3rd Edition
Learning to Teach Art and Design in the Secondary School A companion to school experience
Learning to Teach Art and Design in the Secondary School is established as the key text for all those preparing to become art and design teachers in the secondary school. It explores a range of approaches to teaching and learning and provides a conceptual and practical framework for understanding the diverse nature of art and design in the secondary school curriculum.
Written by experts in the field, it aims to inform and inspire, to challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture.
The third edition has been comprehensively updated and re-structured in light of the latest theory, research and policy in the field and includes new chapters surveying assessment and examinations, and exploring identity and diversity in art and design. Essential topics include:
- Ways of learning in art and design
- Planning for teaching and learning
- Critical studies and methods for investigating art and design
- Inclusion
- Assessment
- Issues in craft and design education
- Drawing & sculpture
- Your own continuing professional development.
Including suggestions for further reading and a range of tasks designed to encourage you to reflect critically on your practice, Learning to Teach Art and Design in the Secondary School addresses issues for student teachers and mentors on all initial teacher education courses in Art and Design. It will also be of relevance and value to teachers in school with designated responsibility for supervision.
1 Introduction
Nicholas Addison and Lesley Burgess
2 Art and Design Teachers’ Professional Development
Richard Hickman and Madeleine Brens
3 Learning in Art and Design Education
Nicholas Addison and Lesley Burgess with Victoria Kinsella, Dean Kenning
Unit 3.1 the relationship between learning and teaching
3.2 theories of learning and their implications for art and design
3.3 activity theory; (Victoria Kinsella)
3.4 experiential learning
3.5 affect and the aesthetic
3.6 language, motivation and learning
3.7 thinking through art: the social body mind map; (Dean Kenning)
3.8 enabling learning: transforming subject knowledge into pedagogy
4 Planning for Learning and Teaching
David Gee and Lesley Burgess
Unit 4.1 Curriculum Planning
Unit 4.2 Practice in ITE Art and design
5 Assessment and Examinations in Art and Design
Andy Ash and Kate Schofield with John Steers
Unit 5.1 Overview of assessment: principles and practice
Unit 5.2 Assessment in art and design
Unit 5.3 Art and design examinations
Unit 5.4 Reconsidering assessment for learning in art and design (John Steers)
6 Issues in Craft and Design Education
Lesley Burgess and Kate Schofield with Helen Charman
Unit 6.1 Craft
Unit 6.2 Design
Unit 6.3 Sustainable design: design can change the world (Helen Charman)
7 Attitudes to Making
Unit 7.1 Drawing: Lines of Possibility
Claire Robins
Unit 7.2 Sculpture in secondary schools
Andy Ash
8 Critical Studies
Nicholas Addison
Unit 8.1 The purposes of critical studies
Unit 8.2 Exploring methods for investigating art and design: developing visual and aesthetic literacy
9 Inclusion in Art and design
Unit 9.1 Claire Penketh
Unit 9.2 John Johnson
10 Towards a Plural Curriculum
Unit 10.1 Enhanced Identities in Diversity
Paul Dash
Unit 10.2 Histories and canons as forms of identity
Nicholas Addison
Unit 10.3 Investigation and Diversity
Nicholas Addison
Biography
Nicholas Addison is a lecturer at the University of the Arts, London, UK.
Lesley Burgess is a senior lecturer in art, design and museology at the Institute of Education, University of London, UK.
‘In a rapidly changing educational landscape the support this book provides will be welcomed by novice and experienced art and design teachers alike. It presents a refreshingly coherent argument that reaffirms the intrinsic value of learning in art and design, the conditions under which it flourishes, and above all, why it matters…For a new generation of specialist teachers of art and design this empowering resource will illuminate the terrain and thus benefit successive generations of students.’ - Roy Prentice, Visiting Fellow, Art and Design Education, Institute of Education, London, UK
