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Painting a canvas of creativity

Painting a canvas of creativity

Brett, Ashley (2021) Painting a canvas of creativity. In: McDonald, Roger and Gibson, Poppy ORCID: 0000-0002-5971-8565, (eds.) Inspiring Primary Learners: Insights and Inspiration Across the Curriculum. Routledge, London, pp. 102-120. ISBN 978-0367110659 (doi:https://doi.org/10.4324/9780429024597-8)

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Abstract

This chapter explores the art and design contributes to developing a depth of understanding in children’s learning. It discusses the pertinence of art, beyond developing key technical skills and expressing their individuality and cultural heritage, to help pupils reflect upon relevant and meaningful global themes which they may study within the curriculum. Arts education is foregrounded as a universal human right as part of ‘a comprehensive education leading to the full development of the individual’. The prominence, or lack, of inclusion of art and design within the curriculum is therefore an important and relevant educational issue. Opportunities for creativity have been aligned with situations promoting ‘personal interest, involvement, enjoyment and engagement with challenging tasks’, and involve ‘posing questions, making connections, being imaginative, exploring options and engaging in critical reflection evaluation’. The current English primary national curriculum for art and design seems limited on statutory requirements and guidance, and could lead to misinterpretation by those teachers lacking confidence.

Item Type: Book Section
Additional Information: Ch. 6
Uncontrolled Keywords: art; design; creativity; contribution; learning
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Faculty / Department / Research Group: Faculty of Education, Health & Human Sciences
Faculty of Education, Health & Human Sciences > Department of Primary Education
Last Modified: 06 May 2021 12:45
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
Selected for REF2021: None
URI: http://gala.gre.ac.uk/id/eprint/31966

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