Emese Hall, Senior Lecturer in Art Education, University of Exeter, UK In schools, a weak primary art, craft and design (ACD) curriculum typically involves short-term, product-focused activities rather than longer-term, process-driven projects. Coherence, continuity and progression are lacking (Ofsted, 2009, 2012). These failings may be due, in part, to insufficient lesson time, as many schools in England do not emphasise the arts; there is a lack of quantity and quality in arts education provision (Cooper, 2018). One consequence of poor practice is in its contribution to ACD being regarded, certainly by some, as a practical subject with limited academic content or cognitive challenge (Payne and Hall, 2018). This is erroneous and must be rectified. One of the greatest advocates for the academic worth of art education was the American educator and researcher Elliot Eisner. In his famous book from 1972, Educating Artistic Vision, he explains that artistic learning consists of three inte
Enhancing primary art, craft and design education with ‘Studio Thinking’
Written by: Emese Hall
8 min read
- Adams E (2002) Power drawing. Journal of Art and Design Education 21(3): 220–233.
- Bresler L (1993) Three orientations to arts in the primary grades: Implications for curriculum reform. Arts Education Policy Review 94(6): 29–34.
- Cooper B (2018) Primary colours: The decline of arts education in primary schools and how it can be reversed. The Fabian Society. Available at: https://fabians.org.uk/wp-content/uploads/2019/01/FS-Primary-Colours-Report-WEB-FINAL.pdf (accessed 30 November 2021).
- Department for Education (DfE) (2013) National Curriculum in England: Art and design programmes of study. Available at: www.gov.uk/governme nt/publications/national-curriculum-in-england-art-and-design-programmes-of-study (accessed 18 May 2014).
- Eisner E (1972) Educating Artistic Vision. New York: Macmillan.
- Goodman N (1976) Languages of Art. Indianapolis: Hackett Publishing.
- Hetland L, Winner E, Veenemer S et al. (2007) Studio Thinking: The Real Benefits of Visual Arts Education. New York: Teachers College Press.
- Hetland L, Winner E, Veenemer S et al. (2013) Studio Thinking 2: The Real Benefits of Visual Arts Education. New York: Teachers College Press.
- Hogan J, Hetland L, Jaquith DB et al. (2018) Studio Thinking from the Start: The K-8 Art Educator’s Handbook. New York: Teachers College Press.
- NSEAD (n.d.) National curriculum in England: DfE/ NSEAD. Available at: https://www.nsead.org/files/72cad37f5dfb4caf5a7def2ab9f60dd6.pdf (accessed 15 October 2020).
- Ofsted (2009) Drawing together: Art, craft and design in schools 2005–2008. Available at: http://dera.ioe.ac.uk/10624/1/Drawing%20together.pdf (accessed 12 March 2011).
- Ofsted (2012) Making a mark: Art, craft and design education. Available at: www.gov.uk/government/uploads/system/uploads/attachment_data/file/413330/Making_a_mark_-_art_craft_and_design_education_2008-11.pdf (accessed 5 December 2013).
- Payne R and Hall E (2018) The NSEAD survey report 2015–16: Political reflections from two art and design educators. International Journal of Art and Design Education 37(2):167–176.
- Turner C and Hall E (2021) Transformation through aesthoecology: Affectivity, connectivity, and the role of art in promoting transdisciplinarity. Innovative Practice in Higher Education GLAD-HE Special Edition October 2021.
Please login to comment
View all comments