Development of Subject Knowledge and Understanding : Reflective Conclusion

Art is a form of knowledge and therefore takes a role in developing consciousness (Southworth, 2009). It is essential to the personal development of students in primary school. It allows for exploration of different elements in a creative way that many of the other subjects on the curriculum do not generally allow for. In primary education, much emphasis is put on the core subjects; Maths, Science and English, whilst arts are perhaps marginalised. Yet, on the other hand, in recent years, it has been suggested that a new style of teaching favouring creativity, integration and cross curricular approaches is emerging (Rose, 2009). This inevitably favours the arts; art can lend itself effectively to all subjects on the curriculum by means of developing practical processes and also personal development and awareness.

However, it can prove challenging as a subject for primary practitioners as some feel as though their own skills are lacking. It seems as though many have already decided upon their own artistic talent at a young age, and so the thought of demonstrating skills and techniques associated with observation drawing as a teacher can be somewhat daunting (Key and Stillman, 2009). However, to inspire passion in students, the teacher themselves must demonstrate a passion and inspiration for art and creativity (http://education.arts.ufl.edu/13-qualities-of-art-teacher/). This initial feeling of insecurity can be overcome by the use of artists work as demonstrations rather than your own skills and therefore proves a positive aspect of the chosen resource (appendix i).

On the other hand, by using an already finished product, the students are unable to see the process involved in creating it. It may prove difficult to link the artists drawing to what they imagine the artist was perhaps visualising. Therefore the images may be deemed ineffective as a source of reflection concerning observational drawings as students may find it difficult to assess their own attempts in comparison to them (http://www.hmie.gov.uk/documents/publication/elad-01.htm)

By using the resource showing images of observational drawing (appendix i) within the lesson PowerPoint (appendix ii), it gave the images a particular purpose within an activity in the lesson. By questioning students about the supposed intention and style of the images, it gave them a reason to consider them in greater depth.

Showing examples of artists work as a demonstration as a skill may also prove problematic however. Some students may continually compare their own work with that of established artists and feel that their own work is substandard. When creating observational drawings, some students may feel that their work is of a poor standard in comparison to photograph like drawings that they have seen as examples. Therefore it is important, that whilst embracing and valuing artists work, to solidify in students minds that “art education is implicitly concerned with individuals and a regard for individuality” (Southworth, 1982). It is important to make clear that their own perceptions will shape and mould their artistic style and this is to be encouraged rather than dismissed. It is therefore important, that a range of examples are to be shown to students.

In conclusion, art has continually justified its beneficial purpose in contemporary primary education. However, art has tended to suffer because of the importance placed on other areas of the curriculum as well as the lack of philosophy of art education had by many teachers (Dobson and Jackson, 1982). It is important that students have an effective art education to be able to make sense of the world around them and their place within it. An aspect of this education does relate to the skill of observational drawings. To master the skill required, it takes a marginal amount of concentration and consideration of the particular source being drawn. Whilst doing this, a visual development is being encouraged which will help in all aspects of education and schooling (Freeman, 1996). A practitioner’s insecurity in art, should be reduced by awareness of the vast amount of resources, including existing artists work, that can be used as starting points in lessons and topics.