International Journal of Art & Design Education

The Use of Language in Ceramics Lessons

Volume 5.3   1986



Based on two-years’ research involving a group of sixth form students and two teachers in a secondary school, this paper discusses the importance of verbal language interactions in the classroom. The paper is informed by the work of Douglas Barnes who wrote extensively on teachers¹ use of language. Analyses are made of subject-specific terms as well as words, which take on specific meaning within the context of ceramics lessons. The differing roles and relationships of teachers and pupils in the classroom are examined, with reference to their use of language. There are differing tensions associated with these roles and complexities of relationships within the teaching and learning context. It is concluded that for curriculum development to be successful, more pupil-to-pupil interaction is needed; a competitive context is neither conducive to collaborative work nor innovation.