The purpose of this case study is to reflect on my current practice as an Art teacher of all Key stages at the Sir Bernard Lovell School, Bristol. SBL is a mixed secondary Outstanding school with a current below average pass rate in core subject areas. The creative arts are highly popular courses in KS4 and 5 with student numbers increasing year on year, however a consistent fall in course completion is evident. Creative courses running are Photography AS & A2, Fine Art AS & A2, BTEC level 2 Art and Diploma Level 2 Art. Currently the department hosts 5 teaching staff and 1 technician. As a second year teacher moving into a fulltime position, I have been able to extend my practice beyond medium term goals. This has allowed me to entertain the prospect of more rigorous projects that link to the previous years, thus establishing consistency and strengthened student knowledge.
(mainly drawing on my parents walls). Students often respond positively to hearing about how I developed and will engage enthusiastically in the given task. I often use this as a tool whilst teaching. In terms of its educational value, drawing remains a priority, which can be seen in my schemes of work. I use it initially to stimulate thoughts and ideas: students investigate an artists work and try to replicate their style; secondly to develop a technical skill: students demonstrate observational drawing, shading & tonal exercises, create designs etc. The value of drawing can be seen through student knowledge and the way in which teachers deliver their schemes of work. The content of which is always driven on the basis of a drawn element. Through online audits teachers have stated that students can identify and transfer knowledge of drawing skills from one project to the next. Students also continue their drawing practice outside of school for pleasure often bringing in their product to show. Given these statements it makes sense to assume that students value their drawing skills and can take ownership of its development.
practical but fail to deliver the theoretic. Currently there is nothing in place to combat this issue other than patience and encouraging those less engaged students to apply themselves more. Behaviour has been a problem in the past but the most remarkable things I have seen always involve drawing. Such an example is a student that was an issue for all other subject areas was able to take control and apply a broad range of drawing skills to an Africa themed project. In the 7 months he remained with SBL he was able to produce some incredible artwork. His talent often rivaled that of the more statistically brighter students. The project he was working on happens to be one of the more successful ones I set towards the end of the school year. The age group for this project is year 7. Students are expected to produce an extended piece of homework in connection with the theme. Students research, design and make an African inspired musical instrument that is to be decorated with tribal pattern. The main content of the school-based project is an investigation into a different culture, exploration of various patterns, designing a shield with pattern decorating the surface and working within a group. The outcome is a large shield with a range of different surface designs applied that exemplify symmetry. Students respond well to this project because of the simplicity in being able to produce something that looks good.
Summary
There is a lack of consistency across the department regarding the value of drawing. Some appear to value its contribution to the start of a project, others tend to use it as a warm-up, but it is currently not being deployed as the main content. Students lack confidence in applying pencil to paper, probably because they value the process. Behaviour can be affected, positively, by drawing. Students have a broad range of skills at their disposal but lack some confidence in applying them. Students can transfer knowledge to other subject areas. The foundation of student ability stems from drawing. Students enjoy being able to produce something that looks good. Students are taught a broad range of useable skills. Students are divided in ability, theoretic and practical.