Entitlement
Entitlement to ICT in Primary art and design.
Entitlement to ICT in primary art and design

Becta | ict advice | entitlement document



ICT and Art and Design


Computers are general purpose creation, storage and distribution systems. They have become part and design of our contemporary culture coexisting alongside television, radio, video and computer games. In addition the Internet and e-mail provide resources and communication opportunities for schools to use and develop. Communication in our culture and society is becoming increasingly visual. Our role therefore is not simply to facilitate the development of skills in art and design but to provide a context for assisting pupils to construct meaning from this array of visual information. In other words teachers and parents share a responsibility to teach the next generation how to use ICT purposefully in their learning.

Using computers is fun, but ICT is also a challenge to understand the wide range of applications available. ICT is therefore essential that we teach children basic skills in using and managing the computer environment and creatively explore the range of computer software tools in order to gain an understanding of its strengths in much the same way as we teach using traditional tools and media. This will enable them to choose the most appropriate tools in the future.

Using Information Communication Technology in art and design and design is a new area of experience for both pupils and teachers. ICT provides children with access to a wide range of processes and tools that until recently were only available to professionals working in the design and film industries.

In art and design education the use of computers, scanners, digital cameras, printers and the Internet is challenging us to rethink the ways in which we develop pupil's creativity. ICT blurs the boundary between traditional art and design forms providing opportunities to express ideas in many different ways. In teaching art and design and design we need to consider how ICT might be used alongside and or integrated with art and design practice and how to develop this new medium in a way that develops and extends visual understanding.

Many artists and designers are using ICT to develop and create their work. Therefore to have the broadest experience pupils must also have access to ICT in relation to their art and design work.

A pupil's entitlement to ICT in primary art and design


Every primary school teacher is a teacher of art and design and information communication technology (ICT). Pupils in Key Stages 1 and 2 have an entitlement to develop ICT skills and capability.

How can ICT help pupils' learning in art and design?

  • by enhancing their ability to explore, develop and present ideas
  • by providing a new medium to Investigate and make art and design, craft and design
  • by providing a tool to evaluate and develop work
  • by providing access to a range of resources to increase pupils knowledge and understanding of art and design and design

The entitlement statements show the 4 broad objectives which form the basis of this entitlement.

What does the current Order for art and design and design say?

The statutory requirements of the National Curriculum for art and design (2000) include these statements:
  1. Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects.
     
  2. Pupils should be given opportunities to support their work by being taught to:
    • find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility
    • develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy
    • exchange and share information, both directly and through electronic media
    • review, modify and evaluate their work, reflecting critically on its quality, as ICT progresses.

What is pupil ICT entitlement in primary art and design and design?


There can be little doubt that learning in art and design and design can be enhanced through the use of ICT.

The entitlement statements show the 4 broad objectives which form the basis of this entitlement.

The speed of technological change has and continues to be fast. In some primary schools pupils are using digital video, creating animations and working with digital images in different ways, in others there is little or no access to some of the exciting opportunities that digital media provides.

ICT has become part and design of contemporary culture pupils at Key Stage 1 and 2 pupils have an entitlement to access and develop ICT capability in Art and design.

Planning for Entitlement

These pages will be useful to schools reviewing their ICT in art and design provision. Each of the four entitlement statements (or broad objectives) is applicable to teaching and learning with pupils of any age. ICT is important to ensure that all pupils have a broad and balanced range of ICT opportunities in art and design over a key stage.

Comprehensive coverage of all pupil entitlement opportunities may not be achievable immediately; teachers and pupils will start and design from different levels of confidence and expertise. So, set realistic goals which can be achieved over the next few years.

Art and design co-ordinators should consider:
  • printing the entitlement statements and circulating them to colleagues;
  • holding a preliminary discussion at a staff meeting;
  • working with co-ordinators in other schools;
  • evaluating the use of ICT in art and design
  • discussing a common strategy with the ICT co-ordinator;
  • presenting ways forward to senior colleagues, including the headteacher and the governing body;
  • seeking whole school agreement;
  • integrating your plans into the school's development planning process;
  • developing art and design schemes of work which include ICT
How can ICT help pupil's learning in Primary Art and design?

