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Enhancing primary art, craft and design education with ‘Studio Thinking’

Written by: Emese Hall
8 min read
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

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