Investigating Academic & Professional Practices in Higher Education Student No: 13970953

1. Investigation Question

How does past learned experience affect the attitude and confidence of a teacher of art & design?

Subsequent questions that may arise from the investigation:

How does the lack of subject knowledge inhibit/ prevent the teaching of discrete skills in art?

How does the perceived lack of personal skills in art affect the confidence of a teacher?

How does the lack of specific subject knowledge impact upon the amount of time that that subject is taught within the curriculum/ timetable?

How does the marginalisation of art as a foundation subject and/ or the sublimation of the subject within a cross curricular approach affect the integrity of the subject?

2. Statement of problem/issue & Rationale

Art has always been associated with creativity and that creativity is ‘a central source of meaning’ in our lives (Csikszentmihalyi, 1996)

A substantial number of trainee teachers appear to view Art & Design as a subject for which they have little regard. This has become evident in the brief time I have been teaching at UWE. From comments made and the reluctance to attend training available, it made me question why teachers, who in the Primary phase have to teach the subject as part of their statutory role (DfE,2013), have developed this attitude, and subsequent lack of engagement and confidence. Through discussion, it became evident that such attitudes appear to have evolved during the trainees own prior experience, and this made me speculate whether these attitudes are fixed or can become open to change. If a trainee has not enjoyed art during their schooling (for a variety of reasons) does this impact upon their enthusiasm and subsequent subject knowledge development? Can it, through a specific approach within training, become modified?

Wilkins (2010) suggests that teacher attitudes have a profound effect upon children’s learning. Attitudes are said to give people the motivation to behave in certain ways (Mill, 1960). McKenzie, Murray and Rae (2010:16) agree that there is a ‘lack of consensus’ to confirm exactly from where attitudes develop, but typically they derive from a multiplicity of factors including personal experience (CLCD, 2006). Key & Stillman (2009) identified that the perception individuals have of themselves can present a barrier to making progress in teaching art, particularly where drawing is concerned. Attitudes, for the purpose of this study, are based on feelings and emotions of the trainees. Rokeach (1970) cited in Smith (1971) defines attitude as:

‘An attitude is a relatively enduring organisation of beliefs around an object or situation, predisposing one to respond in some preferential manner. An attitude is relatively enduring because it can be learned, it can be unlearned. Because it is learned, it can be taught.’

(Smith, 1971:82)

Reflective practice should almost be as intrinsic to teaching as passion and knowledge, (Moyles and Robinson, 2002). It enables the practitioner the method in which to analyse and evaluate and revise experiences that they have been involved in, allowing for improvements in future practice. I decided to explore how a different approach to the subject can impact upon confidence levels and hence upon the trainees’ future practice. I will refer to semi-structured interviews undertaken, evaluation and feedback that I received from sessions, and will analyse evidence from questionnaires in order to ascertain whether the approach I have taken is of any value. Woolfolk et al (2013) emphasise the importance of teachers being positive role models for children, ensuring that they, in turn, develop positive learning behaviours; it is no different in Higher Education, if we wish to produce the best quality teachers.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

3. Review of the Literature

Art and Design is a statutory subject within the national curriculum (DfE, 2013). However, in practice, experts and the media report that it is often overlooked (Craft, 2003; Burns, 2012; Higgins, 2012; Serota, 2012a and 2012b). This is despite research emphasising the benefits that teaching art has on pupil’s development and self esteem (Downing et al, 2003; McMurtary, 2007). It has been recognised that the teaching of art not only has statutory importance but can be used as an integral tool to enhance and broaden children’s understanding, skills and education (Roberts, 2006; Burkitt et al, 2010). Trainees should therefore use it to hone learning and their own pedagogy across the curriculum.

The way in which art is taught, as with any subject, can be influenced by the teacher’s own attitudes (Bachar and Glaubman, 2006; Domino,200). Positive experiences of art in childhood have been shown to collate with a healthy attitude towards it in later life (Ewing, 2010).

One potential factor influencing the opposite reaction is the increasing focus on Core subjects: English, maths and, to a lesser extent, science; the requirement for practitioners to ensure their pupils fall within national norms is of much concern (Herne, 2000; Van Eman et al, 2008; Paton, 2013; Boyle and Bragg, 2006). Additionally, practitioners can feel inexperienced at teaching art because of a lack of allocated time for it in teacher training programmes (Downing et al, 2003; Rogers, 2003). Alongside other possible factors, which will be explored later, practitioners who receive inadequate training to teach art, may consequently result in children receiving inadequate lessons, or potentially none (Smilan and Miraglia, 2009; Ofsted, 2012). Recent research from Australia and America supports this view of an unbalanced curriculum (Russell-Bowie and Dowson, 2005; Russell-Bowie, 2012; SERCARC,1995; DEEWR, 2008; Rabkin and Hedberg, 2011; Houston, 2008), where studies reported that “Generalist primary classroom teachers, because of their own poor arts experience at school, and inadequate teacher training, lack confidence to teach the arts.” (SERCARC, 1995: 49). As Australia’s curriculum closely mirrors that of England in focusing on standardised testing in core subjects, this appears particularly relevant. This is borne out by research conducted by Downing et al. (2002) where teacher’s confidence was surveyed in Primary schools; it was found that art was taught for it’s intrinsic value, as a medium for teaching the wider curriculum and because it was a statutory subject. However, factors that have impacted upon the art teaching was found to be a decline of coverage within Initial Teacher Training (ITT) generally (a fifth of teachers surveyed had had no art training) and the limited time available within the Primary timetable. There was a perception by Headteachers that trainees were becoming less confident and committed to teaching art, primarily due to the focus on the Core. Data from the research highlighted several factors: a lack of ability to teach art, neglect of the subject due to focusing on Core subjects and a fear of failure of taking risks. This contradicts the DfES who stated that trainees must acquire an appropriate levelof subject knowledge to be able to fulfil the requirements of the national curriculum (DfES, 1998; DfES, 2002). Since 1998 ITT providers no longer were required to study all areas of the curriculum (Rogers, 1999). Further research by Rogers (2003) has found that, as a result, the initial training of teachers suggested that they were receiving inadequate pedagogical training within the arts, and this was subsequently affecting the way in which it was being delivered in Primary schools. Barnes (2001) suggested that many trainee teachers have insufficient opportunities to observe art during placement. This is despite arguments for a more personalised, cross-curricular approach within Primary education (DfES, 2003; DfES, 2004; DfES, 2004a; HM Government, 2005; Creative Partnerships, 2005; QCA, 2005).

Historical perspective (Hallam, Lee and Gupta, 2007 cited in Herne, Cox and Watts, 2009) suggests that this is not a recent concern: The Gulbenkian Report (1982) suggested that there was a perceptible decline in Primary art teaching and it appeared to be due to a lack of confidence amongst teachers. The blame was placed on their initial training- either there was no compulsory arts element at all, or students only practised art at their own level (Robinson, 1982) According to Eisner (1972), teachers were left to select content with little idea about what to teach. Alexander, Rose and Woodhead (1992) expressed concern about the widespread use of generalist teachers who lacked an appropriate level of subject knowledge, although they conceded that possession of subject knowledge in itself did not necessarily guarantee quality teaching. This view was supported by Eisner (1994, 1997 & 2002) in the United States and Welch (1995) and Holt (1997) in the United Kingdom. Clement (1990) warned that in art, as children were known to become disillusioned and lose confidence around the age of seven, it was all too easy for children to decide that they were no good at the subject and reject it as an area of interest.

Similarly, Sharp (1990) identified that art was taught mainly in a supporting role, questioning whether confidence was a key factor in determining if art was taught regularly, with quality and/ or challenge. Herne (2008: 124, cited in Herne, Cox and Watts, 2009) when revisiting this research, found that “teacher education courses were doing little to prepare the generalist primary teacher to teach art and design effectively”. According to Prentice (2003) (in Addison & Burgess, 2003) an additional burden for generalist teachers was, and still is, the addressing of responding to the work of a multiplicity of diverse artists, craftspeople, designers and, more recently in the revised national curriculum (DfE, 2013), architects, has resulted in an over-reliance on a restricted range of accessible

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953reproductions as a basis for highly derivative work. Ofsted (2009) concurred with this view, finding that there were limited activities, a lack of creativity and poor drawing skills, as classroom practitioners struggled with understanding aesthetic, cultural and critical issues behind the meaning of art. Critical appreciation, drawing and painting skills are underdeveloped as, although modelling such skills is key, many trainees/ teachers lack confidence in their own skills (Driscoll, Lambirth and Roden, 2012; Bandura, 1982 & 1997). Cross –curricula teaching often meant that art was an ‘add-on’. Art teaching tended towards a ‘product’ rather than being ‘process led’ ( Edwards, 2013; Barnes, 2002; Hewlett and Unsworth, (2012) in Driscoll, Lambirth, and Roden, 2012). As a result, despite the requirement for teachers to demonstrate strong subject knowledge, Teachers Standard 4, (DfE, 2012) teachers concentrate on what they can teach rather than what should be learnt (Steers, 2003). This is supported by many researchers who evidenced similar trends (Hallam, Gupta and Lee, 2008; Hickman, 2010; Kear and Callaway, 2000). ITE education has been seen as exacerbating this aspect of stunting trainees’ professional growth (Green & Mitchell, 1998; Kagan, 1992; Hudson, 2004; Russell-Bowie, 2012).

Despite the influence of media on children’s ‘visual literacy’ (Hinds, 2015), whence there is a pervasive effect of artists and designers, for example, throughout society, and children should be enabled to engage with the designed world, their cultural heritage and its’ meanings, there is still a notion of subjectivity where the final outcome has diminished the focus on process and learning. As a result, children, with such closed activities, have little flexibility to experiment and explore, thus encouraging the ‘I can’t draw’ syndrome (Penny et al, 2006).

Despite the negativity surrounding the teaching of art in primary schools, there have been some positive findings from a project intending to investigate the impact of the Core on children’s motivation, confidence and attitudes, which may reflect upon future trainees. Art was perceived as liked, although not much was timetabled, and achieved the highest ratings for year 5/6 pupils as being interesting and engaging, with potential for some autonomy- art was liked because ‘it was easy to succeed in’, (Pollard et al, 2000). Similarly, research by Riley (2007) and Siraj- Blatchford et al. (2002) found that where teachers had sufficient subject knowledge and used appropriate questioning techniques, incorporating children’s contributions into lessons, there was a greater depth of interest and engagement, suggesting that for creative behaviour to flourish, learners must become involved in their own learning to motivate and engage.

It would therefore appear that, even if teachers have in the past had negative experiences of art, it does not preclude implementing the subject successfully within the classroom: indeed teachers can empathise with the learners, understanding what it feels like and scaffolding the learning to achieve personalised outcomes. Hence my approach to teaching art and design within UWE’s ITE programme does, I feel, have some validation.

4. Investigation Approach & Method(s), including Sample, Ethical issues

The research was conducted through an action research approach. Denscombe (2007) defines that there are four characteristics required for this to take place:

Practical: aimed at dealing with real-life issues, typically at work and in organisational settings. Change: Regarded as an integral part of research as a way of dealing with practical problems and as a

means of discovering more about phenomena. Cyclical process: It requires a feedback loop in which initial findings generate possibilities for change which

might then be implemented and evaluated as a prelude to further investigation. Participation: Crucial in the process, practitioners participation is active, not passive. Denscombe

(2007:123)

When considering methods which to gather data, it becomes apparent that interviews are most commonly used in combination with questionnaires and observations. Burton states that interviews enable the researcher to gather a greater depth of rich data, hence this would appear to be the most suitable form of data collection, providing more information for analysis and therefore more valid results. However due to time restrictions and availability of suitable participants it was decided to use questionnaires in combination with semi-structured interviews. A researchers’ choice of methodology can be influenced by ‘internal’ and ‘external’ influences (Burton et al 2008). The definition of internal influence includes the position of the researcher within an institute, constrained to meet deadlines and therefore this suggests the use of a quicker data collection method. In support of this, it is argued that ‘a highly structured questionnaire which limits the possible responses speeds up completion, collation and analysis’ (Burton et al, 2008:23) Questionnaires facilitate the opportunity to gather both quantitative and qualitative data and allow for clearly constructed questions to ensure data gathered is comprehensive and relevant to the research being conducted, (Reardon, 2006). The data from the questionnaires will, in part, be self-judgmental. As prior experiences are based on memories there is a risk of changes in perceptions over time (Mayer, 2006;

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953Rantala, 2006). Mayer (2006) proposes that teachers’ emotions towards a subject impact upon their teaching of it, supported by Postareff & Lidblom-Ylanne (2011) who found that teachers who evinced a positive attitude of developing their personal learning were those most likely to change their views.

The choice to use semi-structured interviews to support the data collected through the questionnaire was in order to gather qualitative data rather than quantitative, as this would be appropriate for the topic under discussion. As Bell (2005) proposes, such methods develop an insight in understanding individuals’ perceptions, rather than statistical analysis. This, with regards to exploring trainees’ attitudes, which may not be easily measured in a quantitative way, may be better addressed by taking an interpretive approach. This is supported by O’Leary (2004) who asserts that one can make comparisons of what has been gathered to that of theory.

