Readings in Primary Art Education (Intellect Books - Readings in Art and Design Education)

325 Pages·2009·7.14 MB·English

by  Steve Herne

Readings in Art & Design Education Series

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Edited by Steve Herne, Sue Cox and Robert Watts Readings in
PRIMARY
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With approximately 16,000 students beginning primary teacher education in
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the UK each year, and each of those being expected to teach art and design,
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this pioneering volume provides a renewed emphasis on ideas, issues and
research in art and design education in the primary and early years phases. D ART
It gathers together work from internationally recognised authors, providing a I
critical framework to underpin current and developing practice in primary art N
and design education in the UK and worldwide. G
S EDUCATION
Through providing an in-depth exploration of debates that have taken place

worldwide amongst art educators, Herne, Cox and Watts’ edited collection I
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is a welcome addition to the literature and will be of interest to all those
involved in primary art and design education, whether teachers, trainees,
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post-graduate students, academics or policy makers.
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Part of the Readings in Art and Design Education series I
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Steve Herne is Sue Cox is a Senior Robert Watts is a D
a Lecturer in Art Lecturer at the Senior Lecturer in Art
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in Education at University of East Anglia and Design Education
Goldsmiths College, at Roehampton C
University of London University, London A
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Supported by:
ISBN 978-1-84150-242-7
0 0
Edited by Steve Herne, Sue Cox and Robert Watts
9 781841 502427
Readings in Primary
Art Education
To Carla
Readings in Primary
Art Education
Edited by Steve Herne, Sue Cox and Robert Watts
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First published in the UK in 2009 by
Intellect Books, The Mill, Parnall Road, Fishponds, Bristol, BS16 3JG, UK
First published in the USA in 2009 by
Intellect Books, The University of Chicago Press, 1427 E. 60th Street, Chicago,
IL 60637, USA
Copyright © 2009 NSEAD
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
written permission.
Series: Readings in Art and Design Education
Series editor: John Steers
A catalogue record for this book is available from the British Library.
Cover designer: Holly Rose
Copy-editor: Heather Owen
Typesetting: Mac Style, Beverley, E. Yorkshire
ISBN 978-1-84150-242-7
EISBN 978-1-84150-339-4
Printed and bound by Gutenberg Press, Malta.
C
ontents
Acknowledgements 7
Preface 8
Introduction: Research in Primary Art Education 9
Steve Herne, Sue Cox and Robert Watts
Chapter 1 Art in the Primary School: Towards First Principles 21
Geoffrey Southworth
Chapter 2 Art and the Pre-Adolescent Child – Applying Witkin’s Theory of
Subject-Reflexive Action 33
Frank Dobson and David Jackson
Chapter 3 Marion Richardson 55
Bruce Holdsworth
Chapter 4 An Analysis of the Presentation of Art in the British Primary School
Curriculum and its Implications for Teaching 73
Jenny Hallam, Helen Lee and Mani Das Gupta
Chapter 5 In Search of a Curriculum Model for the Primary Schools 83
Gillian Figg
Chapter 6 Compatibility; Incompatibility? Froebelian Principles and the
Art Curriculum 103
Margaret Payne
Chapter 7 Breadth and Balance? The Impact of the National Literacy and
Numeracy Strategies on Art in the Primary School 117
Steve Herne
Chapter 8 Changing Views of Childhood and their Effects on Continuity in the
Teaching of Drawing 127
Sheila Paine
6 | READINGS IN PRIMARY ART EDUCATION
Chapter 9 How Children Use Drawing 139
Dennis Atkinson
Chapter 10 Teaching Children to Draw in The Infants School 153
Maureen Cox, Grant Cooke and Deirdre Griffin
Chapter 11 Conversations around Young Children’s Drawing: The Impact of the
Beliefs of Significant Others at Home and School 169
Angela Anning
Chapter 12 Intention and Meaning in Young Children’s Drawing 185
Sue Cox
Chapter 13 Originalities and Originals, Copies and Reproductions: Reflections on a
Primary School Project 197
Anthony Dyson
Chapter 14 Art Learning in Developmental Perspective 207
Norman Freeman
Chapter 15 Teaching Now with the Living: A Dialogue with Teachers Investigating
Contemporary Art Practices 219
