An Roinn Oideachais agus Eolaíochta

Department of Education and Science

  

 Subject Inspection of Art

REPORT

 

Cavan Vocational School (Breifne College)

Cullies, County Cavan

Roll number: 70380I

   

Date of inspection: 16 May 2006

Date of issue of report: 26 October 2006

 

 

 

This Subject Inspection report

Subject Provision and Whole School Support

Planning and Preparation

Teaching and Learning

Assessment and Achievement

Summary of Main Findings and Recommendations

School Response to the Report


Report on the Quality of Learning and Teaching in Art

 

This Subject Inspection report

 

This report has been written following a subject inspection in Cavan Vocational School (Breifne College). It presents the findings of an evaluation of the quality of teaching and learning in Art and makes recommendations for the further development of the teaching of this subject in the school. The evaluation was conducted over one day during which the inspector visited classrooms and observed teaching and learning. The inspector interacted with students and teachers, examined students’ work, and had discussions with the teachers. The inspector reviewed school planning documentation and teachers’ written preparation. Following the evaluation visit, the inspector provided oral feedback on the outcomes of the evaluation to the principal and the subject teachers. The board of management of the school was given an opportunity to comment in writing on the findings and recommendations of the report, and the response of the board will be found in the appendix to this report.

 

 

Subject Provision and Whole School Support

 

Cavan Vocational School (Breifne College) operates under the auspices of Cavan Vocational Education Committee and currently enrols 487 students, of whom 217 are girls. The school has on its enrolment a   certain number of potential early school leavers which has impacted on school planning in that all students are encouraged to enjoy school and participate to the best of their ability. It was reported that the Rapid Programme has achieved notable success in this area and students involved were very positive about the scheme. 

 

Two teachers operate the Art Department and both members of staff are keen to encourage participation and enjoyment of the subject. Both members of the department exhibit commitment and dedication to the teaching of the subject not least by remaining in school outside of formal class time to facilitate students. Further commitment to the subject has been shown by attendance at professional development courses in personal time. To further gain support for the subject it is recommended that membership of the relevant subject association be renewed.

  

The Art Department is very fortunate in the provision of space; one large room with ample storage, divided in two is used for the delivery of Art. This space is organised in such a way as to encourage an aesthetic style of environment, which adds to the atmosphere of the room.  A system is in place for the display of student work and on the day of the visit a large range of student work was on display, including observational work in colour and tone, portraits and full figure life drawing. It is commended that student work of all levels is put on display regardless of student ability and that student effort is prized and affirmed.    

 

The room is also well equipped with a kiln, two throwing wheels and a pugmill as well as a variety of other craft tools. The spaces are well maintained and materials and equipment are organised very well.

 

It would be most desirable and useful if a range of Information and Communication Technologies (ICT) equipment could be obtained, especially considering the very mixed ability nature of the class groups attending the Art department.

 

The department does not operate a formal budgeting system; however it was reported that materials are obtained when needed and on the day of the visit there was a satisfactory level of consumable materials available. In addition students are encouraged to obtain an approved kit of personal Art materials.

 

Presently the number of students taking Art in the first year of senior cycle is low, in comparison to the numbers taking the subject at junior cycle. However the school is commended for offering this number of students the opportunity to study the subject to Leaving Certificate level. It is suggested that the subject be promoted in third year to ensure that there is a certain level of student continuity from junior into senior cycle. All of the Art classes are of mixed ability.

 

 

Planning and Preparation

 

The department has been very active in recent times with regard to planning. Subject department meetings have been an established process for two years.   Collaboration is prized highly within the department as a method of sharing experience and knowledge and also takes place on a regular basis to good effect with other departments. To date some very good work has taken place on the Art Department Plan 2005-2006, organising and highlighting a range of policies and procedures to enhance the delivery of Art in the school. Overarching all of the plans is a very good plan and vision for Art Education in the school, which carefully considers the needs and abilities of the students in their care.   Commendably, long term planning is evident and based on reviews of current practice. It is recommended however, that staff would add to the department plan by developing statements of aims and outcomes for class groups and also develop a system of assessment methods based on these aims and outcomes. It is also suggested that the department might use the plan as a tool for documenting extra and co-curricular work.