The sample was taken from Undergraduates (years 1-3) and PGCE trainees undertaking the Foundation module of the Developing Knowledge for Teaching in Primary Education, BA (Hons) Primary Education (ITE) programme at the University of the West of England.

‘Ethical research involves getting the informed consent of those you are going to interview, observe or take materials from.’

Bell (2005:46)

As it was imperative that ethical considerations should be taken into account, before beginning the research it was necessary to consider the underlying principles set out by the British Research Association (BERA, 2011), and

ensure that all participants understood the nature of the research. It is critical to understand the importance of ethical considerations when devising and administering any research to ensure it is successfully utilised to collect the data needed whilst ensuring those taking part are prevented from harm (Hatch, 2002), in that all information gathered through both methods would be confidential. All aspects of research must be strictly confidential, including any information gained from parts of the whole research conducted, (Smith, Rankin & Bertland, 2005). As the questionnaire was online, the completion was an implicit agreement of consent. An ethical application form (appendix A) was completed to identify issues and ensure the research was conducted in a responsible manner.

5. Data Presentation, Analysis and Evaluation

Due to the nature of the study thematic analysis would be appropriate to decipher and interpret the qualitative data. Thematic analysis, although not always considered a scientific method of collection (Braun and Clarke, 2006), appeared to most appropriate. It involves uncovering common patterns or threads within the collected data and focuses on similarities and differences of responses and explanations that might come from unconsidered connections.

To deduce whether teachers/ trainees perceived lack of confidence and subsequent impact upon attitudes to teaching art is evident, it is necessary to consider the literature provided and the findings of the enquiry, in order to formulate a reasoned debate.

From the data gathered from the questionnaire, 22 trainees, 4 male and 18 female, provided responses (Appendix 2), and a further 10 agreed to semi-structured interviews (Appendix 3) in order to discuss their evaluations of the course as it had progressed during their training. Of the responses, 86.36% were in the youngest age bracket 18- 25 years of age, 9.09% were aged 26- 35 and 4.55% were aged 46- 55. The responses will therefore include a cross section of prior learning experiences, predominantly since the inception of the National Strategies in 1997 (DfE, 2011) which will have impacted upon the coverage of subjects taught in primary schools from that time.

From the questionnaire data gathered the most significant findings suggest that trainees appear to be lacking generally in confidence in their abilities to draw (fig. 1), in adequate subject knowledge in order to teach the subject (fig. 2) and that, although they recognise their statutory obligations, they are unsure as to how best to ensure it’s place within the curriculum (fig. 3).

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

Figure 1: Confidence in drawing

Figure 2: Current subject knowledge

Figure 3: Knowledge of KS1 & 2 programmes of study within the national curriculum DfE (2013)

These findings correlate significantly with the literature reviewed where theorists have identified the same features across the country. Although the benefits appear to be recognised generally by the respondents (Appendix B), there were discrepancies between those that professed to enjoy art (50%), some of whom considered themselves to be artists (22.73%), and yet how relatively few professed to having being confident in teaching art (9.09% good, 18.18% fairly, 31.82% none). None agreed that they had good subject knowledge of art generally (Appendix B), whilst only 9.09% considered their knowledge of the national curriculum for art was good, compared to the 50% who had only a little or none. Their reasons for this became more apparent from their comments extracted from the questionnaire (Appendix C) and semi-structured interviews (Appendix F), for example:

“We discussed negative associations with art. I found that a common feature of people’s anxiety with art was from secondary school, people were put off because they felt they weren’t ‘good’ at art.”

“….I had very little understanding of art in the primary classroom, with a minimal understanding of what should be taught and how….”

“…I always thought art just involved drawing or painting and didn’t think that much into it.”

“I have always enjoyed art within school, but have never proceeded with it, as I believed that I didn’t have high quality artistic skills to develop further within the subject.”

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

“A teacher told me, when I was in year 7 that my work could have been done by a 5 year old. Others in my class were amazing and I constantly compared myself to them.”

“Getting a low level on a piece of work I had worked hard on, art shouldn't have to be graded as it can be a personal expression by someone.”

This shows a correlation to comments made in the questionnaire, when asked to differentiate between memories from Primary and Secondary experiences. The data suggests that 18 trainees experienced pleasurable activities in primary school as opposed to 6 negative memories, whilst the balance shifts considerably in Secondary school where there were 12 positive responses in contrast to 15 negative responses (Appendix D). It appears that although they mostly had pleasurable experiences during their Primary education, a significant discrepancy is noticeable during their Secondary education, resulting in relatively few (31.82%) taking the subject on to GCSE or above (Appendix G), which would appear to indicate that at some stage, the respondents had changed their attitude towards the subject, for reasons that generally agree in tone. The teaching became overall more prescriptive and they were less able to experience a sense of enjoyment. Most tellingly, the teachers attitudes towards the students appeared to be more judgmental in Secondary school. The attitudes thus developed at this age will more likely remain fixed, as borne out by Penny et al (2006).

This is also supported by further comments in the questionnaire (Appendices H (a) and (b)) where respondents considered what factors might have impacted upon a) their confidence level and b) their attitude to art as a subject. Here the results appeared to be quite dissimilar; whereas 8 respondents reflected a lack of confidence as opposed to 3 who evinced they were assured of their ability, when considering their attitude towards art the results were contrasting, 7 replying that they were confident and only 2 suggesting that they did not like art and why. This might potentially suggest that, even if experiences are negative and can impact upon confidence levels, attitudes can still remain positive, possibly due to the innate resilience of individuals characters. If this is so, it will reinforce my supposition that experiences within ITE training can, if planned specifically to address these factors, can develop and enhance both trainees’ confidence and resultant attitudes.

Question 22 of the questionnaire (Appendix B) asked trainees to express their concerns regarding teaching art in practice. From the 20 responses, only 4 considered their subject knowledge to be insufficient, 6 were concerned about their own ability to be able to teach the subject, particularly drawing, sufficiently well, yet 10 appeared to have pedagogical concerns including mess, behaviour management, developing children’s confidence and timetabling. This will potentially have a significant effect on the trainees inclusion of the subject within their own practice and will therefore need to be addressed through centre-based training, as reflected upon in the introduction, (Woolfolk et al., 2013)

The final part of the investigation focused on trainees experiences so far in their training. The course they have undertaken consists of two main areas: art and design as a discrete subject, and art as cross-curricular subject. The discrete aspects included focusing on the national curriculum expectations for Primary ages, the elements of art as should be taught at this phase, some practical activities planned to develop their confidence through demonstrating possible wider outcomes than previously suggested through schemes of work commonly followed in Primary schools and a focus on transferable skills, such as thinking models, the role of talk and collaborative/ independent working. The cross-curricular element addressed how art could be linked to another subject, in this case Religious Education, without losing subject integrity, as based on Barnes’ (2011) inter-disciplinary model, where both subjects have equal focus.

The responses from the questionnaire demonstrated a positive opinion as to how trainees had found the content to benefit their learning, both addressing gaps in their subject knowledge and also in understanding the impact on children’s learning within the subject and effect on their self-esteem, (Appendix E). Although there are still some negative responses, 5, as opposed to 32 positive, there are distinctly fewer than from the question regarding confidence prior to commencing the course where only 2 were positive, 4 fairly and 16 either not very or not at all.

The interviews elaborated upon reasons why there may have been a shift in perceptions, in the main trainees appear to have garnered increasing pedagogical understanding from the content, such as learning ways in which children’s confidence, self-esteem and subject knowledge can be developed through a range of open-ended activities, planned to develop skills and enable creativity to take place, (Appendix F).

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

6. Conclusion & Evaluation

From the analysis of the data, it would appear that some common themes can be identified: trainees’ confidence and attitudes to art appear to be influenced by their previous experiences in their personal education. The satisfaction level appears to be relatively buoyant during their Primary experiences, but diminishes during Secondary education, with less than half the respondents achieving GCSE or above. A second theme appears to be that there are significant concerns amongst Primary ITE trainees about whether they feel able to teach art and various reasons can be identified that underpin this. Thirdly, from evidence from both sources of data, there does appear to be a significant impact upon trainees attitudes and confidence through the approach of encouraging open-ended activities within training, alongside demonstrating various pedagogical approaches and discrete subject knowledge teaching within sessions. This is significant as it demonstrates similar findings to those of Gatt and Karpinnen (2014), Gibson (2003), Miraglia (2006) and Metcalf & Smith-Shank (2001).

It is currently apparent that despite the positive outcomes that involvement in art can produce (Roberts, 2006; McMurtary, 2007; McLellan et al, 2012; Smith, 2012; Smith, 2013), it is often marginalised within the curriculum, resulting in a feeling of disengagement and lack of confidence, which can then be conveyed into adulthood (Oreck, 2004; Russell-Bowie, 2002, 2004 & 2012; Alter et al. 2009). Whilst most of the participants conceded that there was an educational benefit to children, it appears to be recognised that attitudes and confidence levels of teachers might be an major influence as to whether or not art will be taught effectively, if at all, in some classrooms in the future, despite it being a statutory subject within the current national curriculum.

(4335 words)

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

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Higgins, C. (2012) Arts leaders voice deep concerns over lack of cultural subjects in EBACC. The Guardian. [online]. Available from: http://www.theguardian.co./education/2012/nov/02/arts-leaders-concerns-ebacc-schools [Accessed 2 March 2015]

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Houston, P.D. (2008). Creating a whole new world. The School Administrator, 65(3) 36-40.

Hudson, S. M. (2004) Exploring first-year preservice teachers’ confidenceto teach art education. In Jeffrey, P (Ed.) AARE 2005 EducationResearch, 27 November - 1 December 2005, Parramatta, N. S. W.[online] Available from: http://eprints.qut.edu.au/24305/ [accessed 27 February 2015 ].

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Kear, M. and Callaway, G. (eds) Improving teaching and learning in the arts. London: Falmer Press

Key, P. & Stillman, J. (2009) Achieving QTS Teaching Primary Art & Design. Exter: Learning Matters Ltd.

Mayer, J. D. (2006) A new field guide to emotional intelligence. In J. Ciarrochi, J. P. Forgas & J. D. Mayer [Eds] Emotional Intelligence in Everyday Life, 2nd edn. New York: Psychology Press, pp. 3–26

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953McLellan, R. Galton, M. Steward, S. and Page, C. (2012) The Impact of Creative Initiatives on well-being: a Literature Review. Newcastle: CCE.

McMurtary, M. (2007) Realms of Engagement Toward an Understanding of the Contribution of the Arts to Children’s Spiritual Development. International Journal of Children’s Spirituality, 12(1), pp. 83-96.

Metcalf. S., & Smith-Shank, D. L. (2001). The yellow brick road of art education. ArtEducation, 19(7), 27-46.

Mill, C. (1960) Attitudes affect pupils learning [online] Educational leadership.pp212-218. [Accessed 1 March 2015]

Miraglia, J.L. (2006). Conceptions of art: a case study of elementary teachers, a principal andan art teacher. (Doctoral dissertation, University of Massachusetts, Amherts, 2006).Dissertations Abstracts International, 138, (UMI No.3242105).

Moyles, J & Robinson, G. (2002) Beginning Teaching: Beginning Learning in Primary Education. Buckingham: OUP

Ofsted (2009) Improving primary teachers’ subject knowledge across the curriculum 2007/08. London: Ofsted

Ofsted (2012) Making a Mark: art, craft and design education 2008/11. Manchester: Ofsted

O’Leary, Z (2004) The essential guide to doing research. London: SAGE

Oreck, B. (2004) The artistic and professional development of teachers: a study of teachers’ attitudes toward and use of the arts in teaching, Journal of Teacher Education, Vol. 55, No. 1, pp. 55–61

Paton, G. (2013) Primary School League Tables: Teachers ‘Ditching Sport and Art’ to Climb Rankings. The Daily Telegraph [online] Available from: http://www.telegraph.co.uk/education/leaguetables/10513779/Primary-scoll-league-rables-teachers-ditching-sport-and-art-to-climb-rankings.html [Accessed 1 March 2015]

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

Appendix A

University Research Ethics Committee

APPLICATION FOR ETHICAL REVIEW OF RESEARCH INVOLVING HUMAN PARTICIPANTS Guidance NotesThese notes are intended to be read when completing the application form for ethical review of research involving human participants. The University’s policy and procedures on research ethics may be found at http://rbi.uwe.ac.uk/researchethics.asp. Please address any enquiries which are not covered in these notes to the contacts below for all Faculty Research Ethics Committee’s to which you are submitting your application. This form may also be completed by researchers outside UWE who plan to conduct research within the University. (Note: Where a researcher has already obtained REC approval from another institution it may not be necessary to submit another application but you will need to send details of the research and evidence of approval to the REC chair before access may be granted to UWE staff and students.)Research Ethics Committee contacts:

Name Email TelephoneUniversity Research Ethics Committee (UREC)

Leigh Taylor(Officer)

urec.enquiries@uwe.ac.uk 0117 32 81170

Note: UREC reviews applications for ESRC-funded research, research involving surveying on a University-wide basis, and research conducted by staff in the Central Services.

