3.00 Room 312Ceramics workshop: Introduction to a range of ceramic processesApplication of Teaching Skill: PlenaryApplication of Teaching Skill: Running a PlenarySession 12 - Wednesday 18th October 9.00 – 12.00 Room 312Review - Assignment


INCLUSION

MulticulturalismSocial JusticeSMSCBritish ValuesPractical Workshop 1.00 – 3.00 312

Ceramics workshop: Introduction to a range of ceramic processes

Application of Teaching Skill: Running a PlenaryREADING


Chapter 9: Inclusion in Art and Design

Meeting SEN in the Curriculum: Art

Introduction and Chapter 1. Meeting Special Educational Needs - Your Responsibility.p 1-10

Paper – Ged Gast Exploring and Developing the Spiritual, Moral, Social and


Cultural elements of Art and Design

Task 1 Work on Assignment


WEEK 13 Week beginning 23rd Oct 2016 Mon- TiP: Tues, Weds – Art Pathway, Thurs, Fri – Reading Days (School Half-Term)Session 13 - Tuesday 24th October 9.00 – 12.00 Room 311Trainee Presentations (x2) – Teaching Skill 3: Setting the ChallengeTrainees will give a presentation that introduces pupils to a new project and sets the challenge

BEHAVIOUR FOR LEARNING IN ART AND DESIGN.

The importance of classroom management Communicating expectations of behavior and establishing ground rules for the art roomAn investigation of strategies for managing behaviour in the art room.A discussion of behaviour management policies in art departments in placement schoolsA consideration of the ideas of Rudolf Dreikurs

Practical Workshop 1.00 – 3.00 Room 311Practical Preparation for Placement 1Session 14 - Wednesday 25th October 9.00 – 10.30 Room 311Review – The Assignment


How to succeed on Practical Teaching 1. The habits of successful trainees and common pitfalls.Expectations of trainees and procedures that they need to follow.Review PT1 timetable, PDP and PT1 teaching files

Tutorials

Introduction to Application TaskPractical Workshop 11.00 – 3.00 Room 311

Practical Preparation for Placement 1

Task 1 Completion of Assignment

Task 2 Preparation for placement


faculty of arts - university of plymouth · web viewweek 10 the curriculum for art and design? the...

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