At all Key Stages of the National
Curriculum, pupils are required to record their responses to direct
experience, memory and imagination, and to gather and use source
materials to stimulate and develop ideas. They are required progressively
to recognise, use and keep source materials for their art work,
in the form of a sketch book.
One of the recommendations for development identified from the Art Audit (Spring 1995) was
that sketchbooks should be introduced to all pupils and guidance given to staff and students
on their use.
The students should have the opportunity to
draw together a collection of work
try techniques and show increasing control over them
represent artefacts and images with increasing accuracy and attention to detail
reflect on their work and identify ways in which it can be developed and improved
research, organise and experiment
to develop its use
Sketchbooks were purchased from
County Supplies and were introduced at the beginning of the Autumn
Term 1995.
To assist with the guidance that needed to be given to staff, I attended course no.D69A 'Developing Sketchbooks as Sourcebooks' on 22.09.96
Notes and handouts from this course are attached.
One of the recommendations of this
course was that schools should purchase copies of 'The National
Curriculum Art, Craft and Design SKETCHBOOKS' produced by the
Association of Advisers and Inspectors in Art and Design (Midland
Group). The books were available for study during the course.
They were highly recommended by Ian Middleton and Sue Simper (NIAS)
for use by non-specialist teachers of art, to help them introduce,
encourage and guide the children with the use of their sketchbooks.
A copy of this booklet was purchased for every class teacher,
with spare copies in the Library.
Following the course, I produced
a set of guidance notes (copy attached) on the use of sketchbooks
as an additional aide-memoire and these were distributed at a
staff meeting. Since their introduction, I have had a number of
enquiries from members of staff for further 'ideas' for using
the sketchbooks and have produced some basic ideas sheets to meet
this need.
The purpose of this audit is to
ascertain whether the sketchbooks are being used regularly (the
recommendation is daily or 'very often') and whether the staff
feel confident enough to be able to encourage their students in
the use of the sketchbook, helping them to realise a sense of
pride in their achievements and understand its value as a record
of visual experiences, ideas and feelings.
A memo was distributed to all staff on 24th March 1996 (copy attached) asking for 4 sketchbooks from each class to be given to me for assessment and evaluation. Sketchbooks were received from all staff except Dawn and Chris.
EVALUATION
There is evidence of
colour mixing with watercolours
texture studies
experimentation with charcoal
experimentation with line and pattern
the use of different media to represent an image
watercolour painting
experimentation with perspective and 3D drawing
investigative study into the life of an artist and his work, leading to the production of a card
sketching - people, landscapes and objects
designs for specific projects - Christmas card
Northampton In Bloom stained glass window
Christmas production (designs for
elves ears)
There is no overall consistency in the use of sketchbooks.
There is evidence of the use of my 'ideas' sheets.
The sketchbooks show no evidence of being used regularly. (The work should be dated.)
There is some evidence of the books being taken home or out of the classroom for sketching
projects.
The work contained in the sketchbooks
is not very adventurous.
The purchased booklet is a useful
starting point for the use of sketchbooks by non-specialist teachers.
It does not however, give many practical ideas for using the sketchbooks
and from the enquiries I have had, I would identify this as a
further area for development.
PROPOSALS FOR FUTURE DEVELOPMENT
I have arranged an after school staff inset in the use of sketchbooks.
This will take place on Tuesday July 2nd and will be conducted by Ian Middleton.
As well as practical guidance, each member of staff will be given their own sketchbook
and will be encouraged to use this regularly, wherever possible, alongside the children.
Staff and children will be requested to take their sketchbooks on holiday with them during
July and August, to create a '
visual diary'.
I would like to purchase some of the books recommended by Ian Middleton and Sue
Simper which show how initial designs in sketchbooks have been developed into
paintings etc. by professional artists.
I shall also endeavour to borrow sketchbooks produced by GCSE students at the Upper
School to provide stimulus and
inspiration.
In the Autumn term, I will be undertaking some action research into the use of
sketchbooks, using monitoring techniques
and interviews with staff and children. This may develop into
teaching partnerships or individual mentoring of students.