National Curriculum Framework n Exploring and Developing ideas n Investigating and making art, craft & design n Evaluating and developing work n Knowledge and understanding

The Process Model for Art Next section

Children should be taught to: Exploring and developing ideas Record from experience and imagination Develop and select ideas Collect visual and other information to help develop ideas (sketchbook, researching, gathering resources, using references, talking, looking, noting, collecting) Back to model

Children should be taught to: Investigating and making art, craft and design Investigate qualities of materials and processes Develop control of tools and techniques Design and make images and artefacts (practical experimenting, practising, testing, of materials and techniques followed by applying skills and knowledge in making art) Back to model

Children should be taught to: Evaluating and developing work Discus, review different ideas and methods Adapt, respond and develop own work (looking at, talking about and reflecting on other artists each other and their own work and ideas. Writing, noting, discussing, looking, questioning, interpreting, analysing, liking, enjoying ) Back to model

Children should be taught about: Knowledge and understanding Visual and tactile qualities Materials and processes Artists, craftspeople and designers in western Europe and the wider world (this is what teachers need to teach about - content - so that children can follow the process for themselves) Back to model

Level Statements n are constructed from. Exploring and developing ideas Investigating and making art, craft & design Evaluating and developing work n not from Knowledge & understanding

Level Three Pupils explore ideas and collect visual and other information for their work. They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes. They comment on similarities and differences between their own and other's work, and adapt and improve their own.

Level Three n Pupils explore ideas and collect visual and other information for their work. n They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes. n They comment on similarities and differences between their own and other's work, and adapt and improve their own.

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Exploring & Developing Ideas 2 Pupils explore ideas. 3 Pupils explore ideas and collect visual and other information for their work. 4 Pupils explore ideas and collect visual and other information to help them develop their work. Back to model

Investigating & Making 2They investigate and use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts 3 They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes. 4 They use their knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artefacts, combining and organising visual and tactile qualities to suit their intentions Back to model

Evaluating & Developing 2They comment on differences in others' work and suggest ways of improving their own. 3They comment on similarities and differences between their own and other's work, and adapt and improve their own. 4They compare and comment on ideas, methods and approaches used in their own and other’s work, relating these to the context in which the work was made. They adapt and improve their work to realise their own intentions. Back to model

Level Statements n describe increasing, maturity, autonomy and purposeful intention, aligned with increasing levels of skills and knowledge n will only be meaningful when offered up to attainment of real children. They need to be refined, talked about, exemplified n describe broad performance over time not individual piece of work.

Level Statements n describe what children can do – not work n Evidence is in What they make – outcomes What they do – observed behaviour What they know – say or write

Talking Formatively n creativity predictable and derivative to creative or original responses n autonomy dependence to independence n technique unskilled to sensitive handling of tools and materials

Talking Formatively n complexity simple to complex tasks and outcomes n breadth limited range of materials to a wider range of materials n quantity inconsequential product to substantial production

Talking Formatively n judgement simple description to informed judgement n perception obvious to finer distinctions of detail and quality n knowledge limited knowledge to informed understanding

Talking Formatively n concentration short attention span to concentrated effort and attention n attitude indifference to enthusiasm n frequency occasional achievement to consistent performance

A simple 3 level taxonomy? n technique basic, controlled, skilful. n frequency sometimes, often, always. n autonomy with help, with encouragement, independently.

A simple 3 level taxonomy? n breadth known, varied, wide ranging. n judgement states preferences, describes preferences, explains evaluations. n perception sees the obvious, sees differences, recognises subtlety.

A simple 3 level taxonomy? n quality basic, well controlled, skilful. n complexity simple, varied, complicated. n creativity expected, unusual, purposeful and original.

An Easy Assessment Form? Decide which stem ( Levels? P. of S.? other?) Develop vocabulary, hierarchical or descriptive or both? Pupil teacher year Peter D. C. 2000

Summary: The underlying process model for art provides a good framework for n planning n monitoring n assessing n reporting

Summary You can help teachers in your school by: n ensuring they understand and use the process model n ensuring they talk about achievement and develop a shared vocabulary n interpreting statements at school level by looking at real work and real children

Each group uses a different colour pen Record the Yr group