Exploring identity to enhance children’s learning and skills in art and design

 

Key figures in the fields of both art and education have spoken about the significance of teaching art in schools.  Sir Nicholas Serota highlighted that where art is fused ‘into the curriculum stronger performance in maths, English, critical thinking and verbal skills’ is evident (BBC News online).   Furthermore there is a deep concern that ‘Britain’s creative economy could be destroyed within a generation’ if arts subjects are neglected warns a leading headteacher (BBC News online).

 

Art lessons help develop key life skills that are vital for children to function successfully in today’s world as adults .   However, before art can be taught it needs to be defined.  Art in my view sits apart from craft and design and therefore agree with Misha Black’s definition which states that art and design being taught as one is a misconception, Black asserts art is ‘expressive of the human condition; it provides clues to what cannot be explained in rational terms’ (Black, cited in Hickman, 2005:11).  Feelings, emotions, conditions of life and controversial issues are often expressed by artists in a variety of forms.

 

Identity is a universal theme and has been explored by a vast range of artists spanning centuries.  Exploring identity with children in years 5 or 6 will demonstrate the accuracy of Black’s notion of art as well as what it can achieve.  It is a topic that holds a slightly different meaning to each individual and is what makes us unique; presenting a plethora of opportunities for discussion.  Encouraging children to analyse, explore and examine artists’ work ‘offers children opportunities to develop a range of skills relating to looking, thinking, listening and responding’ (Cox and Watts, 2007:142).  A mixture of artist’s works are referred to in order to inspire and demonstrate the variety of ways in which identity can be approached and represented.   The artists and images have been purposefully chosen to 'engage, inspire and challenge pupils' (DfES,2013:176).   Moreover, allowing time for children to engage with a piece of art and to ask questions and offer possible anwsers helps children articulate their thoughts and identify their own perspectives. 

 

The theme identity focuses on building children’s skills and confidence in selecting and combining a range of drawing material in order to create lines, mood, tone, texture, form, collage and print.  Children will be working with an array of materials and medium in order to help them develop and identify their individual style.  It is important to expand children’s ideas through the use of themes; introducing a theme to children successfully captures their interest and engagement.  Furthermore Barnes declares ‘it is the catalyst to artistic development because it lies at the heart of invention and creativity’ (Barnes, 2002:46).  Selecting an age appropriate and relevant theme is crucial as art activities can often evolve or emerge from discussions around the particular theme.  This gives children a sense of ownership and makes their learning more meaningful.

 

This sequence of lessons is underpinned by the Take One Picture approach offered by The National Gallery.  The programme not only aims to promote children's 'standards and self esteem' but it also seeks to 'inspire' a lasting love for learning (The National Gallery).  Who am I?  has been designed with the aims of both the National Curriculum and The National Gallery at its core.