Primary Art
| Module title | Primary Art |
|---|---|
| Module code | EARM002 |
| Academic year | 2021/2 |
| Credits | 30 |
| Module staff | Dr Emese Hall (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 | 12 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
This is a popular module which meets the central Government requirements in relation to the National Curriculum for Art & Design, The Professional Standards for Qualified Teacher Status (Ofsted, 2012) and other externally imposed requirements. The module will develop the knowledge, skills and confidence for you to teach art in Key Stage 1 and Key Stage 2, and to understand how it is taught in related phases. There is an emphasis within the module for peer support and developing you as a future subject leader in art. The module covers art in wider contexts beyond the classroom and it is hoped that you develop a longer-term view on effective teaching of art, grounded in theory and practice.
To take this module, you will normally need to possess an upper second class or first class honours degree in an art/craft/design area, good ‘A’ levels and a B profile in Mathematics, English and Science at GCSE.
Module aims - intentions of the module
The module will focus on extending the breadth and depth of your understanding of art education in several directions, in order that you can develop children’s art learning in a number of ways. These include:
- To help you develop a critical, reflective, and creative approach to teaching art that fosters children’s enthusiasm for learning
- To encourage you to appreciate the wider role of art in relation to cultural diversity and to use research to develop a contemporary and critical view of art education in theory and practice
- To gain a deeper understanding of approaches to teaching art in order to understand its place in the curriculum and ways in which it can relate to other subjects.
- To focus on leadership in art to enable you to evaluate and select materials, organize the subject within a school, and support your colleagues’ art teaching.
- To be aware of effective approaches for inclusive art education, both in and outside formal school settings
- To nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory
- To help you to meet The Professional Standards for Qualified Teacher Status (Ofsted, 2012) and thus be in a very good position to gain employment as a primary teacher able to specialize in art teaching
Each of these strands is developed throughout the module. Peer learning and teaching is a feature of the module, both by sharing strengths within the art specialist group and by providing support for fellow non-specialist students.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. identify and evaluate educational concepts and issues related to art and to engage in critical debate about current issues in art, drawing on evidence from theory, research and practice;
- 2. recognize pupils learning needs in art and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;
- 3. demonstrate confident academic and pedagogic subject knowledge to teach art in the primary phase of education;
- 4. demonstrate secure understanding of the statutory requirements of art in the National Curriculum;
- 5. demonstrate professional competence as specified by the Standards for the Award of Qualified Teacher Status;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. critically evaluate the relevance of learning theory to practice;
- 7. synthesize relevant educational literature in support of an argument;
- 8. use appropriate technologies for data handling and writing in education;
- 9. present data and findings in an appropriate form;
- 10. use research data in support of an argument in education;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 11. manage your own learning development;
- 12. learn effectively and be aware of your own learning strategies;
- 13. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
- 14. work productively in different kinds of teams (formal, informal, project based, committee based etc); and
- 15. think creatively about the main features of a given problem and develop strategies for its resolution.
Syllabus plan
The module introduces students to current thinking in the teaching of art and develops students’ pedagogic and academic subject knowledge in the wider field of art education.
The course will include practical experience of a variety of classroom activities, which will aid you in developing confidence in teaching art and identifying links to other curriculum areas. Collaborative projects will also help you to understand art education in informal learning contexts, such as galleries. The role of the Primary art coordinator will be explored, as this is likely to be a position that you might aspire to in the future.
Key elements of the module are likely to include:
A particular focus on the National Curriculum requirements for teaching art to children aged 7 to 11, as your school placements will be in Key Stage 2 classes. Additionally, art in the early years (Early Years Foundation Stage and Key Stage One) and Key Stage 3 will be considered. As Primary education is in a period of flux, the course also aims to enable you to interpret any new curriculum policies that the government introduces in 2013/14.
Lectures and workshops with a significant element of group work and self-study. Peer teaching and tutoring will also be encouraged. The formal assessment of the art specialism will give you the opportunity to relate theory and research to your professional practice.
Seminar Days: three seminar days when students return to the university to share school-based work experiences and develop the links between theoretical and practical aspects of teaching art.
Specialist Week: for students to gain an understanding the role of formal and informal learning environments in children’s educational development within art.
On the Primary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 51 | 249 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 27 | Practical classes and workshops: Art Pedagogy & Theory workshops, Peer Teaching |
| Scheduled Learning & Teaching activities | 8 | Seminar Days |
| Scheduled Learning & Teaching activities | 15 | Specialist week: fieldwork/visits |
| Scheduled Learning & Teaching activities | 1 | Tutorials with academic tutor |
| Guided independent study | 249 | Independent study |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Specialist reading task: Research paper critique | 750 words | 1,11,13 | On-line/verbal feedback |
| Written assignment: Literature review using research, policy & theory to explore a focus topic | 1,750 words | 1,3,4,7,11 | Written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Specialist written assignment, linking theory, policy, practice & research | 100 | 5,000 words | 1,2,3,4,5,6,7,8,9,10,11,12,14,15 | Written feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Specialist written assignment, linking theory, policy, practice & research | Specialist written assignment, linking theory, policy, practice & research | 1,2,3,4,5,6,7,8,9,10,11,12,14,15 | See notes below. |
Re-assessment notes
If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Exam Board in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the Exam Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor.
Note: if you choose the second option, the award of PGCE will be delayed until the Exam Board following any successful resubmission (normally held in December).
If a specialist assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.
Indicative learning resources - Basic reading
Bowden, J. (2006) The Primary Art and Design Subject Leader’s Handbook. Corsham: NSEAD.
Cox, S. & Watts, R. (eds) (2007) Teaching Art and Design 3-11. London: Continuum.
Edwards, J. (2013) Teaching Primary Art. Harlow: Pearson.
Hetland, L., Winner, E., Veenema, S. & Sheridan, K.M. (2007) Studio Thinking: the Real Benefits of Visual Arts Education. New York: Teachers College Press. (& 2nd ed. 2013)
Hogan, J., Hetland, L., Jaquith, D.B. & Winner, E. (2018) Studio Thinking from the Start: The K-8 art educator’s handbook. New York: Teachers College Press.
Key, P. & Stillman, J. (2009) Teaching Primary Art and Design. Exeter: Learning Matters.
Ogier, S. (2017) Teaching Primary Art and Design. Exeter: Learning Matters.
Wenham, M. (2003) Understanding Art: A Guide for Teachers. London: Sage.
For other web-based and electronic resources: see PGCE Primary Upper Primary Art page on ELE (http://vle.exeter.ac.uk/)
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Educational & Professional Studies module (EPSM000) Primary Professional Learning module (EDUM034) Primary Curriculum Studies module (EDUM033) |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/04/2010 |
| Last revision date | 03/09/2020 |
