Visual Arts - NCCA

A balanced curriculum
Balance is at the heart of the Visual Arts Curriculum
for the student with mild general learning disabilities.
The following should be investigated when considering
this aspect of the curriculum. Balance should be
maintained in relation to the following:
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receptive and expressive communication: There
should be opportunities for looking at/responding to
the art of others, the environment and to the work
of artists, craftspeople, designers, and architects.
The student should explore and manipulate media
in the making of art.
two-dimensional and three-dimensional work: Art
can be on a flat surface (pictures, collage, etc.), in
relief (textural collage, carving on plaster, etc.), or
in the spatial realm (sculpture, mobiles, etc.).
media: Ample provision should be made so that
the student experiences a variety of materials,
creative processes and techniques (wet/dry, using
tools/using body, 2D/3D, etc.).
the use of Western and world art images: The
student should have the opportunity to explore a
variety of cultural expression.
the abstract and the naturalistic in the visual arts:
Art can take many forms, even representational art
can have abstract qualities.
students’ art and art by grown-ups: It is essential
that the work of the student is valued; it is a valid
resource in terms of responding to art.
fine art, craft and design: The student should be
presented with a diversity of creative activity and
should be introduced to a variety of people who
involve themselves in artistic processes, such
as painters, sculptors, textile/fashion designers,
ceramists, architects, designers.
male and female art: It is important to provide
access to the work of a balanced cross-section of
artists.
the use of traditional media and photography,
and information technology: The student will
benefit from discovering the possibilities for artistic
expression in electronic media.
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proprietary materials and found or recycled
objects: While the student should have access
to good quality equipment, there is value in
identifying potential in used goods. The salvaging
of objects provides opportunities for the student
to value materials and to recognise the broader
issues relating to cost, pollution, recycling, and the
environment.
works by old masters and contemporary artists:
The student should be afforded the chance
to compare and contrast, and also to view art
contextually.
Organisational planning
In forming an effective plan to deliver a visual arts
curriculum to the student with mild general learning
disabilities it is necessary to look within and beyond
the school.
Within the school
While there is no need to be an expert, it is important
to recognise that expertise in particular areas of
the Visual Arts Curriculum may exist among staff
members.Some staff members may have expertise in
particular areas of the Visual Arts Curriculum, while
others may be keen to learn new skills and strategies.
These staff members are a valuable resource in terms
of
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Guidelines Mild General Learning Disabilities / Visual Arts / PRIMARY
teaching new skills and strategies for both teachers
and students
sharing ideas and useful information on materials
identifying, making and sharing resources
their role as information agents
their key role in any discussion that examines the
needs of the student with mild general learning
disabilities in relation to the Visual Arts Curriculum.