International Journal of Art & Design Education

Current Issues in Art and Design Education: from Entertainment to Qualitative Experience

Volume 8.3   1989



Having achieved its status as a national curriculum foundation subject, research indicates that provision for art in the primary school is patchy. Good art teaching is intellectually demanding and the non-specialist art teacher finds difficulty in unpacking the 'insider mysticism' of the subject. Its inherent wordlessness is a barrier to commonly shared understandings, and results, often, in work that is superficial and entertaining, but lacks evaluative thinking. By adapting and adopting terms used in other areas of the curriculum, with which the primary school teacher is familiar, such as thinking skills, concepts and knowledge (both felt and rational), clear ways into the subject can be found.