Please note commencing from the 1st September 2014 all other applications should be directed to RBI, Research Admin, Committee Services. Research Admin – Committee ServicesLeigh Taylor Team leader researchethics@uwe.ac.uk 0117 32 81170

Caroline Foyle Research Administrator

researchethics@uwe.ac.uk 0117 32 81167

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

External ethics approvalWhere the work has already been subjected to ethical scrutiny, for example, by an NHS Research Ethics Committee through the National Research Ethics Service (NRES), you should indicate this on the form. If your research involves NHS patients (including tissue or organs), or NHS data, you will usually need to get NHS REC approval. The UWE procedures recognise the burden placed on the researcher in applying for NHS REC approval. In order to assist PIs in this as far as possible, you are recommended to apply for NHS REC ethics approval first (using the IRAS form) and submit the letter of approval to your FREC or to UREC (as applicable). Where UWE is the sponsor for the study your FREC Chair will need to see the application before it can be authorised by the sponsor representative. This approach has been designed to retain the right of ultimate ‘sign off’ by the University without having to go through a separate protracted University process. It is important that PIs conducting research in the NHS appreciate that both UWE and NHS Ethics clearance will be needed and are separate. (Achievement of the one does not guarantee success with the other).If you have already received ethical approval from an external Research Ethics Committee, you should provide evidence of this to UREC/FREC.Student applicationsFor student applications, supervisors should ensure that all of the following are satisfied before the study begins:

The topic merits further research; The student has the skills to carry out the research; The participant information sheet or leaflet is appropriate; The procedures for recruitment of research participants and obtaining informed consent are appropriate.

DeclarationThis should be completed once all the following questions have been answered. Where the application is from a student, a counter-signature from the supervisor is also necessary. Applications without a supervisor signature will not be processed.Question 1: Details of the proposed research – aims and objectives of the researchThis should provide the reviewer of the application with sufficient detail to allow him/her to understand the nature of the project and its rationale, in terms which are clear to a lay reader. Do not assume that the reader knows you or your area of work. It may be appropriate to provide a copy of your research proposal.Question 2: Details of the proposed research – Research methodology to be usedYou should explain how you plan to undertake your research. A copy of the interview schedule/ questionnaire/observation schedule/focus group topic guide should be attached where applicable.Question 3: Participant details – Participants from vulnerable groupsYou must indicate if any of the participants in your sample group are in the categories listed. Any Department of Health funded research involving participants who might not have the capacity to consent may need to go through the new Social Care Research Ethics Committee (http://www.screc.org.uk/), unless it is already being reviewed through NRES. If your research subjects fall into any of the specified groups, you will need to justify their inclusion in the study, and find out whether you will require a Disclosure and Barring Service (DBS) (formerly Criminal Records Bureau -CRB) check. Members of staff requiring DBS checks should contact Human Resources hr@uwe.ac.uk. DBS checks for students will usually be organised through the student's faculty, but students in faculties without a DBS countersignatory should contact Leigh Taylor (Leigh.Taylor@uwe.ac.uk). Please note: Evidence of a DBS check should take the form of an email from the relevant countersignatory confirming the researcher has a valid DBS check for working with children and/or vulnerable adults. It will be the responsibility of the applicant to provide this confirmation.Question 4: Participant details – Determination of sample size, identification and recruitment of participants In this section, you should explain the rationale for your sample size and describe how you will identify and approach potential participants and recruit them to your study.Question 5: Informed consent and withdrawalInformed consent is an ethical requirement of the research process. Applicants should demonstrate that they are conversant with and have given due consideration to the need for informed consent and that any consent forms prepared for the study ensure that potential research participants are given sufficient information about a study, in a format they understand, to enable them to exercise their right to make an informed decision whether or not to participate in a research study.Consent must be freely given with sufficient detail to indicate what participating in the study will involve. Withdrawal from future participation in research is always at the discretion of the participant. There should be no penalty for withdrawing and the participant is not required to provide any reason.You should describe how you will obtain informed consent from the participants and, where this is written consent, include copies of participant information sheets and consent forms. Where other forms of consent are obtained (eg verbal, recorded) you should explain the processes you intend to use. See also data access, storage and security below.Question 6: Confidentiality/anonymityYou should explain what measures you plan to take to ensure that the information provided by research participants is anonymised/pseudonymised (where appropriate) and how it will be kept confidential. In the event that the data are not to be anonymised/pseudonymised, please provide a justification. Personal data is defined as ‘personal information about a living person which is being, or which will be processed as part of a relevant filing system. This personal information includes for example, opinions, photographs and voice recordings’ (UWE Data Protection Act 1998, Guidance for Employees).

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953Question 7: Data access, storage and securityDescribe how you will store the data, who will have access to it, and what happens to it at the end of the project. If your research is externally funded, the research sponsors may have specific requirements for retention of records. You should consult the terms and conditions of grant awards for details. It may be appropriate for the research data to be offered to a data archive. If this is the case, it is important that consent for this is included in the participant consent form. UWE IT Services provides data protection and encryption facilities - see http://www.uwe.ac.uk/its-staff/corporate/ourpolicies/intranet/encryption_facilities_provided_by_uwe_itservices.shtml Question 8: Risk and risk management – Risks faced by participantsDescribe ethical issues related to the physical, psychological and emotional wellbeing of the participants, and what you will do to protect their wellbeing. If you do not envisage there being any risks to the participants, please make it clear that you have considered the possibility and justify your approach. Question 9: Risk and risk management – Potential risks to researchers

Describe any health and safety issues including risks and dangers for both the participants and yourself (if appropriate) and what you will do about them. This might include, for instance, arrangements to ensure that a supervisor or co-researcher has details of your whereabouts and a means of contacting you when you conduct interviews away from your base; or ensuring that a ‘chaperone’ is available if necessary for one-to-one interviews.

Question 10: Publication and dissemination of research resultsPlease indicate in which forms and formats the results of the research will be communicated.Question 11: Other ethical issuesThis gives the researcher the opportunity to raise any other ethical issues considered in planning the research or which the researcher feels need raising with the Committee.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953APPLICATION FOR ETHICAL REVIEWThis application form should be completed by members of staff and Phd/ Prof Doc students undertaking research which involves human participants. U/G and M level students are required to complete this application form where their project has been referred for review by a supervisor to a Faculty Research Ethics Committee (FREC) in accordance with the policy at http://www1.uwe.ac.uk/research/researchethics. For research using human tissues, please see separate policy, procedures and guidance linked from http://www1.uwe.ac.uk/hls/research/researchethicsandgovernance.aspx Please note that the research should not commence until written approval has been received from the University Research Ethics Committee (UREC) or Faculty Research Ethics Committee (FREC). You should bear this in mind when setting a start date for the project.This form should be submitted electronically to the Officer of the Research Ethics Committee (see list above at page 1) together with all supporting documentation (research proposal, participant information sheet, consent form etc). Please provide all the information requested and justify where appropriate.For further guidance, please see http://www1.uwe.ac.uk/research/researchethics (applicants’ information) or contact the officer for UREC/your Faculty Research Ethics Committee (details at page 1)mailto:fetresc.enquiries@uwe.ac.uk.

Project Details:Project title When considering past experiences with Art & Design, how can

students’ confidence in practice be developed?

Is this project externally funded?

Yes No X

If externally funded, please give details of project funder Proposed project start date 28/1/14 Anticipated project

end date28/3/14

Applicant Details:Name of researcher (applicant)

Ros Steward

Faculty and Department ACE/ Education

Status (Staff/ PG Student/MSc Student/Undergraduate)

Staff

Email address ros.steward@uwe.ac.uk

Contact postal address 18 Upper Station Rd, Staple Hill, Bristol BS16 4NAContact telephone number 07900862545Name of co-researchers (where applicable)

N/A

(for completion by UWE REC)Date received: UWE REC reference number:

For All Applicants:Has external ethics approval been sought for this research? Yes No

If yes, please supply details:

For student applicants only: Name of Supervisor / Director of Studies(for PG/MSc and UG student applicants)¹

Richard Waller & Jonathan Simmons

Details of course/degree for which research is being undertaken

PGCert (Teaching & Learning in Higher Education)

¹For student applications, supervisors should ensure that all of the following are satisfied before the study begins: The topic merits further research; The student has the skills to carry out the research;

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953 The participant information sheet or leaflet is appropriate; The procedures for recruitment of research participants and obtaining informed consent are appropriate.

Department of Supervisor / Director of Studies

Education

Supervisor’s / Director of Studies’ email address

Richard.waller@uwe.ac.ukJonathan.simmons@uwe.ac.uk

Supervisor’s / Director of Studies’ telephone number

0117 32841000117 3284225

Supervisor’s / Director of Studies’ comments:

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953Details of the proposed work:Please complete all sections. If you think the question is not appropriate, please state why.

1. Aims, objectives of and background to the research:Much of the content of my sessions is very practical in nature, as I feel it is important to ensure trainees feel confident to model the skills and knowledge needed for effective art sessions in school. At the same time, students need to be aware of the underpinning theory in order to link these aspects effectively. I also want to inspire and encourage an enjoyment of teaching art which I hope in turn will have a positive impact upon the children they teach. It has become apparent that, due to the increasing marginalisation of Foundation subjects within education that many trainees lack the requisite level of engagement and/ or subject knowledge required to teach Art within the curriculum. It has become my aim to develop my module design in such a way as to enable all trainees to develop their subject knowledge and understanding of the processes required for effective teaching in EYFS/ Primary phases through the use of open ended outcomes. Having adapted my planning over the past 2 years, I need to assess the impact of this and consider how future effectiveness can be maintained.

2. Research methodology to be used (include a copy of the interview schedule/ questionnaire/ observation schedule where appropriate):Questionnaires offer a range of possibilities- however they have to be carefully worded in order to be of any value. Different types to consider could include: Dichotomous Questions, Multiple Choice Questions, Rank Ordering, Rating Scales (Likert Scales), Open-ended Questions. I shall use an online survey format such as survemonkey. Interviews/ conferencing with groups or individuals offer the opportunity to elicit a deeper understanding and associated response, by the use of questions which can be posed in response to previous responses. This can be directed by the researcher in a way that questionnaires cannot be used. Possibly taped / transcribedObservations (possibly taped and then transcribed), which enable the researcher to allow the participants to participate in an activity, eliciting a range of possible responses, but without guidance or interference from the researcher.Visual evidence: of work from activities, of outcomes, of different ways/ methods of working/ using different materialsWritten reflections from students

3. Selection of participants:Will the participants be from any of the following groups?(Right click the box and edit via ‘properties’ tab, click in “checked” button)

Children under 18 Adults who are unable to consent for themselves² Adults who are unconscious, very severely ill or have a terminal illness Adults in emergency situations Adults with mental illness (particularly if detained under Mental Health Legislation) Prisoners Young Offenders Healthy Volunteers (where procedures may be adverse or invasive) Those who could be considered to have a particularly dependent relationship with the investigator, e.g.

those in care homes, medical students Other vulnerable groups

X None of the above

(² Please note, the Mental Capacity Act requires all intrusive research involving adults who are unable to consent for themselves to be scrutinised by an NHS Local Research Ethics Committee – Please consult the Chair of your Faculty Research Ethics Committee, or Ros Rouse (UWE Research Governance Manager) for advice: ros.rouse@uwe.ac.uk) If any of the above applies, please justify their inclusion in this research:

Note: If you are proposing to undertake research which involves contact with children or vulnerable adults,

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953you may need to hold a valid DBS (Disclosure and Barring Service, formerly Criminal Records Bureau – CRB) check. Where appropriate, please provide evidence of the check with your application.

4. Please explain how you will determine your sample size/recruitment strategy, and identify, approach and recruit your participants. Please explain arrangements made for participants who may not adequately understand verbal explanations or written information in English.I shall use data from the UG programme: UG1, UG2 & 3 art specialists and also PGCE data.The questionnaire will be online and therefore the sample size will be the whole year group for UG1 and PGCE (approx 150 + 60 students); the UG2 specialists number 14 students and UG3 specialists number 9. The questionnaire will be accompanied by an explanation of my research and will be voluntary.Art specialists will be contacted individually via email.All the trainees have adequate understanding of English in order to participate.

5a. What are your arrangements for obtaining informed consent whether written, verbal or other? (where applicable, copies of participant information sheets and consent forms should be provided)The questionnaire will be accompanied by an explanation of my research, be prefaced with a participant information sheet and informed consent letter. In completing the questionnaire, participants will automatically provide consent.Art specialists will be contacted individually and asked to complete written or verbal consent using the same letter as above.

b. What arrangements are in place for participants to withdraw from the study?Due to the nature of the questionnaire, participants will not be able to withdraw after completion of the questionnaire. However should specialists from UG2 & 3 wish to withdraw they may do so immediately upon request.

6. If the research generates personal data, please describe the arrangements for maintaining anonymity and confidentiality or the reasons for not doing so.All data must be anonymous, stored in a secure place at all times and only available to the researcher, my tutor and the individual participant to whom it refers in order to maintain complete confidentiality.

7. Please describe how you will store data collected in the course of your research and maintain data protection.Any data via surveymonkey will be anonymous and stored electronically on a USB stick. Additional data from art specialists will be also stored on a USB stick. This will not be shared publicly unless previously agreed with the participants.