Pupils studying art and design are entitled to use ICT to gain access to a wide range of knowledge and information sources

When undertaking the following activities in art and design:
  • collecting, secondary sources of information on artists and designers past and present and from different cultures
  • undertaking a broad enquiry approach to a topic
  • collecting primary sources of information on the use of new media in art and design and design
ICT can contribute by providing access to:
  • a wide range of galleries and information on art and design movements including contemporary sources (e.g. Internet / CD-ROM including school art and design galleries)
  • a wide range of supplementary visual information on art and design techniques and art and design issues (e.g. selecting images of skeletal forms for a unit of work on structures)
  • a wide range of contemporary art and design practice including the use of new media ( e.g. animation, film, interactive websites, on line projects etc.)
Pupils studying art and design are entitled to use ICT to gain access to a new tool/medium that can be used to develop creative ideas

When undertaking the following activities in art and design:
  • developing initial ideas for project work
  • refining /combining and modifying ideas
  • creating a finished piece of work
ICT can contribute by providing access to:
  • secondary source material and information that can be stored as an electronic sketchbook (e.g. information can be printed or used electronically and organised for different purposes)
  • a wide range of software tools used to design, edit and manipulate both still and moving images and sound (e.g. images from a digital camera or scanner can be combined to create new and exciting images - images can be printed and developed using traditional media)
  • a range of tools for presenting ideas in electronic or print form (e.g. creating an animated sequences, presentations, movies with sound, or an interactive web pages)
Pupils studying art and design are entitled to use ICT to communicate in different ways and to receive critical feedback on their ideas.

When undertaking the following activities in art and design:
  • sharing images and information on art and design issues by e-mail
  • presenting work on a website
  • evaluating and receiving critical comment
ICT can contribute by providing access to:
  • on line collaborative projects and pupils work (e.g. e-mail share images with other students and give feedback. E-mail artists and designers and galleries for information on exhibitions and processes.)
  • school art and design galleries (e.g. view other pupils work nationally and inter nationally)
  • the different stages in the development of an image or idea (e.g. evaluate/review work tracking the process and receiving critical comment on progress.)
Pupils studying art and design are entitled to use ICT to consider the compare and discuss the differences and similarities in the work of artists and designers, craftspeople and designers in different times and cultures including the impact of digital media on contemporary art and design practice

When undertaking the following activities in art and design:
  • studying specific examples of art and design craft and design
  • developing pupil knowledge and awareness of the use of new/digital media in contemporary art and design practice use and its impact on visual culture
ICT can contribute by providing access to:
  • the work of art and designers on the internet and CD-ROM
Given the changes in the curriculum and the increase in opportunities made available by the National Grid for Learning, ICT is important that teachers identify how ICT can be integrated effectively to ensure that all pupils' benefit from the enhancements ICT can offer.

Key Stage 1 and 2 Art and Design ICT practical checklist


The practical checklist is designed to complement the programme of study for Art and design and Design (National Curriculum 2000) and provides examples of ICT activities that ICT would be desirable to include for pupils at KS1 and KS2. (Specific art and design examples are given.) There may be opportunities to include activities which do not feature here or to develop some techniques to a greater degree of sophistication. Use the checklist alongside the entitlement statements to ensure that your planning for a Key Stage targets a basic entitlement for ICT use through art and design and design.

Skill Development

Art software not only imitates traditional processes but many pieces of software offer functionality unrelated to traditional working methods.

In developing art skills, pupils should be taught how to use range of ICT software to explore processes such as designing, editing, researching, presenting and to use a range of peripheral devices such as scanners, digital still and video cameras, sketchpads (or drawing tablets) to collect digital data for use in a variety of art contexts.

Key Stages 1 and 2 Knowledge and Understanding


Exploring and developing ideas

For ICT this might include:

  • Research
    use the World Wide Web to collect secondary sources and information to support project's and investigate art, craft and design in the locality, in a variety of genres, styles and traditions, and from a range of historical, social and cultural contexts
  • Develop
    an electronic sketchbook - use a scanner or digital camera to collect resources to record their observations and ideas
  • Present
    create a multimedia presentation that includes text image and sound to describe how an idea has developed or to demonstrate how information can be re-purposed for different audiences. Presenting work and ideas on the 'world wide web' allows pupils to show their work in a global forum

Investigating and making art and design, craft and design

For ICT this might include:

  • Painting, drawing
    markmaking using a range of computer tools and paint effects exploring the elements of art and design
  • Collage
    use image manipulation software to create electronic collages
  • Digital Photography
    explore photographic processes digitally
  • Textiles
    use repeat pattern options to create designs for textiles
  • Graphics / Illustration
    to explore text, layout and graphic imagery
  • Film
    explore and edit moving images from a digital video camera
  • Animation
    create animations using drawn images or digital photographs
  • 3D
    use three-dimensional modelling software to design and create animated characters and or sculptural forms

