Art Rationale

Why teach Art & Design?

The EYFS (DfE, 2012) identifies expressive arts and design as a specific area which contributes to the learning and development of children. Characteristics of effective learning include ‘finding out and exploring’, ‘having their own ideas’ and ‘choosing ways to do things’ (ibid., p. 5), undoubtedly these can be demonstrated through the teaching and learning of art and design.

I have chosen an ‘outer space’ theme aimed at the Foundation Stage (reception or nursery) to spark imagination and creativity. Links can be made to all areas of the EYFS curriculum. I have chosen this theme for the Foundation Stage as I believe it will appeal to children’s interests and natural curiosity surrounding the world and outer space.

Arguably, art and design holds an important and relevant place in the Foundation Stage and primary curriculum for many reasons. Hickman (2010) suggests that the aims of art in education are concerned with social utility, personal growth, and visual literacy. Art enables the development of fine motor skills, risk-taking, self-expression, imagination and understanding the world in visual forms. Barnes (2002) supports this by arguing that a fundamental reason for doing art, is to develop visually literature children and that art ‘presents children with the task of dealing with special visual qualities that no other subject offers’ (ibid., p 10). Essentially, art education encourages children to celebrate multiple perspectives, and largely that there are many ways to see and interpret the world around them (Eisner, 2002).

Another justification as to why art holds a significant place in the primary curriculum is that ‘it offers children opportunities to develop a range of skills, techniques and practices’ (Cox and Watts, 2007:6). Introducing children to a variety of different practical processes such as drawing and painting, printmaking, sculpture, textiles, collage, photography and digital media, which the curriculum includes, children are faced with valuable direct experiences and exposure to using a variety of resources, materials, and tools. Cox and Watts (2007) suggest that by providing a well-resourced Foundation Stage classroom, children have access to a range of experiences about how the world works and feels, a method to developing thinking and communication skills and ways of expressing thoughts and feelings.

Significantly, art enables all children to access these experiences and acquisition of skills. Art removes the barriers to learning which children with challenges such as having English as an additional language or having a special educational need may face when accessing the curriculum. Ogier (2017) highlights the inclusivity of the subject, stating participation in the subject offers children with little or no English, the ability to communicate through a visual means. In addition, children who may experience other challenges (such as SEN) can be helped to feel ‘enabled, empowered and motivated’ through art (ibid., p 146).  Therefore, based on the subjects accessibility and inclusivity, art and design could be considered as holding a relevant and important place in the primary curriculum, catering to a variety of learners.

Importantly, the study of art encompasses a broad range of experiences, skills and individual interpretation and self-expression available to children. Watts (2005:252) mentions a key reason for making art, identified by a child, which is ‘Art is important because you’re never wrong’. I believe this is a valuable medium for children, which arguably, other subjects in the curriculum do not offer.

 

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References:

Barnes, R. (2003). Teaching art to young children 4-9. London: Routledge.

Cox, S. and Watts, R. (2007) Teaching art and design 3-11. London: Continuum.

DfE (2012) Development Matters: Early Years Foundation Stage, London: DfE Publications

Eisner, E. (2002) Ten Lessons the Arts Teach. In: The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available at: https://www.arteducators.org/advocacy/articles/116-10-lessons-the-arts-teach (Accessed: 12/11/17).

Hickman, R. (2010) Why we make art and why it is taught. Bristol: Intellect.

Ogier, S. (2017) Teaching Primary Art & Design. Exeter: Learning Matters

Watts (2005) Attitudes to Making Art in the Primary School. The International Journal of Art & Design Education. 24(3) pp.243-253. Available at: http://web.b.ebscohost.com/pfi/detail/detail?vid=12&sid=1b6acf1f-2133-46c4-8ebb-05607058fd9e%40sessionmgr102&bdata=JnNpdGU9cGZpLWxpdmU%3d#db=eoah&AN=7923846  (Accessed: 13/11/17).

 

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