8. What risks (eg physical, psychological, social, legal or economic), if any, do the participants face in taking part in this research and how will you overcome these risks?No risks have been identified

9 Are there any potential risks to researchers and any other people impacted by this study as a consequence of undertaking this proposal that are greater than those encountered in normal day to day life?None identified

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Investigating Academic & Professional Practices in Higher Education Student No: 1397095310 How will the results of the research be reported and disseminated? (Select all that apply. Right click the box and edit via ‘properties’ tab, click in “checked” button)

Peer reviewed journal Conference presentation Internal report Dissertation/Thesis Other publication Written feedback to research participants Presentation to participants or relevant community groups

X Other (Please specify below)Written assignment for Investigating Academic & Professional Practices in Higher Education

11 Are there any other ethical issues that have not been addressed which you would wish to bring to the attention of the Faculty and/or University Research Ethics Committee?None

ChecklistPlease complete before submitting the form.

Yes/NoIs a copy of the research proposal attached? YesHave you explained how you will select the participants? YesHave you described the ethical issues related to the well-being of participants? YesHave you considered health and safety issues for the participants and researchers? YesHave you included details of data protection including data storage? YesHave you described fully how you will maintain confidentiality? YesIs a participant consent form attached? YesIs a participant information sheet attached? YesIs a copy of your questionnaire/topic guide attached? NoWhere applicable, is evidence of a current DBS (formerly CRB) check attached? N/AIs a Risk Assessment form attached? (HAS only) N/A

DeclarationThe information contained in this application, including any accompanying information, is to the best of my knowledge, complete and correct. I have attempted to identify all risks related to the research that may arise in conducting this research and acknowledge my obligations and the right of the participants.

Principal Investigator name Ros StewardSignatureDate 15th Jan 2015 Supervisor or module leader name (where appropriate)

Jonathan Simmons

SignatureDate

The signed form should be emailed to Committee Services: researchethics@uwe.ac.uk and email copied to the Supervisor/Director of Studies where applicable.

Appendix B

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

Art and Design: Attitudes and Confidence

1. Page 1

1. What is your gender?

  Response Percent

Response Total

1 male   18.18% 4

2 female   81.82% 18

3 rather not say   0.00% 0

 answered 22

skipped 0

2. What is your age range?

  Response Percent

Response Total

1 18-25   86.36% 19

2 26-35   9.09% 2

3 36-45   0.00% 0

4 46-55   4.55% 1

5 56+   0.00% 0

 answered 22

skipped 0

3. In which year group are you currently?

  Response Percent

Response Total

1 UG1   40.91% 9

2 UG2   27.27% 6

3 UG3   22.73% 5

4 PGCE   9.09% 2

 answered 22

skipped 0

4. What do you consider art to be?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 21

1 21/02/15 9:30PM

ID: 1532194

2

PaintingDrawingCreating

2 21/02/15 It depends on the art being created. I believe it is extremely personal.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

4. What do you consider art to be?

  Response Percent

Response Total

11:30PMID:

15323259

3 22/02/15 7:50AM

ID: 1532760

1

A picture or sculpture created using different mediums

4 22/02/15 9:52AM

ID: 1532935

7

Drawing/painting/interpreting pictures

5 22/02/15 10:26AM

ID: 1532977

4

fun, expressive, enjoyable, calming

6 22/02/15 2:42PM

ID: 1533318

8

Allowing children to be creative and explore different concepts.

7 22/02/15 3:47PM

ID: 1533320

1

Somewhere to be creative using different materials and equipment

8 22/02/15 3:16PM

ID: 1533389

4

Expression of feeling and thoughts, the remaking of a view or viewpoint through different mediums

9 22/02/15 5:03PM

ID: 1533594

7

Drawing, painting and things like that.

10 22/02/15 6:43PM

ID: 1533737

9

A hobby more than anything. Something which people do because they enjoy it. A way of being creative.

11 22/02/15 7:41PM

ID: 1533828

1

The expression of life through the medium of painting, sculpture etc

12 22/02/15 8:21PM

ID: 1533914

2

anything that is considered to be creative by using a wide range of materials and subjects

13 22/02/15 8:52PM

ID:

Representation of what your feelings or what you see

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

4. What do you consider art to be?

  Response Percent

Response Total

15339896

14 23/02/15 10:27AM

ID: 1535408

1

Being creative

15 23/02/15 11:15AM

ID: 1535639

0

Creative

16 23/02/15 3:25PM

ID: 1536734

7

Expressing your creativity

17 23/02/15 7:21PM

ID: 1537611

9

In the eye of the beholder ...

18 25/02/15 11:54AM

ID: 1543192

7

The use of creativity to convey feelings and messages.

19 25/02/15 4:02PM

ID: 1544032

5

Expressing yourself through drawing/ painting/ colouring/ making something practically.

20 26/02/15 1:09PM

ID: 1546333

7

Skills work to do with drawing / painting / sculpting etc and appreciation / understanding of Art through the ages.

21 01/03/15 3:33PM

ID: 1551764

2

drawingpainting

 answered 21

skipped 1

5. What positive memories do you have from your Primary education?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 21

1 21/02/15 9:30PM

ID: 1532194

Making pictures based on our history topic e.g. In the style of Greek, Egyptian etc

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

5. What positive memories do you have from your Primary education?

  Response Percent

Response Total

2

2 21/02/15 11:30PM

ID: 1532325

9

I have little memories for art really although we did do art as a stand alone subject regularly. I don't remember much from primary school!

3 22/02/15 7:50AM

ID: 1532760

1

Squeezing melted candle wax onto a piece of white fabric in a pattern, once hard, we painted the fabric using different colours. Once it was dry we picked of the candle wax to reveal a white pattern within the coloured paint. And making paper mâché masks in ancient Greeks topic.

4 22/02/15 9:52AM

ID: 1532935

7

I can remember 1 art session where we made something like a magical creature and had to paint it. That was fun.

5 22/02/15 10:26AM

ID: 1532977

4

people saying I was good at ittrying lots of different techniques

6 22/02/15 2:42PM

ID: 1533318

8

Creating aborigine style art and creating a giant Chinese dragon out of chicken wire and crepe paper.

7 22/02/15 3:47PM

ID: 1533320

1

School trips and finger painting

8 22/02/15 3:16PM

ID: 1533389

4

my friends, less academic subjects like sport and art

9 22/02/15 5:03PM

ID: 1533594

7

Playtimes with friends. Maths lessons.

10 22/02/15 6:43PM

ID: 1533737

9

I used to draw all the time when I was a child in my spare time but as far as lessons at primary school are concerned I have very little memory. Powder paint.

11 22/02/15 7:41PM

ID: 1533828

1

Making an airship in science. Learning to read.

12 22/02/15 8:21PM

ID: 1533914

2

being able to produce a lot of art work, with regular art lessons and being encouraged to create and draw

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

5. What positive memories do you have from your Primary education?

  Response Percent

Response Total

13 22/02/15 8:52PM

ID: 1533989

6

wet on wet painting dinosaurs

14 23/02/15 10:27AM

ID: 1535408

1

Ecperimenting with colour, materials, etc.

15 23/02/15 11:15AM

ID: 1535639

0

Being given the opportunity to do what I wanted to paint/draw/make is art so it was my own work.

16 23/02/15 3:25PM

ID: 1536734

7

Using papier mache to create animals such as ducks.

17 23/02/15 7:21PM

ID: 1537611

9

King Tut mask making in clay.Drawing Tiger in a Tropical Storm.

18 25/02/15 11:54AM

ID: 1543192

7

lessons entailing a degree of srtistic freedom, i.e. just being allowed to draw/paint/create independently.

19 25/02/15 4:02PM

ID: 1544032

5

Colouring in pictures or making occasion cards.

20 26/02/15 1:09PM

ID: 1546333

7

I enjoyed any art we did, particularly painting - i just wasn't very good at it.

21 01/03/15 3:33PM

ID: 1551764

2

Colouring in.

 answered 21

skipped 1

6. What negative memories do you have from your Primary education?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 17

1 21/02/15 None

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

6. What negative memories do you have from your Primary education?

  Response Percent

Response Total

11:30PMID:

15323259

2 22/02/15 7:50AM

ID: 1532760

1

I was never good at painting pictures, whether that was from my own design or copying a picture, it never turned out how I imagined, I much preferred to draw and colour using pencils, pastels, crayons or tissue paper

3 22/02/15 9:52AM

ID: 1532935

7

cant remember any but most likely would have been time constraints.

4 22/02/15 10:26AM

ID: 1532977

4

not always feeling good enough- especially doing copies for a famous art work

5 22/02/15 2:42PM

ID: 1533318

8

Only done once a term or not at all. Very little time devoted to the subject.

6 22/02/15 3:47PM

ID: 1533320

1

I never had positive feedback on my art work and had very little enjoyment from the lesson, I had, and still do, have very little self esteem with art my ability of artistic work.

7 22/02/15 3:16PM

ID: 1533389

4

reading aloud, writing in silents and sharing infront of the class

8 22/02/15 5:03PM

ID: 1533594

7

Art and english lessons.

9 22/02/15 6:43PM

ID: 1533737

9

Powder paint. But again, nothing stick out in my memory, I dont remember any specific teaching of art.

10 22/02/15 7:41PM

ID: 1533828

1

Bullying teachersEndless copying from text written on blackboard

11 22/02/15 8:52PM

ID: 1533989

6

being rubbish

12 23/02/15 10:27AM

ID:

None

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

6. What negative memories do you have from your Primary education?

  Response Percent

Response Total

15354081

13 23/02/15 11:15AM

ID: 1535639

0

When we all had to draw the same thing in a certain way and then being told it wasn't good.

14 23/02/15 3:25PM

ID: 1536734

7

I can't remember any negative art lessons.

15 23/02/15 7:21PM

ID: 1537611

9

None.

16 25/02/15 11:54AM

ID: 1543192

7

Largely positive.

17 25/02/15 4:02PM

ID: 1544032

5

The lessons were on a topic which everyone had to do in the same way, which meant it was clear who were the "good artists" in the class.

 answered 17

skipped 5

7. What positive memories do you have from your Secondary education?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 20

1 21/02/15 9:30PM

ID: 1532194

2

Having a free range once given a topic

2 21/02/15 11:30PM

ID: 1532325

9

Very few. I did begin by enjoy doing different aspects of art though, such as pottery.

3 22/02/15 7:50AM

ID: 1532760

1

Creating sculptures using newspaper and materials used in hospitals to create casts. I liked using my art book to sketch and create 3D pictures.

4 22/02/15 9:52AM

ID: 1532935

we were a lot more creative- clay, pen and ink, actually learnt techniques.

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

7. What positive memories do you have from your Secondary education?

  Response Percent

Response Total

7

5 22/02/15 10:26AM

ID: 1532977

4

loved doing art at a-levelmore relaxing than the other subjects if painting (the other side to art was more stressful)

6 22/02/15 2:42PM

ID: 1533318

8

n/a

7 22/02/15 3:47PM

ID: 1533320

1

It was a good lesson to socialise in.

8 22/02/15 3:16PM

ID: 1533389

4

more sport, being with my friends more, choosing different subjects

9 22/02/15 5:03PM

ID: 1533594

7

Maths and science lessons, friendships. Large off timetable events.

10 22/02/15 6:43PM

ID: 1533737

9

A really good relationship with my art teacher. She was complimentary and encouraging. Nice big sketchbooks. Opportunities to draw from life. Different mediums. I also really enjoyed doing my GCSE final piece, a great big inky picture of a factory which went up on the wall by reception.

11 22/02/15 7:41PM

ID: 1533828

1

Woodwork, metal work, domestic science

12 22/02/15 8:21PM

ID: 1533914

2

being introduced to a wider range of materials to use and different topic areas or subjects to study, also the teacher wanting to keep one of my final alevel pieces once I had left school

13 22/02/15 8:52PM

ID: 1533989

6

more equipment to use

14 23/02/15 10:27AM

ID: 1535408

1

Doing more projects that you could get stuck into - for example creating art in the style of Picaso, etc.

15 23/02/15 11:15AM

ID: 1535639

0

The projects where you could take the title and make a whole project from it.

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

7. What positive memories do you have from your Secondary education?

  Response Percent

Response Total

16 23/02/15 3:25PM

ID: 1536734

7

Being able to use different materials for collages and mediums like watercolours and acrylics.

17 23/02/15 7:21PM

ID: 1537611

9

Clay work again!SOme pencil drawings praised by teacher!

18 25/02/15 11:54AM

ID: 1543192

7

Discussion about existing art.

19 25/02/15 4:02PM

ID: 1544032

5

I enjoyed doing an art project about Africa where we could choose what we could put into it, how we presented it and what we used to make it.

20 01/03/15 3:33PM

ID: 1551764

2

Trying to do loads of drawings for my teacher

 answered 20

skipped 2

8. What negative memories do you have from your Secondary education?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 21

1 21/02/15 9:30PM

ID: 1532194

2

Being made to make changes to a piece of art work due to it not being in the style my teacher liked

2 21/02/15 11:30PM

ID: 1532325

9

Very aggressive and scary art teacher who would throw your art away if it wasn't good enough!

