What is included with this book?
Abbreviations | p. viii |
Introduction | p. ix |
Art and Design and the QTS Standards | p. xi |
The Subject of Art and Design | p. 1 |
What is art and design? | p. 1 |
Where can we find art and design? | p. 3 |
Adults' views of art and design | p. 4 |
Children's approaches towards art and design | p. 5 |
Why study art and design? | p. 6 |
Art and design: pedagogical knowledge | p. 6 |
Summary | p. 8 |
Art and Design in Foundation and Primary Settings | p. 11 |
Creativity in art and design | p. 11 |
The value of art and design within the curriculum and across Key Stages | p. 12 |
The curriculum for art and design: the historical context | p. 15 |
The curriculum for art and design: the current context | p. 17 |
The curriculum for the Foundation Stage | p. 18 |
Art and design at Key Stages 1 and 2: The National Curriculum | p. 20 |
ICT and art and design | p. 25 |
Children's development in art and design | p. 26 |
Transition between Key Stages | p. 28 |
Summary | p. 29 |
Art and Design Processes | p. 31 |
Drawing | p. 33 |
Painting | p. 39 |
Printmaking | p. 47 |
Sculpture | p. 55 |
Textiles | p. 64 |
Collage | p. 73 |
ICT | p. 77 |
Summary | p. 82 |
Organization of Art and Design | p. 84 |
Strategies for organization | p. 84 |
Organizing learning in the early years - Foundation Stage | p. 85 |
Organizing learning at Key Stage 1 and Key Stage 2 | p. 87 |
Record keeping | p. 92 |
The organization of the classroom as a learning environment | p. 93 |
Organizing other adults | p. 98 |
Displays | p. 99 |
Summary | p. 100 |
Planning Art and Design | p. 102 |
The planning process: long-term, medium-term and short-term | p. 103 |
Differentiation | p. 109 |
Planning: flexibility and continuity | p. 110 |
Evaluating art and design activities | p. 111 |
Sequencing lessons in art and design | p. 113 |
Summary: planning checklist | p. 121 |
Assessing Children's Learning in Art and Design | p. 123 |
Issues surrounding assessment in art and design | p. 123 |
Why do we assess children's learning in art and design? | p. 125 |
Assessment at the Foundation Stage | p. 127 |
Forms of assessment at Key Stages 1 and 2 | p. 127 |
Providing feedback | p. 131 |
Summary | p. 135 |
Using Artists' Work | p. 136 |
Why use artists' work? | p. 137 |
Using artists' work: challenges for teachers | p. 141 |
Responding to art: discussion | p. 142 |
Responding to artists' work: practical work | p. 147 |
Summary | p. 152 |
Equal Opportunities | p. 156 |
Ways of thinking about art and design education: inclusive or exclusive? | p. 157 |
The open-endedness of art and design activity | p. 158 |
Gender | p. 160 |
Cultural diversity | p. 162 |
Special educational needs | p. 164 |
Differentiation | p. 165 |
Strategies for inclusion | p. 166 |
Summary | p. 168 |
Resources | p. 169 |
Index | p. 175 |
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