Tara Page, Steve Herne, Paul Dash, Helen Charman, Dennis Atkinson and Jeff Adams
Chapter 16 5 x 5 x 5 = Creativity in the Early Years 231
Mary Fawcett and Penny Hay
Chapter 17 Tuition or Intuition? Making Sketchbooks with a Group of Ten-Year-Old
Children 247
Gillian Robinson
Chapter 18 An Art Enrichment Project for Eight to Ten-Year-Olds in the Ordinary
Classroom 259
Angela Martin
Chapter 19 Electronic Paint: Understanding Children’s Representation through their
Interactions with Digital Paint 269
John Matthews and Peter Seow
Chapter 20 Attitudes to Making Art in the Primary School 287
Robert Watts
Chapter 21 Room 13: One Artist, 11 years, One School 301
Anna Harding
Notes on Contributors 311
Index 317
A
Cknowledgements
The editors are very grateful to Black Dog Publishing, Anna Harding and Room 13 for
permission to republish the essay: ‘Room 13: One artist, 11 years, one school’, from the book
(2005): Magic Moments, Collaboration between Artists and Young People, London: Black Dog
Publishing, edited by Anna Harding as the final chapter.
The editors are also very grateful to Hannah Hutchings, Art Coordinator, Thomas Buxton Infant
School, Tower Hamlets, London E1. for permission to use artwork made by children at the
school in the cover design.
P
refACe
This book is the eighth in a planned series of anthologies dealing with a range of issues in art
and design education. Titles published to date are:
Critical Studies in Art & Design Education (2005)
Histories of Art and Design Education (2005)
Art Education in a Postmodern World (2006)
The Problem of Assessment in Art & Design (2007)
Research in Art & Design Education (2008)
Writing on Drawing: Essays on Drawing Practice and Research (2008)
Art, Community and Environment: Educational Perspectives (2008)
The principal, but not exclusive source of chapters is papers previously published in the
International Journal of Art & Design Education and, where appropriate, these have been
updated. It should be noted that any reference to the English National Curriculum statutory
Orders, the Scottish National Guidelines, etc., are to the versions of curriculum content current
at the time of original publication.
The National Society for Education in Art and Design is the leading national authority in
the United Kingdom, combining professional association and trade union functions, which
represent every facet of art, craft and design in education. Its authority is based partly on a
century-long concern for the subject, established contacts within government and local authority
departments, and a breadth of membership drawn from every sector of education from the
primary school to university.
More information is available at www.nsead.org or from NSEAD, The Gatehouse, Corsham
Court, Corsham, Wiltshire, SN13 OBZ (Tel: [phone]).
I : r P
ntroduCtIon eseArCh In rImAry
A e
rt duCAtIon
Steve Herne, Sue Cox and Robert Watts
This book brings together a selection of the most significant and informative papers on primary
art education from over 25 years of the International Journal of Art and Design Education. As
a collection it captures key moments in the development and practice of the subject and will
inform readers who wish to reflect on and evaluate art and design education for children aged
3–11. The authors explore paradigms and metaphors that have conceptualized primary art
education as well as theorizing practice. They record the achievements of the field and point
towards the challenges currently faced by teachers of art and design, in the primary and early
years phases (ages 3–11), in the twenty-first century.
The selection includes material written from a contemporary perspective as well as from earlier
years of the journal and includes one chapter from an outside source. Reflecting the character
of the journal itself, the authors discuss important movements and influential thinkers and
debates, and the collection includes the work of both practitioners and researchers. Postscripts
are added to some of the chapters which identify further readings and, in some cases, contain
new commentaries from the original authors or further research findings.
In this introduction the editors present a brief overview of developments in the field of primary
art and design education, considering six broad themes that are reflected in the chapters in
the collection: research investigations; histories and overviews; curriculum change; drawing;
critical studies and children’s voices. We hope that this adds value to the collection by providing
insights into the contexts and development of primary art and design education, as well as
introducing the reader to the content of each chapter.