3 22/02/15 7:50AM

ID: 1532760

1

I still hated painting pictures, I still hate using paint now because I can't be accurate or detailed enough, I'm not a skilled painter and I don't like getting paint everywhere and having to mix colours, I find it time consuming and faffy

4 22/02/15 9:52AM

ID: 1532935

7

just children mucking around which wasted time making the people who wanted to learn miss out.

5 22/02/15 being told I was working towards a higher grade than I was

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

8. What negative memories do you have from your Secondary education?

  Response Percent

Response Total

10:26AMID:

15329774

6 22/02/15 2:42PM

ID: 1533318

8

Uninspiring topics and teachers who knock your confidence.

7 22/02/15 3:47PM

ID: 1533320

1

I had no self belief and didn't try hard because I didn't want to be proud of work but it not actually be any good.

8 22/02/15 3:16PM

ID: 1533389

4

exams, more pressures

9 22/02/15 5:03PM

ID: 1533594

7

Art and English lessons.

10 22/02/15 6:43PM

ID: 1533737

9

The writing elements of GCSE coursework.

11 22/02/15 7:41PM

ID: 1533828

1

Being caned. Constant change of teaching staff

12 22/02/15 8:21PM

ID: 1533914

2

having to produce pieces that were recommended by the teacher in order for them to like it and not having much freedom, also being told that if something isn't done a certain way I was going to fail, and having to spend all my time doing art rather than other subjects

13 22/02/15 8:52PM

ID: 1533989

6

not being as good as everyone

14 23/02/15 10:27AM

ID: 1535408

1

Attitudes - people were always competitive.

15 23/02/15 11:15AM

ID: 1535639

0

The teacher being very strict on how we used the resources in the first few years at the school.

16 23/02/15 3:25PM

ID:

Not having encouragement from teachers which is why I didn't carry the subject on to GCSE.

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

8. What negative memories do you have from your Secondary education?

  Response Percent

Response Total

15367347

17 23/02/15 7:21PM

ID: 1537611

9

Not being so great at drawing from life!

18 25/02/15 11:54AM

ID: 1543192

7

Overly prescriptive lessons and tasks, intimidating teacher attitude. Critical and creatively stifling environment.

19 25/02/15 4:02PM

ID: 1544032

5

I did not like when we had to do very specific tasks e.g. draw a tomato from observation using colouring pencils. I would have much preferred doing our own interpretation.

20 26/02/15 1:09PM

ID: 1546333

7

Feeling of being compared to other people in my art work. And being judged on my 'level' in art even though I was not very artistic.

21 01/03/15 3:33PM

ID: 1551764

2

I can't draw

 answered 21

skipped 1

9. Did you undertake any qualifications in Art at GCSE or above, including at Higher Education Level?

  Response Percent

Response Total

1 yes   31.82% 7

2 no   68.18% 15

 answered 22

skipped 0

10. How good do you consider your subject knowledge to be in Art & Design generally?

  Response Percent

Response Total

1 very   0.00% 0

2 fairly   40.91% 9

3 a little   40.91% 9

4 not at all   18.18% 4

 answered 22

skipped 0

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

11. How good do you consider yourself at drawing?

  Response Percent

Response Total

1 very   9.09% 2

2 fairly   27.27% 6

3 a little   22.73% 5

4 not at all   40.91% 9

 answered 22

skipped 0

12. How familiar are you with the Art & Design programmes of study for KS1 & KS2?

  Response Percent

Response Total

1 very   9.09% 2

2 fairly   40.91% 9

3 a little   45.45% 10

4 not at all   4.55% 1

 answered 22

skipped 0

13. How confident did you feel at teaching A & D at the beginning of the course?

  Response Percent

Response Total

1 very   9.09% 2

2 fairly   18.18% 4

3 a little   40.91% 9

4 not at all   31.82% 7

 answered 22

skipped 0

14. What factors from your own learning experiences might have impacted upon your confidence level?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 18

1 21/02/15 11:30PM

ID: 1532325

9

Taking art subject specialism. Seeing art in a different way. Challenging the boundaries.

2 22/02/15 7:50AM

ID: 1532760

1

I feel that I can be more creative with the children and feel that I can give more freedom to the children to choose how they want to express their art in terms of various mediums, to give them more experiences on different types of paper/card instead of always using a standard sketch book. I feel I don't need to ask the children to copy other artists work but instead to experience it and I feel I can introduce art from different cultures/time periods by showing them the work and discussing it.

3 22/02/15 Being on EY's specialism, we had like 2/3 lessons in year two. It just wasn't enough. Should

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 1397095314. What factors from your own learning experiences might have impacted upon your confidence level?

  Response Percent

Response Total

9:52AMID:

15329357

have been made more of a priority- same feeling with all the foundation subjects.

4 22/02/15 10:26AM

ID: 1532977

4

did a-level art and design (B grade)

5 22/02/15 2:42PM

ID: 1533318

8

Secondary school teachers attitudes towards my ability.

6 22/02/15 3:47PM

ID: 1533320

1

A teacher told me, when I was in year 7 that my work could have been done by a 5 year old. Others in my class were amazing and I constantly compared myself to them.

7 22/02/15 3:16PM

ID: 1533389

4

The fact I did art to a level has increased my confidence Having great teachers and resource to experiment with

8 22/02/15 5:03PM

ID: 1533594

7

My poor ability in art and design.

9 22/02/15 6:43PM

ID: 1533737

9

Various activities done in art specialism provide a number of ideas to use in the classroom. However I have yet to teach art in school, barring one lesson of my second year placement. It is practical experience which really boosts confidence and that is what I need.

10 22/02/15 7:41PM

ID: 1533828

1

None

11 22/02/15 8:21PM

ID: 1533914

2

negative teachers views and opinions made me loose confidence, but positive teacher attitudes in primary school and occasionally secondary made me feel good, and encouragement from outside of school.

12 23/02/15 11:15AM

ID: 1535639

0

I have a GCSE Art so I feel confident enough that I can do art so I feel more confident with teaching it.

13 23/02/15 3:25PM

ID: 1536734

7

Getting a low level on a piece of work I had worked hard on, art shouldn't have to be graded as it can be a personal expression by someone.

14 23/02/15 7:21PM

ID:

Ability.

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 1397095314. What factors from your own learning experiences might have impacted upon your confidence level?

  Response Percent

Response Total

15376119

15 25/02/15 11:54AM

ID: 1543192

7

Negative experiences in secondary school.

16 25/02/15 4:02PM

ID: 1544032

5

From primary school I realised I was not good at art myself , which was an acceptable realisation in that some people are good at art.

17 26/02/15 1:09PM

ID: 1546333

7

Teacher's previous judgement of my artistic ability.

18 01/03/15 3:33PM

ID: 1551764

2

Being told I can't draw.

 answered 18

skipped 4

15. How much do you enjoy Art & Design?

  Response Percent

Response Total

1 very   50.00% 11

2 fairly   22.73% 5

3 a little   18.18% 4

4 not at all   9.09% 2

 answered 22

skipped 0

16. What factors from your own learning experiences might have impacted upon your attitude to Art & Design?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 16

1 21/02/15 11:30PM

ID: 1532325

9

I have always felt I was fairly creative and I really enjoy creating work unless I think it will be judged. I prefer other materials rather than drawing with pencil.

2 22/02/15 7:50AM

ID: 1532760

1

Before the course I would have still given opportunities for the children to use and experience paint but I would have dreaded the lesson and felt anxious about it. Now I feel that I can tailor the lesson into being more specific but still allow freedom to make for a positive lesson

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 1397095316. What factors from your own learning experiences might have impacted upon your attitude to Art & Design?

  Response Percent

Response Total

3 22/02/15 9:52AM

ID: 1532935

7

I do like making and creating things- my gran was v creative which influenced me.

4 22/02/15 10:26AM

ID: 1532977

4

supportive teachersdetermination- know I am not naturally good

5 22/02/15 2:42PM

ID: 1533318

8

The primary school experiences of experimenting with different components of art.

6 22/02/15 3:47PM

ID: 1533320

1

I'm not very creative and find it hard to come up with my own ideas and not copy other ideas.

7 22/02/15 3:16PM

ID: 1533389

4

The teachers understanding and enjoyment towards to subject I was always thought by art specialists so leading to a greater understanding myself from good teaching

8 22/02/15 5:03PM

ID: 1533594

7

Teachers who favored those who were better at art and design. An inability to recreate what was being asked of.

9 22/02/15 6:43PM

ID: 1533737

9

Its always something Ive enjoyed doing and been fairly good at, which means in my own education Ive generally been praised and encouraged.

10 22/02/15 7:41PM

ID: 1533828

1

I now appreciate the significance of art in improving our lives

11 22/02/15 8:21PM

ID: 1533914

2

finding new materials and subjects that I enjoyed looking at and doing within art and design

12 23/02/15 3:25PM

ID: 1536734

7

The hands on value of art and design, it can be more relaxing than other subjects.

13 23/02/15 7:21PM

ID: 1537611

9

-

14 25/02/15 11:54AM

Positive experiences in primary school, enjoyment of opportunities to be creatively.

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 1397095316. What factors from your own learning experiences might have impacted upon your attitude to Art & Design?

  Response Percent

Response Total

ID: 1543192

7

15 25/02/15 4:02PM

ID: 1544032

5

Well as I am not one of those children who are good at art, then no matter how much effort I put in I still won't succeed in it looking like theirs'.

16 01/03/15 3:33PM

ID: 1551764

2

Being told I can't draw.

 answered 16

skipped 6

17. How much do you enjoy Art & Design?

  Response Percent

Response Total

1 Very   50.00% 11

2 fairly   27.27% 6

3 a little   13.64% 3

4 not at all   9.09% 2

 answered 22

skipped 0

18. In what ways might this influence your teaching?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 19

1 21/02/15 11:30PM

ID: 1532325

9

I think it has significantly impacted my teaching. I am very positive and confident which has challenged Childrens ideas of art. I know always try to show children a range of different and less know artists

2 22/02/15 7:50AM

ID: 1532760

1

I would have limited the amount of times a year we used paint and not been more creative in giving children opportunities to experience other mediyms other than pencil, pastels, chalk. Now I have the ideas to use more mediums and therefore when using paint, I can enjoy the lesson more with the children and be more creative.

3 22/02/15 9:52AM

ID: 1532935

7

My confidence may knock it but I am happy to research and try out techniques before I teach it.

4 22/02/15 10:26AM

ID: 1532977

I think I will be enthusiastic

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

18. In what ways might this influence your teaching?

  Response Percent

Response Total

4

5 22/02/15 2:42PM

ID: 1533318

8

Show some enthusiasm for the subject being taught.

6 22/02/15 3:47PM

ID: 1533320

1

I will ensure that even though I dislike it, I seem enthusiaitc and make sure that I never compare children's work or tell them it's bad, that I'll encourage them all the way.

7 22/02/15 3:16PM

ID: 1533389

4

I understand the impact of enjoyable confidant teaching had on learning so will try and do the same

8 22/02/15 5:03PM

ID: 1533594

7

I lack confidence in teaching art and design as I feel as though I am poor at it myself.

9 22/02/15 6:43PM

ID: 1533737

9

I would like to include more of art, its just finding the time.

10 22/02/15 7:41PM

ID: 1533828

1

Children should be allowed to express themselves in whichever way they find satisfying.

11 22/02/15 8:21PM

ID: 1533914

2

i would want to include more of it within my teaching

12 23/02/15 10:27AM

ID: 1535408

1

Children will see your attitudes to the subject so if you like it and are motivated by it, you're more likely to enthuse children.

13 23/02/15 11:15AM

ID: 1535639

0

I enjoy it therefore I will have a postivie attitude whilst teaching it.

14 23/02/15 3:25PM

ID: 1536734

7

I can show an enthusiasm for the subject which would translate into enthusiasm from the children.

15 23/02/15 7:21PM

ID: 1537611

9

Certainly have fun with it in class - don't take it too seriously.

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

18. In what ways might this influence your teaching?

  Response Percent

Response Total

16 25/02/15 11:54AM

ID: 1543192

7

Passion about the subject, awareness of potential positive effects upon pupils, personal interest in subject.

17 25/02/15 4:02PM

ID: 1544032

5

I will have to work harder to give the message to my children that everyone can do art.

18 26/02/15 1:09PM

ID: 1546333

7

My attitude towards how good I am or not may impact how I teach it - negatively because I don't like it. But also positively because I don't want the children to have the same experience I had.

19 01/03/15 3:33PM

ID: 1551764

2

Not wanting to teach it.

 answered 19

skipped 3

19. Where might you get ideas to teach art?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 20

1 21/02/15 9:30PM

ID: 1532194

2

From my experiences, online, national curriculum, colleagues

2 21/02/15 11:30PM

ID: 1532325

9

I look online, pinterest. Ask my uni tutor! Use ideas from uni sessions.

3 22/02/15 7:50AM

ID: 1532760

1

Uni lessons, other teachers, online teaching websites, teaching art books

4 22/02/15 9:52AM

ID: 1532935

7

internet

5 22/02/15 10:26AM

ID: 1532977

4

my own experiences, looking through books

6 22/02/15 NC, teaching websites, class topics, class books.

document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953

19. Where might you get ideas to teach art?

  Response Percent

Response Total

2:42PMID:

15333188

7 22/02/15 3:47PM

ID: 1533320

1

The area where I teach, what outside things can I incorpoate, are there famous artists from that area we could study. Is there a topic that we are following that we could find an artist from that time or related to that theme.