Evaluating and developing work

  • Stage review
    ICT allows pupils to save their work at different stages, which is not so readily done with other media. This allows pupils to review the stages they have been through in achieving the product as well as making ICT possible for them to track back to an earlier stage of the process and proceed in a different direction.
  • Communication
    share images and ideas with others via e-mail on art and design issues

Knowledge and understanding

For ICT this might include:

  • ICT in art
    Developing an understanding of the impact of ICT on the work of contemporary artists and designers
  • ICT as art
    How digital media is being used as a medium by some artists and designers to create their art and the differences in the roles and functions of artists and designers in an age of digital culture


Art and Design ICT activities: Key Stage 1


Each of the cameos in this section highlights an activity which might contribute to a pupil's entitlement to ICT in art and design. Schools will need to review and adapt any activities, including those below, to suit the age, ability and experience of their pupils.

Cameo 1: Exploring and developing ideas
Pupils use digital and video cameras to record themselves in different poses and costumes for Art and Design Unit 1A (Year 1/2) Self-portrait. They view their images on screen and make printouts for further observation/development and a class display.

Cameo 2: Investigate and make art and design, craft and design
After looking at the work of abstract artists pupils investigate markmaking using a range of computer tools to explore the elements of art. They develop a sequence of images and make printouts that are used as a starting point for developing an abstract painting.

Cameo 3: Evaluating and developing work
Pupils develop a simple Powerpoint presentation after taking a series of digital photographs to show how a class project has developed. The presentation is used with the whole class to discuss and evaluate the stages of the project.

Cameo 4: Knowledge and understanding
Pupils view impressionist paintings on the internet in preparation for a visit to a local gallery or museum. They make printouts for a classroom display for a discussion on style and technique.

Art and design ICT activities: Key Stage 2


Each of the cameos in this section highlights an activity which might contribute to a pupil's entitlement to ICT in art and design. Schools will need to review and adapt any activities, including those below, to suit the age, ability and experience of their pupils.

Cameo 1: Exploring and developing ideas
Pupils use a digital video camera to record different viewpoints of pupils in the school environment. They edit their images to create a short film that evokes a sense of mystery.

They develop their ideas using a range of traditional media to develop a painting or print based on the work of the surrealists.

Cameo 2: Investigate and make art and design, craft and design
Pupils create designs of their own mythical creatures as part of at topic on the Greeks. Their designs are scanned and modified by applying textures to the creature forms. The completed creature designs are cut out and pasted on to scenes from the local environment.

Cameo 3: Evaluating and developing work
Pupils develop create a series of digital images could develop their own class art gallery on the school web site.

Cameo 4: Knowledge and understanding
Pupils use the internet to access information on how artists have interpreted the theme of movement.

Planning pupil ICT entitlement in primary art and design and design


Having read the other sections, what can you do next towards implementing a pupil entitlement for art and design and design and ICT? Here are some suggestions
  1. Evaluate

    Refer to the four entitlement statements
    • What opportunities do you provide for using ICT in art and design and design?
    • How is ICT enhancing your art and design teaching and pupils' learning?
    • Is ICT included in curriculum documentation and planning for art and design?
    • Could you do more?
    Consider:
    • current practice
    • staff confidence and expertise
    • access to hardware and software
    • art and design, ICT and assessment policy
    • progression and differentiation
       
  2. Plan

    Establish a development plan for art and design and ICT,

    Consider:
    • professional development needs
    • resource implications
    • responsibilities
    • a realistic time span (1or 2 years)
    • monitoring strategies and success criteria
    Develop a scheme of work for art and design and ICT, to include ICT, which:
    • has clear objectives
    • has reference to NC programmes of study
    • demonstrates progression
    • gives clear reference to assessment and recording
    • is part and design of a whole-school approac
       
  3. Action

    • Carry out the development plan.
    • Implement the scheme of work.
       
  4. Monitoring and review

    Do pupils have opportunities to use ICT to:
    • support investigation and development of ideas?
    • develop different kinds of imagery to complement traditional media?
    • evaluate and modify ideas
    • evaluate its effect on contemporary visual culture?
    Are pupils able to:
    • ask and answer art and design questions?
    • identify, collect relevant sources of information? ?
    • talk about the impact of ICT on and visual culture?
    What do pupils know and understand? Has ICT contributed to this?
     
  5. Further help

    Who can help?

    • ICT Co-ordinator
    • LEA Adviser (ICT and Art and design)
    • A local ICT Centre Expertise in your school cluster,
    • Becta,
    • Local Initial Teacher Training Institutions




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