A Practical Guide to Teaching Art and Design in the Secondary School Routledge Teaching Guides Series

A Practical Guide to Teaching Art and Design in the Secondary School bridges the gap between key themes in Art and Design education theory, professional practice and the classroom. This practical and accessible book introduces methods for the delivery of engaging Art and Design lessons that safely and meaningfully address the current key issues in the subject.

Each chapter includes tasks to support trainee and early career teachers in implementing, reviewing and adapting their teaching. Chapters cover a range of core approaches to the curriculum such as powerful knowledge for the Art and Design teacher, the place of Art History in the curriculum and critical thinking in Art and Design learning. In addition, emerging cultural and political issues (such as decolonising the Art and Design curriculum, gender and sexuality, anti-ablism, sustainability and well-being) are explored in ways designed to guide teachers towards applying their own unique teaching style.

Linking directly to the planning and delivery of the subject in Key Stages 3, 4 and 5, the book is divided into three sections:

• Imaginative Curiosity for the Art and Design Teacher
• Epistemological Curiosity for Teachers and Learners
• Critical Curiosity in the Art and Design Classroom

Designed to be used independently or alongside the essential textbook Learning to Teach Art and Design in the Secondary School, this book is packed with practical strategies, teaching ideas and activities in every chapter. The book provides everything trainee and early career teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations.

Foreword

Introduction:'A Curriculum of Curiosity & Hope'

Part 1: Imaginative Curiosity for the Art and Design Teacher

1. Remapping the Curriculum: a landscape designed for the future (Part 1: What has shaped the Art and Design curriculum to be the way it is?)

2. Strategies to Mobilise Cognition in Secondary Art and Design

3. Transforming Teaching; Demonstration, Modelling and the Art of Instruction

4. Is ‘School Art’ Always a Bad Thing? “Powerful Knowledge” for the Art Teacher

5. The Art of Managing Coursework in Art and Design

6. The Genuine Creative Journey: Facilitating Artistic Behaviours in the Classroom

7. Well-being in the Art Classroom: For Teachers and Learners

Part 2: Epistemological Curiosity for Teachers and Learners

8. Creativity, Designerly Thinking and the Wicked Problems of Life

9. Adventurous Teaching-Learning with Assessment

10. Photography and Pedagogy: Reflecting on initial teacher education practice with a camera

11. Encouraging Critical Awareness through Art and Design Education

12. Privacy versus Public: Teenagers’ Self Expression through Digital Photography in Social Networking Sites

13. Art History in the Art and Design Curriculum

14. The Pupil‑Curator:Curating in/as Collaborative Learning

Part 3: Critical Curiosity in the Art and Design Classroom

15. Personalising Decolonisation

16. Queering the Art Classroom: A Practical Guide for Art and Design Teachers

17. Addressing Sustainability in Art and Design

18. Advancing an Anti-ableist Pedagogy in the Secondary Art and Design Curriculum

19. Critical Perspectives and Teaching Strategies for Addressing Peace and Peacebuilding Issues in Art Education

20. Remapping the curriculum: a landscape designed for the future (Part 2: The National Society for Education in Art and Design“Big Landscape”, mapping the terrain of Art & Design)

Andy Ash is an Associate Professor at UCL IOE. His expertise and research include Art Education, Contemporary Art, Galleries & Museums, Teaching & Learning, Visual Art Practice as Research and Initial Teacher Education. He is the President (elect) of NSEAD and InSEA Chair for the European Regional Council.

Peter Carr is a past PGCE Subject Leader Art and Design at Birmingham City University. Prior to working in Initial Teacher Training, he taught in secondary schools and in FE. He is engaged in research on pupils’ affective perceptions of school design.