Initial Teacher Training - Trainers Pack and Programme

Primary

Introduction

Trainee teachers should develop their understanding of the philosophical basis for the inclusion of art and design activities in the Primary curriculum in order to steer their planning. Their knowledge can be gained through reading, reference to research, or reflecting on the implications of earlier school experiences or the theoretical and practical activities that take place during the course.

They should consider:

  • The reasons for teaching art and its contribution to personal and intellectual development
  • Aims and objectives for the subject described and analysed in key publications such as those of Rob Barnes, Margaret Morgan, Etc
  • Alternative rationales for art education-(See the work of Maurice Barratt)
  • Alternative models underpinning delivery of the subject e.g.
    • The pupil as a potential critic and consumer; (Eisner's Kettering project)
    • The Fine Art approach (The child as artist model – Herbert Read)
    • The Design/Visual elements approach (Tom Hudson)
    • Issues based approaches (Nigel Meager)
    • Child centered/research approach (Reggio Emilia model - www.reggiochildren.it)
    • Emotional intelligence/art as a focus for personal development - (Robert Witkin)
  • Art within and through the National curriculum

In this section

Examples of the various course structures adopted by one institution are:

  1. Course outline year three – specialist
  2. BA QTS Year One – Introduction to teaching art and design
  3. Year one introductory course
  4. Year 2 Specialism in art and design
  5. Year 3 Specialism in art and design

In addition the The Primary Art and Design Subject Leaders' Handbook http://www.nsead.org/primaryhandbook/index.html provides valuable information to help successfully establish and develop the subject in schools. It is a must for every primary coordinator and useful for teacher trainers in addressing the issues with their trainees.

 

 

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