Attributes of a Most Able Learner in Art and Photography

A Most Able learner in Art and Photography is one who has a keen passion for the subject, which is reflected in their ability to demonstrate; creativity and originality in their chosen themes or topics, strong technical skills, critical thinking and problem solving, attention to detail, an ability to visually demonstrate their vision and conceptualisation of ideas, self-motivation and discipline, the ability to express ideas practically and the knowledge of art history and contemporary practices.
Overall, Most Able learners in Art and Photography are able to showcase their talent, creativity and ability to push boundaries in their work. Creating high quality portfolios that demonstrate a passion for learning about creative processes and their ability to be forward thinking in their ideas, development and outcomes.

Learning Outside of the Classroom

We strongly encourage learners to visit local museums and galleries or participate in departmental trips and visits when they arise. Most Able learners should be willing to explore artists and photographers’ work online by visiting their personal websites or those of museums and galleries that house or curate works from influential artists. Art galleries and museums also offer opportunities to take part in virtual exhibitions and tours, which can help to support learners’ development of art history or their contemporaries. The TATE has resources and videos on their learning platform on their website that document art history and movements, artists and individual works. In addition to this, there are plenty of movies, documentaries or TV programmes on streaming platforms that can be of benefit. Examples include: Mr Turner, Loving Vincent, SS Lowry: The Industrialist Artists, Portrait or Landscape artist of the year, The Great Pottery Showdown, or A Beginner’s Guide to Appreciating Art plus many more.

Recommended Reading List

Key Stage 3:
Author: Title:
David Taylor and Susie Hodge ‘Art – A Children’s Encyclopedia’
Angela Wenzle ‘13 Artists Children Should Know‘
DK ‘The Illustrated Story of Art’
Carri Herbet ‘We Are Artists’
Sam Piyasena and Beverly Philp ‘Just Draw It’
Sam Piyasena and Beverly Philp ‘Just Paint It’
Amelia Calver, Thames and Hudson ‘The V & A sourcebook of Pattern and Ornament’
Brad Finger ’13 Modern Artists Children Should Know’
Key Stage 4:
Author: Title:
Tracy Chevalier ‘Girl with a Pearl Earring’
DK ‘The Art Book’
Richard Hickman and Patrick Bullock ‘Art & Design: Student Handbook’
Lee Cheshire ‘Key Moments in Art’
Eddie Chamber ‘Black Artists in British Art: A History from 1950 to the Present’
Robert Cumming ‘DK Annotated Guides ART’
Sophia Bennett ‘The Bigger Picture – Women who changed the world’
Bryan Peterson ‘Learning to See Creatively’
The Art Newspaper https://www.theartnewspaper.com

How We Support Most Able Learners in Lessons

Disciplinary Skill/Knowledge Tailored Support
Discuss artistic concepts confidently

  1. Art movements
  2. Interpretation of artist thinking
  3. Realising artists intentions through development and design
  • Curriculum sequencing
  • Discussions with high order questioning
  • Exposure to art/galleries/museums etc. (possible art passport – was discussed last academic year)
  • Artist visits and workshops
  • Exemplar material available to support thought processing
Be able to interpret artworks and their meanings

  1. Can discuss artworks confidently
  2. Understands the elements within
    the artwork such as the formal elements of art
Have a sound understanding of
application and control of mediums

  1. To be able to mix paint into secondary, tertiary and value hues
  2. Understanding of the sequencing of application of certain materials
  3. To be able to add tonal elements to work to create form successfully
  • Differentiated tasks to help extend learners skills
  • More complex themes are given to learners which require more higher order thinking and planning towards a final outcome
  • Demonstrations/modeling
Be able to use appropriate artistic vocabulary

  1. Confidently use the formal elements of art and understand their meanings
  2. Use a wide range of artistic terminology to describe art, artists
    or artistic movements
  • Discussions in curriculum with high order questioning
  • Explicit teaching of T3 vocabulary
  • Visual reminders around the classroom
  • Exposure to art/galleries/museums etc.
  • Artist visits and workshops
To be able to work independently

  1. To take initiative in practical tasks
  2. Be able to select appropriate topics and themes relevant to own abilities (KS4)
  3. Time manage and plan towards a final outcome through informed independently research (KS4)
  • Exposure to exemplar materials/projects
  • Demonstrations/modeling
  • Sound curriculum planning to allow independent learning and progression

 

What Can Parents/Carers Do To Support?

By supporting your child’s passion for Art and/or Photography you can help them develop a greater appreciation of the wider world, its design and the culture that surrounds us, which will stay with them throughout their education and beyond. Encourage your child to engage with art outside of the classroom by accessing the links below, reading the recommended books suggested in the reading list or by visiting galleries and museums either online or in person.

 

Useful Websites

https://www.bbc.co.uk/bitesize/subjects/z6f3cdm
(BBC KS3)

https://www.bbc.co.uk/bitesize/subjects/z6hs34j
(BBC KS4)

http://www.npg.org.uk/live/index.asp

http://www.saatchi-gallery.co.uk/artcolleges

http://www.artcyclopedia.com/index.html

http://www.britishmuseum.org

http://www.masters-of-photography.com/index.html

http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en

http://www.moma.org

http://www.nationalgallery.org.uk/default.htm

http://www.tate.org.uk