national curriculum framework n exploring and developing ideas n investigating and making art, craft...

National Curriculum Framework Exploring and Developing ideas Investigating and making art, craft & design Evaluating and developing work

Knowledge and understanding

The Process Model for Art

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Children should be taught to:

Exploring and developing ideas Record from experience and imaginationDevelop and select ideasCollect visual and other information to help develop ideas

(sketchbook, researching, gathering resources, using references, talking, looking, noting, collecting)

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Children should be taught to:

Investigating and making art, craft and designInvestigate qualities of materials and processesDevelop control of tools and techniquesDesign and make images and artefacts

(practical experimenting, practising, testing, of materials and

techniques followed by applying skills and knowledge in making

art)

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Children should be taught to:

Evaluating and developing workDiscus, review different ideas and methodsAdapt, respond and develop own work(looking at, talking about and reflecting on other artists each

other and their own work and ideas. Writing, noting, discussing,

looking, questioning, interpreting, analysing, liking, enjoying )

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Children should be taught about:

Knowledge and understandingVisual and tactile qualitiesMaterials and processesArtists, craftspeople and designers in western Europe and the wider world(this is what teachers need to teach about - content - so that

children can follow the process for themselves)

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Level Statements are constructed from.

Exploring and developing ideasInvestigating and making art, craft & designEvaluating and developing work

not fromKnowledge & understanding

Level Three

Pupils explore ideas and collect visual and other information for their work. They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes. They comment on similarities and differences between their own and other's work, and adapt and improve their own.

Level Three Pupils explore ideas and collect visual and other

information for their work. They investigate visual and tactile qualities in materials

and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes.

They comment on similarities and differences between their own and other's work, and adapt and improve their own.

Exploring & Developing Ideas Investigating & Making Art Evaluating & Developing Work

1 Pupils respond to ideas. Pupils explore ideas and collect visual andother information to help them develop theirwork.

They describe what they think about their ownand others' work.

2 Pupils explore ideas. They investigate and use a variety of materialsand processes to communicate their ideas andmeanings, and design and make images andartefacts

They comment on differences in others' workand suggest ways of improving their own.

3 Pupils explore ideas and collect visual andother information for their work.

They investigate visual and tactile qualities inmaterials and processes, communicate theirideas and meanings, and design and makeimages and artefacts for different purposes.

They comment on similarities and differencesbetween their own and other's work, and adaptand improve their own.

4 Pupils explore ideas and collect visual andother information to help them developtheir work.

They use their knowledge and understandingof materials and processes to communicateideas and meanings, and make images andartefacts, combining and organising visual andtactile qualities to suit their intentions

They compare and comment on ideas,methods and approaches used in their ownand other’s work, relating these to the contextin which the work was made. They adapt andimprove their work to realise their ownintentions.

5 Pupils explore ideas and select visual andother information. They use this indeveloping their work, taking account ofthe purpose.

They use this in developing their work, takingaccount of the purpose. They manipulatematerials and processes to communicate ideasand meanings and make images and artefacts,matching visual and tactile qualities to theirintentions.

They analyse and comment on ideas, methodsand approaches used in their own and others’work, relating these to its context.. They adaptand refine their work to reflect their own view ofits purpose and meaning.

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Exploring & Developing Ideas

2 Pupils explore ideas.

3 Pupils explore ideas and collect visual and other information for their work.

4 Pupils explore ideas and collect visual and other information to help them develop their work.

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Investigating & Making

2 They investigate and use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts

3 They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes.

4 They use their knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artefacts, combining and organising visual and tactile qualities to suit their intentions

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Evaluating & Developing

2 They comment on differences in others' work and suggest ways of improving their own.

3 They comment on similarities and differences between their own and other's work, and adapt and improve their own.

4 They compare and comment on ideas, methods and approaches used in their own and other’s work, relating these to the context in which the work was made. They adapt and improve their work to realise their own intentions.

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Level Statements describe increasing, maturity, autonomy and

purposeful intention, aligned with increasing levels of skills and knowledge

will only be meaningful when offered up to attainment of real children. They need to be refined, talked about, exemplified

describe broad performance over time not individual piece of work.

Level Statements describe what children can do – not work Evidence is in

• What they make – outcomes• What they do – observed behaviour• What they know – say or write

Talking Formatively creativity

• predictable and derivative to creative or original responses

autonomy• dependence to independence

technique• unskilled to sensitive handling of tools and

materials

Talking Formatively complexity

• simple to complex tasks and outcomes breadth

• limited range of materials to a wider range of materials

quantity• inconsequential product to substantial

production

Talking Formatively judgement

• simple description to informed judgement perception

• obvious to finer distinctions of detail and quality knowledge

• limited knowledge to informed understanding

Talking Formatively concentration

• short attention span to concentrated effort and attention

attitude• indifference to enthusiasm

frequency• occasional achievement to consistent

performance

A simple 3 level taxonomy? technique

• basic, controlled, skilful. frequency

• sometimes, often, always. autonomy

• with help, with encouragement, independently.

A simple 3 level taxonomy? breadth

• known, varied, wide ranging. judgement

• states preferences, describes preferences, explains evaluations.

perception• sees the obvious, sees differences, recognises

subtlety.

A simple 3 level taxonomy? quality

• basic, well controlled, skilful. complexity

• simple, varied, complicated. creativity

• expected, unusual, purposeful and original.

An Easy Assessment Form?

Explore ideas and collect visualand other information for theirwork

SimpleComplexcreative

seldomsometimesalways

StraightforwardDetailedaccurately

With helpReassuranceindependently

ObviousInterestingimaginative

Compare and comment on ideas,methods and processes relatingwork to the context and adaptand improve their work to realisetheir intentions

SometimesOftenalways

DesribeExplaininterpret

SimplyReasonedperceptive

ListOrganiseanalyse

NoteExplainjustify

Decide which stem ( Levels?

P. of S.?other?)

Develop vocabulary, hierarchical or descriptive or both?

Pupil teacher year Peter D. C. 2000

Summary:

The underlying process model for art provides a good framework for

planning monitoring assessing reporting

Summary

You can help teachers in your school by: ensuring they understand and use the process model ensuring they talk about achievement and develop a

shared vocabulary interpreting statements at school level by looking at real

work and real children

Each group uses a different colour pen

Record the Yr group