8 22/02/15 3:16PM

ID: 1533389

4

my own learning and talking to others

9 22/02/15 5:03PM

ID: 1533594

7

Pinterest, online.

10 22/02/15 6:43PM

ID: 1533737

9

Pinterest, social media, professional collegues

11 22/02/15 7:41PM

ID: 1533828

1

Galleries, art books, internet, graphic novels

12 22/02/15 8:21PM

ID: 1533914

2

internet, books, interests

13 23/02/15 10:27AM

ID: 1535408

1

National curriculum, websites, books.

14 23/02/15 11:15AM

ID: 1535639

0

University/online/previous experience/ the children

15 23/02/15 3:25PM

ID: 1536734

7

Other teachers, the art and design section of the National Curriculum, inspiration from nature and artists.

16 23/02/15 7:21PM

ID: 1537611

9

Teaching Websites.

17 25/02/15 11:54AM

ID:

Peers, pupil feedback, local art projects and galleries, knowledge of pupils' own cultures and values.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

19. Where might you get ideas to teach art?

  Response Percent

Response Total

15431927

18 25/02/15 4:02PM

ID: 1544032

5

The national curriculum, tes website, other teachers

19 26/02/15 1:09PM

ID: 1546333

7

Teaching resource websites.Styles / artists work that already exists.

20 01/03/15 3:33PM

ID: 1551764

2

Art sessions undertaken at UWEQCATESPinterest

 answered 20

skipped 2

20. What approach might you use to teach art?

  Response Percent

Response Total

1 discrete   31.82% 7

2 cross curricular   86.36% 19

3 integrated   50.00% 11

4 other   4.55% 1

 answered 22

skipped 0

21. Do you consider yourself an artist?

  Response Percent

Response Total

1 yes   22.73% 5

2 no   63.64% 14

3 not sure   13.64% 3

 answered 22

skipped 0

22. What are your concerns about teaching art?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 20

1 21/02/15 Teaching the history of art

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

22. What are your concerns about teaching art?

  Response Percent

Response Total

9:30PMID:

15321942

2 21/02/15 11:30PM

ID: 1532325

9

Childrens confidence. And prior experiences of art. And the mess!

3 22/02/15 7:50AM

ID: 1532760

1

Children will become over excited and behaviour management will become an issue which will lead to children not gaining the experience I intended.

4 22/02/15 9:52AM

ID: 1532935

7

I'm not good at drawing

5 22/02/15 10:26AM

ID: 1532977

4

making sure that children feel confident about their abilities

6 22/02/15 2:42PM

ID: 1533318

8

Not having a high enough skills level to push the higher attainers in the class.

7 22/02/15 3:47PM

ID: 1533320

1

I have very little subject knowledge, my pictures look nothing like what they should be.

8 22/02/15 3:16PM

ID: 1533389

4

Not being clear enough for those less confident, marking ability, artist knowledge

9 22/02/15 5:03PM

ID: 1533594

7

That I cannot do it myself and that I do not really understand it.

10 22/02/15 6:43PM

ID: 1533737

9

Finding the time to squeeze it in. Teaching discreet skills to children who find it hard.

11 22/02/15 7:41PM

ID: 1533828

1

Lack of ability

12 22/02/15 8:21PM

ID:

whether I would have enough time and it is important through-out the school

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

22. What are your concerns about teaching art?

  Response Percent

Response Total

15339142

13 23/02/15 10:27AM

ID: 1535408

1

Children won't want to do it because they think they're not very good.

14 23/02/15 11:15AM

ID: 1535639

0

That the children don't enjoy it and don't engage with it.

15 23/02/15 3:25PM

ID: 1536734

7

Promoting children's interest in the subject

16 23/02/15 7:21PM

ID: 1537611

9

Kids feeling bad if they can't achieve what they set out to.

17 25/02/15 11:54AM

ID: 1543192

7

Timetabling, availability of resources.

18 25/02/15 4:02PM

ID: 1544032

5

That as a poor artist myself, my attitude may come across to the children.

19 26/02/15 1:09PM

ID: 1546333

7

How to help children progress if they are not "naturally artistic."

20 01/03/15 3:33PM

ID: 1551764

2

I can't draw.

 answered 20

skipped 2

23. How has the course (so far) impacted upon your attitude to art?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 18

1 21/02/15 11:30PM

ID: 1532325

Significantly. Mostly due to my specialism.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

23. How has the course (so far) impacted upon your attitude to art?

  Response Percent

Response Total

9

2 22/02/15 7:50AM

ID: 1532760

1

I've become more positive towards painting in particular but also how to use art as a cross curricular lesson and I don't feel so restricted in how/what experiences I offer the children

3 22/02/15 9:52AM

ID: 1532935

7

no

4 22/02/15 2:42PM

ID: 1533318

8

No change

5 22/02/15 3:47PM

ID: 1533320

1

That we shouldn't compare children and that art in the curriculum is very broad we have many options to look at.

6 22/02/15 3:16PM

ID: 1533389

4

positively

7 22/02/15 5:03PM

ID: 1533594

7

It has improved it a bit.

8 22/02/15 6:43PM

ID: 1533737

9

I enjoy art, and the course has taught me that its not something that all teachers do enjoy. There have been some enjoyable practical sessions. My attitude hasnt changed.

9 22/02/15 7:41PM

ID: 1533828

1

I have never had an education like this before. Thoroughly enjoying the experience.

10 22/02/15 8:21PM

ID: 1533914

2

encouraged it

11 23/02/15 10:27AM

ID: 1535408

1

I have seen that you can teach it in different ways and that have been given ideas for activities I could do with children.

12 23/02/15 11:15AM

ID: 1535639

0

I already enjoyed art before coming to university but I still really enjoy it now

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

23. How has the course (so far) impacted upon your attitude to art?

  Response Percent

Response Total

13 23/02/15 3:25PM

ID: 1536734

7

Showed that children can learn art through many ways and through ways that may not seem obvious.

14 23/02/15 7:21PM

ID: 1537611

9

Made me more confident about doing it.

15 25/02/15 11:54AM

ID: 1543192

7

Positively due to the opportunity to engage in discussion about art and education.

16 25/02/15 4:02PM

ID: 1544032

5

It has reassured me somewhat that you do not have to be a good artist yourself to teach art.

17 26/02/15 1:09PM

ID: 1546333

7

Opportunity to enjoy the subject and produce whatever work I want (within a brief) rather than doing work that I can't do.

18 01/03/15 3:33PM

ID: 1551764

2

It has improved it a little.

 answered 18

skipped 4

24. How has the course (so far) impacted upon your confidence in teaching art?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 19

1 21/02/15 11:30PM

ID: 1532325

9

Same as above

2 22/02/15 7:50AM

ID: 1532760

1

I feel much more confident and from my first year placement I feel much more confident in teaching children how to draw

3 22/02/15 9:52AM

ID: 1532935

7

no different to how I started

4 22/02/15 not so confident- just because I did it at a-level doesn't mean I find it any easier to teach it which surprised me a bit

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

24. How has the course (so far) impacted upon your confidence in teaching art?

  Response Percent

Response Total

10:26AMID:

15329774

I did however teach an art lesson on placement which I was quite confident about

5 22/02/15 2:42PM

ID: 1533318

8

Increased my confidence in my own skills for teaching.

6 22/02/15 3:47PM

ID: 1533320

1

A little, but not a huge amount.

7 22/02/15 3:16PM

ID: 1533389

4

positively

8 22/02/15 5:03PM

ID: 1533594

7

It has improved it a bit.

9 22/02/15 6:43PM

ID: 1533737

9

I need the practical experience in school to gauge where my confidence is actually at!

10 22/02/15 7:41PM

ID: 1533828

1

It has helped a great deal

11 22/02/15 8:21PM

ID: 1533914

2

encouraged it, with opportunities to see how it is taught and to teach it

12 23/02/15 10:27AM

ID: 1535408

1

Ideas for activities has helped.

13 23/02/15 11:15AM

ID: 1535639

0

It has showed me that the curriculum has a wide range therefore you can do lots with art in the schools.

14 23/02/15 3:25PM

ID: 1536734

7

It has improved my confidence but I still feel i need further work before i could teach a full lesson.

15 23/02/15 7:21PM

ID:

I'll be happier teaching it now, more comfortable.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

24. How has the course (so far) impacted upon your confidence in teaching art?

  Response Percent

Response Total

15376119

16 25/02/15 11:54AM

ID: 1543192

7

Positively as I have a greater familiarity with the art curriculum and research about the effects of art.

17 25/02/15 4:02PM

ID: 1544032

5

Art does not have to be as prescribed as my experience in art was, which will hopefully means children will not feel as I did.

18 26/02/15 1:09PM

ID: 1546333

7

Given me ideas and shown me that children are capable of producing something that they can be proud of.

19 01/03/15 3:33PM

ID: 1551764

2

I still lack the confidence.

 answered 19

skipped 3

25. What might be necessary for your further development as a Primary teacher?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 19

1 21/02/15 11:30PM

ID: 1532325

9

More subject knowledge. More ideas for teaching. Ways to improve children's confidence

2 22/02/15 7:50AM

ID: 1532760

1

To look at yearly plans of art and design in school and to look at websites/books to gain more ideas of what/how to teach

3 22/02/15 9:52AM

ID: 1532935

7

cpd in teaching art

4 22/02/15 10:26AM

ID: 1532977

4

going over what children are required to learn

5 22/02/15 2:42PM

ID: 1533318

Furthering my own subject knowledge and skill set.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

25. What might be necessary for your further development as a Primary teacher?

  Response Percent

Response Total

8

6 22/02/15 3:47PM

ID: 1533320

1

Gain confidence and find out different artists that could be looked at.

7 22/02/15 3:16PM

ID: 1533389

4

more subject knowledge

8 22/02/15 5:03PM

ID: 1533594

7

It is difficult to say as I feel that I will never be a good artist and I will never enjoy art.

9 22/02/15 6:43PM

ID: 1533737

9

Another couple of years at uni with a few more placements in a few more schools!Development as a teacher comes with experience I think, the wider the variety of practical settings, teaching styles, lessons the better my repetoire of skills and understanding would become

10 22/02/15 7:41PM

ID: 1533828

1

Studying artists styles and inspiration

11 22/02/15 8:21PM

ID: 1533914

2

having the opportunity to plan and teach more art within school

12 23/02/15 10:27AM

ID: 1535408

1

More art sessions and activity ideas that you can do with children.

13 23/02/15 11:15AM

ID: 1535639

0

Look into actives more and how they fit into the curriculum.

14 23/02/15 3:25PM

ID: 1536734

7

More support through understanding what is statutory in the National Curriculum.

15 23/02/15 7:21PM

ID: 1537611

9

Teaching art to kids, moreso than having fun in UWE classes with it.

16 25/02/15 11:54AM

ID: 1543192

7

Seminars which focus on the practical ways to fit art into the timetable or make relevant and appropriate cross curricular links.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

25. What might be necessary for your further development as a Primary teacher?

  Response Percent

Response Total

17 25/02/15 4:02PM

ID: 1544032

5

I will need to read successful methods in teaching art and ideas for interesting lessons.

18 26/02/15 1:09PM

ID: 1546333

7

Opportunity to teach Art and Design, particularly even in a series to try and see progress being made.

19 01/03/15 3:33PM

ID: 1551764

2

More art sessions focussing on the planning and teaching elements.More art sessions focussing on the different ways art can be represented i.e. not just drawing but for example creating other pieces.

 answered 19

skipped 3

26. Do you have any additional comments to make regarding Art & Design?

  Response Percent

Response Total

1 Open-Ended Question 100.00% 7

1 21/02/15 11:30PM

ID: 1532325

9

Brilliant!

2 22/02/15 9:52AM

ID: 1532935

7

it would be beneficial to teach more of the foundation subjects on this course. Having a total of 6-8 hours (it may have been more, can't remember) was just not enough. There was no flow either- was like 'you are going to learn glass painting, you pottery and you stamping',- yes we were learning skills but how could we put that in practise. What knowledge and skills do we need to teach. Definitely a refresher is needed in third year uni.

3 22/02/15 2:42PM

ID: 1533318

8

n/a

4 22/02/15 3:16PM

ID: 1533389

4

no

5 22/02/15 7:41PM

ID: 1533828

1

Very enjoyable and satisfying

6 23/02/15 7:21PM

ID: 1537611

9

Keep up the good work!

James

7 25/02/15 None.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

26. Do you have any additional comments to make regarding Art & Design?

  Response Percent

Response Total

11:54AMID:

15431927

 answered 7

skipped 15

Appendix C

Confidence in art Attitudes towards artdid a-level art and design (B grade) I have always felt I was fairly creative and I

really enjoy creating work unless I think it will be judged. I prefer other materials rather than drawing with pencil.

The fact I did art to a level has increased my confidence Having great teachers and resource to experiment with

I do like making and creating things- my gran was v creative which influenced me.

I have a GCSE Art so I feel confident enough that I can do art so I feel more confident with teaching it.

