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08 Pre-school ideas Age range 3–5 Years IDEAS FOR EARLY YEARS Want Children to Create? Don’t Forget to Motivate says Kristen Ali Eglinton Some believe children have an automatic urge to create art the moment they see bright paints or chunky crayons; others believe young children come equipped with an inexhaustible amount of inherent inspiration. The truth is, while art materials might look enticing, and while many children do have a natural enthusiasm for visual expression, these factors alone cannot be depended on to magically propel children into creating their next masterpiece. In fact, identical to their older counterparts, young children in the Foundation stage need be to be stimulated, inspired, and, indeed, motivated to create art. This new insight undoubtedly prompts some important questions. First, what is motivation? Simply stated, motivation is something that excites and arouses action. In early childhood art, motivation is continuous. Before an art experience it serves to ignite interest, during an art project it encourages children to keep up the superb work, and after making art it supports reflection, in fact, it can often lead to the children’s next artistic endeavour. Second, how can we appropriately motivate young children to create? The main rule for sound motivation is this: employ all of the senses. During motivation, help children smell, see, feel, hear, and sometimes even taste. The more senses you can excite, the more inspired the child will be. Finally, a third question, what are a few of the unlimited motivational possibilities we can use to spark creation? Encounter art history or experience foreign cultures Children are never too young to look at, discuss, and react to some of the greatest achievements of humankind. Before making art, reflect upon simple abstract paintings by great masters, on African masks, or Indian textiles, the list is virtually endless. Take a walk in nature Nature has always been a major provider of inspiration. Use a walk through nature to encourage art making. Help children observe, perceive, and respond to the massive store of motivational material right outside our door. Memory and imagination Tap into children’s memories of events, trips, or holidays. How did they feel? What did they see? Perhaps even more stimulating, dig into children’s imaginations; complex, colourful, and unfailingly vast, children’s own thoughts can lead to projects we could never dream up ourselves. Books and stories Literature has presented artists with stimulation for centuries. Use stories and books to support expression, study symbols, colours, and styles. Collections Small exhibits of natural, found, and constructed objects set out on a table with a magnifying glass and, perhaps, a microscope foster a love of discovery and a knack for keen observation. Use these exhibits to stir the imagination and awaken the urge to create. Art games Make a game out of learning colours, shapes, artists, cultures. Use this new knowledge to your next project Food Yes, it is there to eat, but what about all those amazing colours? Textures? Smells? Use exotic, mysterious, or, if a trip to the shop is out of the question, colourful everyday foods to spark a new art project. Smell the aromas, feel flavour, taste colour! Physical exercise Watch each other run, leap, or crawl. Have children note the movement of their peers. Encourage children to respond to change and sensation. During any given day, motivational ideas will constantly present themselves; as educators our responsibility is to seek out and take advantage of those moments to fuel, promote, and drive creative expression. Kristen Ali Eglinton is an arts education consultant and freelance author. Her book Art in the Early Years (RoutledgeFalmer) will be published July 2003 THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
Part 1 The role of the subject leader Subject Leaders’ Handbook START THE PRIMARY ART AND DESIGN SUBJECT LEADERS’ HANDBOOK Part one: The role of the Subject Leader in Art and Design Each edition of START will contain a section of a pullout handbook providing guidance and support to all primary Art and Design Subject Leaders. Collect all sections over time to create the definitive primary Art and Design reference resource, offering invaluable support for all aspects of your work. In this edition the handbook examines the roles and responsibilities of the Subject Leader and some of the challenges and opportunities that such a post presents. Certain aspects of the role, such as schemes of work for the subject, will be developed in detail in later editions. The handbook will offer specific guidance on the following: • Writing a policy for the subject with exemplar material • Producing a long-term curriculum plan. • Producing a prioritised development plan • Assessment procedures • Strategies for raising standards • Properties of media; effective organisation of resources throughout the school • Understanding critical studies theory and practice • Getting the best out of an artist in school • Using art galleries effectively • Approaches to introducing pupils to the visual elements of art and design • Alternative ways of providing art and design experiences; the ‘art week’ • Focused teaching in art and design • Problem-solving and innovative practice • Display and presentation …and more About the author John Bowden MA was Senior Art Inspector in a Local Education Authority for many years.He currently runs inservice training courses and has written a number of publications. An introduction to the challenge In primary schools the subject leader is charged with the responsibility for leading art and design activities and developments. It is an important and exciting role. OFSTED, in their Primary Art and Design Report of 2000/01, noted that ‘high standards are found where there is strong subject leadership underpinned by a commitment to the subject from the Headteacher’. However, unlike secondary schools, where teachers usually only teach one subject, most primary teachers are responsible for teaching all National Curriculum subjects. Some teachers in small schools may have a larger portfolio of responsibilities and inevitably some will lack the background and expertise in a particular discipline. Qualifications and training Ideally the subject leader should be a member of staff who has had some basic training in the subject, though many may well not describe themselves as a specialist. Unfortunately not all initial teacher training courses offer a discrete art and design component in their training programmes or devote a significant period of time to such activities. Whatever the level of expertise, a subject leader should undertake a personal audit of their knowledge and understanding to ensure that training priorities are established and addressed. An audit schedule will be provided in a later edition to assist in this practice. Irrespective of initial training, further and regular INSET is essential to maintain good subject knowledge and develop expertise. Every art and design subject leader should be granted regular opportunities to engage in development activity. Reference to journals and websites is also important. A list of the most useful ones is featured later in the handbook. Help and guidance is also available from NSEAD to support even the most inexperienced subject leader who is determined to use their role to provide a broad primary school art and design experience for pupils. THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
Page 1 and 2: ST NSEAD The Gatehouse, Corsham Cou
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Page 15 and 16: Age range: 7-11 years Time required
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Page 23: SUBSCRIBE TO START THE NEW MAGAZINE

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