 

The individual plans presented were of a very high quality.  In the spirit of the various syllabuses all planning is based on skills development. A range of very high quality teacher-generated visual aids, which are a very valuable resource, was presented. The production of such a range of visual resources is an indication of the dedication and commitment found in the Art department at Cavan Vocational School. 

 

It was reported that weaker students are wary of the history of art component of the syllabus at senior cycle. It is recommended that the delivery of art history and appreciation be reviewed with the aim of capitalising on the students’ interest in ‘making’; this could include making models and replicas of artefacts as well as using artefacts as inspiration for other work. All planning for art history and appreciation should consider critical faculty, informed decision-making and sheer enjoyment of the area a priority.  To help students who have reading and retention difficulties it is suggested that key words and terms be displayed in the class room in a prominent space.

 

Teaching and Learning

 

The learning experiences provided for students were positive at all times and every effort is made to ensure that students have the opportunity, motivation and encouragement to achieve their potential. Fundamental to the delivery of the subject in the department is a deep and genuine concern for the well being of all students in their care; this approach ensures that the student regardless of ability feels secure and content in the Art department environment. Discipline is maintained in a caring fashion and affirmation of student effort is given generously. Lessons proceed at a good pace and are designed with student interest and ability in mind.

 

All classes were very well organised with regard to provision and layout of materials as well as the logical sequencing of demonstrations with easily achievable steps. This made the lessons easier for students to engage with and ensured that all students could proceed at their own pace. Demonstration is used as the main teaching methodology and individuals are supported as necessary. 

 

A junior cycle lesson on silhouettes was observed as a fast way of producing an image. The speed of this process appealed greatly to the students. Although the educative aims of this lesson were not as broad or as ambitious as other lessons planned for, the sheer pleasure taken from the exercise by the students and their willingness to discuss the merit of the work made the lesson successful. The lesson was theme-based and links were made to appropriate images and ideas. This served to enhance the efforts made by students and encouraged them to be bold in their thinking.  Offering them a prize for the best work further motivated students.  

 

Life drawing was also undertaken on the day of the inspection. As students were in some cases weak and unsure of their skills, a formula was used to help students get a bearing on the process. Once students were settled into the task they were further challenged by standing up to draw which gave them a new perspective on the experience. The work produced was of a good standard relative to the abilities of the students. 

 

Very clear and interesting information was presented on how clay behaves in a modelling lesson, which helped students gain a better understanding of the material and in so doing be better able to produce the desired effects.         

 

 

Assessment and Achievement

 

Both formative and summative assessment methods are used by the Art department and students are particularly responsive to positive formative comments. It is recommended to staff to increase the frequency of both formative and summative assessment, which should serve to motivate students and also target areas of weakness.

 

Parent-teacher meetings, phone calls and the use of student journals facilitate reports of student progress and other communications.

   

Students’ work reflects an ambitious and considered approach to Art Education from the department. Students at all levels of the ability spectrum are reaching their potential and it is reported that in some cases students are exceeding their projected potential. In particular low levels of attainment have been avoided at the weaker end of the ability spectrum. Students are achieving because every effort is made to encourage and promote student attainment.

 

Summary of Main Findings and Recommendations

 

The following are the main strengths and areas for development identified in the evaluation:

 

 

 

As a means of building on these strengths and to address areas for development, the following key recommendations are made:

 

 

 

Post-evaluation meetings were held with the teachers of Art and with the principal at the conclusion of the evaluation when the draft findings and recommendations of the evaluation were presented and discussed.

 

 

 

Appendix

 

School Response to the Report

 

Submitted by the Board of Management

 

Area 1:  Observations on the content of the inspection report

 

Inspection report accurately depicts the teaching and learning of Art activities in Breifne College

 

 

 

Area 2:   Follow-up actions planned or undertaken since the completion of the   inspection activity to implement the findings and recommendations of the inspection