The primary school experiences of experimenting with different components of art.

negative teachers views and opinions made me loose confidence, but positive teacher attitudes in primary school and occasionally secondary made me feel good, and encouragement from outside of school.

Its always something Ive enjoyed doing and been fairly good at, which means in my own education Ive generally been praised and encouraged.

Being told I can't draw. finding new materials and subjects that I enjoyed looking at and doing within art and design

Teacher's previous judgement of my artistic ability.

The hands on value of art and design, it can be more relaxing than other subjects.

From primary school I realised I was not good at art myself , which was an acceptable realisation in that some people are good at art.

The teachers understanding and enjoyment towards to subject I was always thought (sic) by art specialists so leading to a greater understanding myself from good teaching

Secondary school teachers attitudes towards my ability.

supportive teachersdetermination- know I am not naturally good

A teacher told me, when I was in year 7 that my I'm not very creative and find it hard to come up

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953work could have been done by a 5 year old. Others in my class were amazing and I constantly compared myself to them.

with my own ideas and not copy other ideas.

My poor ability in art and design. Teachers who favored those who were better at art and design. An inability to recreate what was being asked of.

Getting a low level on a piece of work I had worked hard on, art shouldn't have to be graded as it can be a personal expression by someone.Negative experiences in secondary school.

Key( for Appendices C & D: Positive comments Unsure (positive and negative aspects)

Negative comments

Appendix DPrimary experiences with art Secondary experiences with art

Making pictures based on our history topic e.g. In the style of Greek, Egyptian etc

Having a free range once given a topic

I have little memories for art really although we did do art as a stand alone subject regularly. I don't remember much from primary school!

Very few. I did begin by enjoy doing different aspects of art though, such as pottery.

Squeezing melted candle wax onto a piece of white fabric in a pattern, once hard, we painted the fabric using different colours. Once it was dry we picked of the candle wax to reveal a white pattern within the coloured paint. And making paper mâché masks in ancient Greeks topic.

Creating sculptures using newspaper and materials used in hospitals to create casts. I liked using my art book to sketch and create 3D pictures.

I can remember 1 art session where we made something like a magical creature and had to paint it. That was fun.

we were a lot more creative- clay, pen and ink, actually learnt techniques.

people saying I was good at ittrying lots of different techniques

loved doing art at a-levelmore relaxing than the other subjects if painting (the other side to art was more stressful)

Creating aborigine style art and creating a giant Chinese dragon out of chicken wire and crepe paper.

A really good relationship with my art teacher. She was complimentary and encouraging. Nice big sketchbooks. Opportunities to draw from life. Different mediums. I also really enjoyed doing my GCSE final piece, a great big inky picture of a factory which went up on the wall by reception.

School trips and finger painting being introduced to a wider range of materials to use and different topic areas or subjects to study, also the teacher wanting to keep one of my final alevel pieces once I had left school

I used to draw all the time when I was a child in my spare time but as far as lessons at primary school are concerned I have very little memory. Powder paint.

Doing more projects that you could get stuck into - for example creating art in the style of Picaso, etc.

being able to produce a lot of art work, with regular art lessons and being encouraged to create and draw

Being able to use different materials for collages and mediums like watercolours and acrylics.

wet on wet painting dinosaurs Clay work again!SOme pencil drawings praised by teacher!

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953Ecperimenting (sic) with colour, materials, etc. Discussion about existing art.Being given the opportunity to do what I wanted to paint/draw/make is art so it was my own

I enjoyed doing an art project about Africa where we could choose what we could put into it, how we presented it and what we used to make it.

Using papier mache to create animals such as ducks. Being made to make changes to a piece of art work due to it not being in the style my teacher liked

King Tut mask making in clay.Drawing Tiger in a Tropical Storm.

Very aggressive and scary art teacher who would throw your art away if it wasn't good enough!

lessons entailing a degree of srtistic (sic) freedom, i.e. just being allowed to draw/paint/create independently.

I still hated painting pictures, I still hate using paint now because I can't be accurate or detailed enough, I'm not a skilled painter and I don't like getting paint everywhere and having to mix colours, I find it time consuming and faffy

Colouring in pictures or making occasion cards being told I was working towards a higher grade than I wasI enjoyed any art we did, particularly painting - i just wasn't very good at it.

Uninspiring topics and teachers who knock your confidence.

Colouring in. I had no self belief and didn't try hard because I didn't want to be proud of work but it not actually be any good.

Only done once a term or not at all. Very little time devoted to the subject.

having to produce pieces that were recommended by the teacher in order for them to like it and not having much freedom, also being told that if something isn't done a certain way I was going to fail, and having to spend all my time doing art rather than other subjects

I never had positive feedback on my art work and had very little enjoyment from the lesson, I had, and still do, have very little self esteem with art my ability of artistic work.

not being as good as everyone

Powder paint. But again, nothing stick out in my memory, I dont remember any specific teaching of art.

The teacher being very strict on how we used the resources in the first few years at the school.

being rubbish Not having encouragement from teachers which is why I didn't carry the subject on to GCSE.

When we all had to draw the same thing in a certain way and then being told it wasn't good.

Not being so great at drawing from life!

The lessons were on a topic which everyone had to do in the same way, which meant it was clear who were the "good artists" in the class.

Overly prescriptive lessons and tasks, intimidating teacher attitude. Critical and creatively stifling environment.

I did not like when we had to do very specific tasks e.g. draw a tomato from observation using colouring pencils. I would have much preferred doing our own interpretation.Feeling of being compared to other people in my art work. And being judged on my 'level' in art even though I was not very artistic.I can't draw

Appendix EResponses to course and consequent impact

Positive NegativeI think it has significantly impacted my teaching. I am very positive and confident which has challenged Childrens ideas of art. I know always try to show children a range of different and less know artists

I lack confidence in teaching art and design as I feel as though I am poor at it myself.

I would have limited the amount of times a year we used paint and not been more creative in giving children opportunities to experience other mediyms other than pencil, pastels, chalk. Now I have the ideas to use more mediums and therefore when using paint, I can enjoy the lesson more with the children and be more creative.

Not wanting to teach it.

My confidence may knock it but I am happy to research and try out techniques before I teach it.

no different to how I started

I think I will be enthusiastic not so confident- just because I did it at a-level doesn't mean I find it any easier to teach it which surprised me a bitI did however teach an art lesson on placement which I was quite confident about

Show some enthusiasm for the subject being taught. I still lack the confidence.I will ensure that even though I dislike it, I seem enthusiaitc and make sure that I never compare children's work or tell them it's bad, that I'll encourage them all the way.I understand the impact of enjoyable confidant teaching had on learning so will try and do the sameI would like to include more of art, its just finding the time.document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953Children should be allowed to express themselves in whichever way they find satisfying.i would want to include more of it within my teachingChildren will see your attitudes to the subject so if you like it and are motivated by it, you're more likely to enthuse children.I enjoy it therefore I will have a postivie attitude whilst teaching it.I can show an enthusiasm for the subject which would translate into enthusiasm from the children.Certainly have fun with it in class - don't take it too seriously.Passion about the subject, awareness of potential positive effects upon pupils, personal interest in subject.I will have to work harder to give the message to my children that everyone can do art.My attitude towards how good I am or not may impact how I teach it - negatively because I don't like it. But also positively because I don't want the children to have the same experience I had.I feel much more confident and from my first year placement I feel much more confident in teaching children how to drawIncreased my confidence in my own skills for teaching.A little, but not a huge amount.positivelyIt has improved it a bit.I need the practical experience in school to gauge where my confidence is actually at!It has helped a great dealencouraged it, with opportunities to see how it is taught and to teach itIdeas for activities has helped.It has showed me that the curriculum has a wide range therefore you can do lots with art in the schools.It has improved my confidence but I still feel i need further work before i could teach a full lesson.I'll be happier teaching it now, more comfortable.Positively as I have a greater familiarity with the art curriculum and research about the effects of art.Art does not have to be as prescribed as my experience in art was, which will hopefully means children will not feel as I did.Given me ideas and shown me that children are capable of producing something that they can be proud of.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

Appendix FResponses from Semi-structured Interviews (Primary Trainees).

Tutor: Question- How did you feel about art before starting the course and how has the initial session impacted upon your learning?Trainee A: Before open your eyes, and the first seminar we had on art, I had very little understanding of art in the primary school classroom, with a minimal understanding of what should be taught and how this could be taught to children. However, during this session we learnt in great depth about how we could use Bristol or the local area, to help us teach art to children which broadened my understanding of both art in Bristol and my subject knowledge. We looked at why the local area was such a good starting place to help children explore, and I learnt that children are naturally curious about the area round them and so it will inspire them to learn. I further heightened my understanding by visiting Bristol independently the following weekend, where I saw for myself the Bedminster horse as well as a newly create piece in Broadmead, on Gloucester road. This increased my understanding of graffiti in the local area and showed me that it can be taught in a positive way to show children how to express themselves and their opinions in a unique way. Furthermore, we also learnt that the buildings, significant landscapes and natural landscapes can assist in teaching children about art as they can use these things s to help think of art pieces to create, inspired by the local area. This can be assisted by school trips to certain areas where art can be created outside the classroom, taking in the local surroundings, which can further inspire children in the subject as they are not restricted by the classroom environment. The National curriculum states that by KS2 children should be taught to “develop... their techniques and an increasing awareness of different kinds of art, craft and design” (DfE 2013) and teaching them about art in their locality is an advantageous way of doing this as it exposes children to a unique way of learning about art. Therefore, this knowledge that I gained during the open your eyes session can be used in my next placement as, I could teach an art lesson about the locality of the school, teaching children that art does not have to be restricted to the classroom. Thus the open your eyes session taught me how I can use the local area, and in particular its significant features, landmarks and buildings to inspire children to not only learn about the place they live in, but also to create distinct and original artwork that they will feel proud of.

Tutor: Question- How did the second session impact upon your learning?

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953During phase 1 I developed my knowledge further by learning that art should not just be about painting or drawing certain things, but about allowing children to express themselves freely. We tried this ourselves by creating our own sketch books, putting different textured paper in the inside and decorating the front and back with rubbings from around university. This taught me that art should be about letting children express themselves and feel able to do anything in art without it being criticized in any way. We then proceeded to explore with powder paint, making different thicknesses and colours before seeing how many different ways we could use them on paper with different tools and different mixed colours. This was a great way for us to build our confidence in art and show that it doesn’t matter what you do or how you do it, art is anything you choose to do. This provided me with a great idea to boost children’s confidence as there was no specific thing to paint; it was all about exploring different colours and textures and choosing our own favourite pieces. We all came out feeling more positive about art, as we had all created pieces we were proud of, despite most of us saying we lacked confidence in the subject. Therefore, when I next go into practice I hope to introduce this concept and teach children about creating something completely unique and to be proud of their work. Furthermore, in the afternoon session, we looked at QCA units that give ideas to teachers about projects to do with children which gave a good insight into what should be taught at primary level. We looked in particular at unit 4b ‘Take a seat’ and discussed in our groups what we meant by this and how we could use this with children to create a piece of art. We decided to look at it abstractly and broke it down into ‘take a sea- t’, resulting in us making a boat, on a sea in a tea cup. This inspired me to think twice about my stereotypical views of art in the primary classroom, and to explore beyond boundaries, so as to inspire children and motivate them to do well in the subject.

Tutor: Question- How did the third session impact upon your learning?

During phase 2 I learnt how cross curricular links can be made to R.E, as we were taught how to express our views on prayers in an artistic way. We could use any artistic material, including clay, charcoal, water pastels and paints and so each piece was an individual piece. This therefore taught me to let children express themselves and their opinions freely when discussing R.E, as it is a delicate subject that children should be allowed to discuss. Letting them show their views in an artistic way lets children express and discuss their views easily without feeling afraid to express an opinion or belief. By creating a piece of art that was personal to me, I learnt that art was a way to encourage children to show their views on sensitive subjects, and in the process develop their art and R.E knowledge. I also learnt about the importance of correct wording when talking about a child’s painting, such as refraining from using phrases such as ‘Very good painting’ and ‘what a beautiful piece’ and instead using phrases such as ‘ what have you drawn x?’ and ‘you’ve painted very neatly in this picture’. This prevents children from comparing their artwork to others, and instead encourages children to be proud and happy of the artwork they create by focuses on the skills they’ve used instead of the look of the art work.

Tutor: Question- How did you feel about art before starting the course and how has the initial session impacted upon your learning?

Trainee B: In the first session we first created a sketch book. The national curriculum suggests children should have one, we discussed and experimented the ease of making own sketch books. I would do this in classroom as it has lots of cost saving as well as creative benefits. We then debated the term ‘sketch’ being too narrow, this made me aware that content of this book could be anything. Further to this we explored range of papers that we could fill our own sketch books with, expanding my knowledge on materials (national curriculum stated children must have). We explored textures by making ‘rubbing’ patterns on book cover.We discussed negative associations with art. I found that a common feature of people’s anxiety with art was from secondary school, people were put off because they felt they weren’t ‘good’ at art – began to discuss art being individual and how you couldn’t compare it to another’s work. This again linked to misconception that art is about ability to fine draw. I personally felt this about art, I wasn’t confident for these reasons. It alerted me of arts relevance and has helped me see past inability to drawWe made an artistic representation of our time at UWE so far. As I felt unsure of my drawing ability, I used my environment to create my piece of art. We were given free range of any art equipment – national curriculum encourages children to be familiar and confident with these. In this session we were encouraged to explore our environment as tools, e.g. using branches, leaves, photographs, did some research into forest schools as this is something I think could link nicely with art.

