A framework for teaching and learning in art : with special reference to National Curriculum Key Stage One.

摘要

The research started from the assumption that theudpoint of including art in education is to developudchildren's understanding of this subject. Its purpose isudto consider certain theoretical and practical contextsudthrough which this aim might be helped or hindered. Theudthesis examines the proposition that in order for youngudchildren to begin to understand and develop their work inudart it Is necessary for their teacher to be able to putudthem in touch with the basic structure (formal elements,udmaterials and processes) of the subject.udHow this might be achieved in practice is analysed inuda report of a project carried out by the author with herudclass of children aged five and six years. Its purpose wasudto find out whether the children could talk about formaludelements, materials and process as well as the content ofudtheir pictures in a way which would develop theirudunderstanding of art. Teaching and learning were guided byudthe twentieth century concept of art which emphasises itsudformal elements and physicality. Analysis of fiveudactivities and of individual children's work shows thatudunexpected developments in picture-making occurred; thatudthe children's activities helped them to talk about audpicture by H. Matisse (1953); and that some children haduddeveloped an understanding of their work in art. On thisudbasis it is found that 1) it is possible to put youngudchildren in touch with the structure of the subject in audway which develops their understanding; 2) children can be helped to appreciate the work of others through anudunderstanding of their own work. This finding may beuduseful to other teachers in providing a practical linkudbetween Ati and At2 of Art in the National Curriculum.