Tutor: Question- How did the second session impact upon your learning?

Prior to Phase 1, I looked into ‘Teaching Primary Art’ by Jean Edwards as I wasn’t that confident on how to teach the curriculum. In this session we began to look at activities we could use with children. We were given a well known painting of a lady and had to change the mood in any way we liked. This encouraged us to explore emotions and promoted creativity, I found working in pairs for this activity helped discussion and spark ideas. This activity produced a range of outcomes which showed the variety of art that could be produced by children when given little directing, something I would encourage in the classroom as it allows children to expand on their own strengths. This helped me to see pictures differently and really try to infer meaning and what they are portraying currentlydocument.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953Further to OYE, we explored paint as part of the suggestion in the National curriculum that children should have confidence in a range of artistic tools. We discussed pros and cons to using paint pallets opposed to card board to mix paint as ease of teacher could just throw away the card board. It hadn’t occurred to me before the importance of being able to mix your own colours in art, an idea being to only give children a few paints (maybe primary colours plus black and white) and allow them to explore the colour possibilities themselves. We were given a broad brief: ‘take a seat’. This activity I found the most important to how I would teach art. It was fascinating to see how many different outcomes you could get from one brief. As a pedagogical thought, the more chance you give for interpretation the more excitement there is with the outcome and confident. When doing this in a group, we all found it exciting and played to our strengths without being concerned that our work was ‘wrong’.

Tutor: Question- How did the third session impact upon your learning?

In phase 2, we looked at how you could link art to Religious education. Although I had seen this done before in schools, I found the workshop shed light on how this could be done more beneficially. We discussed using art as a medium to teach RE: National curriculum suggests it provides a platform for creativity. I discovered in using art, concepts were easier to begin to question and help develop thinking skills.We were given the brief ‘what prayer means to us’. This is quite a hard, religious and thought provoking question. However through expressing our answers through art it wasn’t so obvious to other people what our thinking was. It made it very easy to express ourselves and as everyone’s outcome was different, there was no aspiration to have our art looking the same. I think commonly in my past art experience there is a lot of modelling on what needs to be made and then a sense of failure if you can’t replicate it. These sessions have made me really aware of the negative repercussions of doing this.

Tutor: Question- How did you feel about art before starting the course and how has the initial session impacted upon your learning?

Trainee C: I was really interested to hear what the lecturer had to say about children being restricted in art lessons to only ever using the same A4 sketch pad to practice their art. I had never saw this before as a restriction on creativity, children only ever use the same type and size of paper and are unable to explore other styles of paper and to test out which paper is best used for paint or pastel pictures. I liked the idea of allowing children to create their own art books as it becomes much more personal and is something to be proud of; it then becomes a scrapbook of their year in art rather than just another school book to take home at the end of the year. I also liked the idea of looking at the work of Banksy because it makes art current and relevant to the children as it is all around their city, it has a modern feel to it and can be compared to other artists over the years such as Lowry from Manchester and Beatrix Potter as well as more famous artists such as Picasso, Van Gogh and Da Vinci. Looking at graffiti style art work can also include discussions on when and where graffiti art is acceptable, is it art or vandalism? Or does it depend on the types of pictures being displayed such as tags and political messages? This would then cross over into PSHE, combining the two makes the PSHE lesson much more fun and could allow the children to create their own Banksy style art displays.

Tutor: Question- How did the second session impact upon your learning?

During phase one art, I learned that it is important for children to express their creativity; children should have the chance to experience the art work of famous artists so they have a cultural understanding of the way art has changed over time, but children should not be expected to copy famous art work because this is limiting their own creative imagination. Children should also be taught that art doesn’t have to be a flawless painting or drawing of something specific and should also understand what the primary and secondary colours are and what colours we need to mix to create a new colour or shade. During the lesson we combined mixing colours with being creative; we mixed various colours and then were asked to fill an A3 page with paint using any method other than brush strokes, for example flicking the paint, using fingers and sponges. Once the painting had dried, we then chose and cut out three square sections to stick to three frames we cut from card. I found this activity very hard because it felt strange to “make a mess” on a the paper, I could not see how this could be a piece of art I could be proud of as the art lessons I had at school were based on copying or adapting something. Once the squares had been stuck to the frames and turned into a wall hanging I could see then how effective the art work looked and how different they looked due to people’s different opinions on creative expressions. This type of activity also allows children the opportunity to experience using other types of creative tools such as a Stanley knife to cut out the frames. Children need to know the health and safety aspects of using tools and equipment they may not have the chance to use at home.

Tutor: Question- How did the third session impact upon your learning?

During the lesson we looked at expressions of RE through paintings, the paintings were specific to one religion and we were not told which religion they were expressing. Looking at the paintings allowed us to discuss, infer and draw on prior knowledge, Jean Edwards said in her book “teaching primary art” that “it is impossible for children to document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953be engaged in art-like activities if they are not give the opportunities to build on their skills, knowledge and understanding of art”, I agree with this statement as I was never given the opportunity at school to develop my skills in art and therefore believe that I am not creative, my memory of art at school was copying Van Gogh’s sunflower painting and writing a sentence underneath about why we liked the painting. I enjoyed looking at the creative expressions of RE because we had the chance to appreciate them from our own interpretations instead of being told what we should like about it and it was interesting to share ideas and opinions with other groups to see what they interpreted from the paintings. We then went on to look at expressing our own beliefs through art, this could be through painting, sketching or using materials to create a 3D object. I think children may initially find expressing their beliefs difficult as some children may not follow a religion, it is important therefore to explain to children that you don’t have to express a known religious faith but can express the core values such as respect and kindness. It is also important that the children understand clearly the religious and art content of the lesson separately.

Tutor: Question- How did you feel about art before starting the course and how has the initial session impacted upon your learning?

Trainee D: Within the first half of this session we explored texture, and used our environment to create rubbings of colour on sugar paper. This element of the lesson could be done within a classroom as it shows children how art is all around us and you do not need a vast amount of artistic resources to create a piece of art. With this piece of sugar paper and other materials such a cardboard and string we constructed our own sketch books. I thought this was a great idea, as within schools the majority of sketchbooks used are provided by the school. By children creating their own sketchbook and filling it with their own ideas and creations of art would provide them with a great sense of achievement, as well as a way to show progression within art. Whilst doing this activity, my personal skills within art were developed, for example when sticking the sugar paper to the cardboard, at first I used too much glue which resulted in the finished product looking lumpy. This would be an aspect I would highlight within a classroom as this was a common mistake within our group, which means children would more than likely struggle with this.Within the second half of the session we explored the idea of “A classroom called Bristol”. It began with looking at images of graffiti and their artists, e.g. Banksey, then a focused discussion on whether we saw graffiti as a crime. Personally I have always had a passion for Art, and therefore do not see graffiti as a crime, however I never explored the fact that graffiti could be used as a great classroom resource. This was shown when we created our own graffiti on large pieces of sugar paper stuck on the wall. This is an engaging way for children to explore their surrounding area and take inspiration to create their own pieces of art work. The use of discussion/debate to explore graffiti can be used within a classroom and this is a great way to make a cross curricular link with literacy. Adding to this, not only, did we look at graffiti but other ways in which Bristol could be used as a classroom resource; example include monuments, maps and artefacts.In conclusion, as a great lover of art I found this session thoroughly enjoyable and it developed my knowledge on how to teach art within a classroom.

Tutor: Question- How did the second session impact upon your learning?

Within the Phase 1 session for art we developed our skills on texture and pattern through the use of powder paint. We were asked to create a piece of art work using a variety of artistic tools, spreading the paint across large sheets of sugar paper. This way a great way to explore with different materials and could be reflected within the classroom. In addition to this, this activity deflects from the idea that art has to be “neat” or a certain way, which would be great to use within a classroom, as I remember as child that if someone thought they were not “good” at art then they were often unenthusiastic and this activity is a great way to overcome that barrier. Not only did this activity do this, but when mixing up the powder paints it took a few attempts to get the consistency right, which developed my personal artistic skills and within a classroom I would now be able to show children to mix the powder correctly for use. Next, whilst our pictures were drying we created our own frames from cardboard, something which I have never done before. Through doing this is has shown me that you do not need expensive resources within a classroom to make a lesson engaging and fun as well as learning as new skills. However, when creating these frames we used Stanley knives to cut, this is an aspect of the lesson that could not be taken into the classroom as this would pose as a health and safety risk meaning these would have to be prepared beforehand. To conclude the lesson we used the frames to choose three sections of our art work and cut and stuck it in place. We then used string to attach the frames and the finished product was fantastic, meaning this would be a great lesson to teach within a classroom as it not only produces a great piece of work, but also develops many artistic skills.

Tutor: Question- How did the third session impact upon your learning?

Within Phase two, we explored how cross curricular links can be made with Art and RE, something which before the session had never occurred to me. Whilst in education I never had a good experience with RE and this was the opposite with Art, so by interlinking the two it was a great way to engage myself in RE. We began the session by looking at different art and religious images and what they meant to us, following with a class discussion. This was a great way to bring out people contrasting views and opinions on certain images. This activity could be taught document.doc

Investigating Academic & Professional Practices in Higher Education Student No: 13970953within a classroom as it is a great way to explore different art/religious work and take inspiration to create personal pieces of art work. In the afternoon session, we were asked to create a piece of artwork which represented what religion meant to us and were able to use materials of our choice. In reflection this is a great way to develop children’s artistic skills as it allows them to work with different material such as clay, as well as deepening their think on what religion means to them. The essential message of this session what that nothing we created was right or wrong, which again removes children’s fear of not being very good at art, something which was previously highlighted within Phase 1.

Appendix G

Trainees qualifications in Art & Design at GCSE or higher

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Appendix H (a)What factors have impacted on confidence level?

1 Taking art subject specialism. Seeing art in a different way. Challenging the boundaries.

2 I feel that I can be more creative with the children and feel that I can give more freedom to the children to

choose how they want to express their art in terms of various mediums, to give them more experiences on

different types of paper/card instead of always using a standard sketch book. I feel I don't need to ask the

children to copy other artists work but instead to experience it and I feel I can introduce art from different

cultures/time periods by showing them the work and discussing it.

3 Being on EY's specialism, we had like 2/3 lessons in year two. It just wasn't enough. Should have been made

more of a priority- same feeling with all the foundation subjects.

4 did a-level art and design (B grade)

5 Secondary school teachers attitudes towards my ability.

6 The fact I did art to a level has increased my confidence 

Having great teachers and resource to experiment with

7 A teacher told me, when I was in year 7 that my work could have been done by a 5 year old. 

Others in my class were amazing and I constantly compared myself to them.

8 My poor ability in art and design.

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Investigating Academic & Professional Practices in Higher Education Student No: 13970953

9 Various activities done in art specialism provide a number of ideas to use in the classroom. However I have yet

to teach art in school, barring one lesson of my second year placement. It is practical experience which really

boosts confidence and that is what I need.

10 None

11 negative teachers views and opinions made me loose confidence, but positive teacher attitudes in primary

school and occasionally secondary made me feel good, and encouragement from outside of school.

12 I have a GCSE Art so I feel confident enough that I can do art so I feel more confident with teaching it.

13 Getting a low level on a piece of work I had worked hard on, art shouldn't have to be graded as it can be a

personal expression by someone.

14 Ability.

15 Negative experiences in secondary school.

16 From primary school I realised I was not good at art myself , which was an acceptable realisation in that some

people are good at art.

17 Teacher's previous judgement of my artistic ability.

18 Being told I can't draw.

Appendix H (b)What factors have impacted upon attitude to art?

1 I have always felt I was fairly creative and I really enjoy creating work unless I think it will be judged. I prefer

other materials rather than drawing with pencil.

2 Before the course I would have still given opportunities for the children to use and experience paint but I would

have dreaded the lesson and felt anxious about it. Now I feel that I can tailor the lesson into being more specific

but still allow freedom to make for a positive lesson

3 I do like making and creating things- my gran was v creative which influenced me.

4 supportive teachers

determination- know I am not naturally good

5 The primary school experiences of experimenting with different components of art.

6 The teachers understanding and enjoyment towards to subject I was always thought by art specialists so

leading to a greater understanding myself from good teaching

7 I'm not very creative and find it hard to come up with my own ideas and not copy other ideas.

8 Teachers who favored those who were better at art and design. An inability to recreate what was being asked

of.

9 Its always something Ive enjoyed doing and been fairly good at, which means in my own education Ive generally

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been praised and encouraged.

10 I now appreciate the significance of art in improving our lives

11 finding new materials and subjects that I enjoyed looking at and doing within art and design

12 The hands on value of art and design, it can be more relaxing than other subjects.

13 -

14 Positive experiences in primary school, enjoyment of opportunities to be creatively.

15 Well as I am not one of those children who are good at art, then no matter how much effort I put in I still won't

succeed in it looking like theirs'.

16 Being told I can't draw.

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