Subject Inspection Report Art 2006

This report has been written following a subject inspection in Bailieborough Community School. 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 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 of this report.

Subject provision and whole school support

Established in 1981, Bailieborough Community School is a co-educational post-primary school with an enrolment of 283 boys and 231 girls. The one-teacher art department in the school is well established. Commendably, the teacher is an active member of a relevant subject association. This ensures that subject-specific support is available which is very important in the case of a one-teacher department. Courses in art-related disciplines have been attended in personal time to enhance the delivery of the subject in the school.

It is reported that management is very supportive of the endeavours of the art department. This support can be observed in both the financial and organisational maintenance of the department.

Considerable effort goes into the organisation of the subject choice process by management. Students in first year are provided with an opportunity to sample all of the optional subjects from which they are encouraged to choose two ‘practical’ subjects. This positive approach obviously promotes these subjects and encourages students who might otherwise not consider this type of subject. It was noted on the day of the visit, however, that the numbers of boys studying Art in some classes were relatively low and it is suggested that this might be monitored over time to address gender stereotyping of the subject.

At senior cycle, students are asked for their subject preferences from which management create subject bands. To avoid a drop off in the numbers taking the subject at senior cycle, it is suggested that the subject be promoted during junior cycle with the specific aim of ensuring that enough students take the subject to create a group dynamic at senior cycle. All class groups are of mixed ability at junior and senior level.

The art department is provided with a dedicated, reasonably-sized art room in which there is an abundance of natural light. In addition to the lockable storeroom, the room is very well laid out with storage units placed at useful and appropriate points around the classroom. Maintenance of the room is good. The environment is clean, orderly and used to its fullest capacity. The art department has, in the past, identified storage deficits and obtained units that fit well into the classroom space. General materials and equipment are kept within easy reach of both teacher and students, while the more restricted items are locked or stored away as necessary. Signage informs students of the whereabouts of certain items and restricted areas.

The department is well resourced in terms of materials and equipment for the delivery of a full and balanced Art, Craft and Design programme. The school operates a system whereby the department submits an order annually and smaller items are obtained as required during the academic year. It was reported that all requests for funding have been met to date. Commendably, students augment this school supply of consumables by obtaining their own sets of materials. This facilitates homework and encourages students to have an appreciation of the materials they use.

Appropriately for a visual subject, display is considered a very important part of the learning environment. On the day of the visit the art room was very well served in terms of both 2D and 3D students’ work. It was reported that the corridors are also used to display work during the year as it offers an opportunity to display students’ work to a wider audience. Commendably, the key-word system is in use in the department. In particular, words describing the art elements were posted around the room with excellent images describing the words. This approach is to be encouraged and it is suggested that it could be expanded to incorporate elements from art history. Commendably, lists of suitable web resources were also posted to aid students.

The quality of the presentation of all of the exhibited work was of a very high standard. This approach encourages students to complete work and to aim for the best possible finish in the particular discipline undertaken. Display and exhibition of students and other work is considered an important feature in the work of the department and this very good practice is highly commended as this approach helps all students regardless of their ability reach higher standards.

Planning and preparation

A large library of good quality art books is stored in the art room, which is an invaluable resource. The creation and funding of such a resource is to be commended. During lessons images from these books were used regularly and students were obviously accustomed to researching and referring to this library as needed. As mentioned, useful images and exemplars are also displayed in the room. As a visual subject there is a great need for students to be able to access good quality relevant images. Although students have access to Information and Communication Technologies (ICT) within the school, it is recommended that a computer, scanner, printer and relevant software be obtained specifically for the art department in order to further the good work already taking place. Management reported that a commitment has been made to this end and it is hoped that these facilities would be instated in the near future.

As part of the learning process, all students are encouraged to keep both a sketchbook for drawings and a scrapbook of images from which to draw inspiration and to use for reference. Both of these instruments are useful, in that they promote regular and perceptive observation and they also encourage students to pursue areas of their own personal interest. However, inspection of some of the scrapbooks showed that some students had an unbalanced notion of what was required and had begun to collect images of ‘stars’ from popular culture which have very limited art educational use. It is recommended that students be reminded of the kinds of images that will be of benefit to them from an artistic point of view and that these scrapbooks are used to their fullest potential as support for art history and appreciation. It is further suggested that careful monitoring take place so that students do not see reference to secondary material as intrinsic to the production of good quality artwork. In this way students can be encouraged to see how work develops from primary sources.

A commendably wide library of collected and teacher-generated material for art history and appreciation was observed, including revision aids and assessment materials. Considerable effort has also been invested in the production of a collection of useful images on DVD for use with the school digital projector. Some senior cycle art history and appreciation notebooks were observed. These documents showed that the study of this area of the syllabus is progressing satisfactorily. However, to enhance this area of the syllabus it is recommended that the teaching of history of art and appreciation be introduced from first year as an integrated part of the students’ education in Art. The methodologies used to deliver this part of the course will be instrumental in promoting student engagement with the material. It is suggested that lessons be planned that will promote the students’ enjoyment of the topic as well as gaining confidence in their own critical abilities and their skill in using the relevant terminology. Both 2D and 3D responses to images from art history, as well as verbal and written responses, should aid students in this way. A student-generated time-line may be used to help junior and weaker senior students understand the expanse of European and Irish Art. Group work in the form of projects on particular eras and periods of art history will also help students form an interest in and understanding of this very important part of art education.

An art department plan was submitted as part of the evaluation. This plan was created as a result of involvement with the School Development Planning Initiative. Whilst this plan is a good start in the department planning process, there is now scope for the inclusion of other material in the document. The practical operations of the department are guided by very sound principles, such as an emphasis on finishing work and addressing the particular needs of students as well as aiming for high standards of work. It is recommended that the art department plan should reflect those principles, as well as outline strategies to address areas of concern or ways of enhancing the delivery of the subject. Some of the areas worthy of attention in the future are the introduction of visiting practitioners and speakers, an increase in the use of terminology in the classroom, the introduction of new crafts as well as investigating new methodologies for particular topics.

Commendably, specific plans are made for special needs students in general art lessons. This practice ensures that these students are challenged to the appropriate level and that they have the potential to achieve success

Teaching and learning

There is a sense of concern for the welfare of the students in all of the art department’s activities and respect is given and received in all interactions. There is particular concern for the student at the beginning of his or her second level schooling and all students are encouraged to build up confidence through participation in the subject. There is also a very good understanding of the nature of the student at the different stages of development and what students require to be successful and content in their work. In all lessons students were well behaved and the student-teacher rapport was very good. The art department is commended on the enthusiasm with which the subject is delivered, a factor which helps to engage students and sustain interest in the subject.

Three class groups were observed as part of the visit; one junior and two senior cycle groups. In all lessons the work outlined was purposeful and the pace of lessons was good. Students were clearly familiar with the workings of the art room and were very capable of organising their materials and workstations. It was also noted that students were very helpful in preparing and tidying the room.

At junior cycle the topic of abstract painting was addressed. The idea for this lesson was excellent as students were shown how to choose a section of a drawing to make an abstract composition. Good practice was observed in the sharing of the aims of the lesson and also in reviewing the events of the previous lesson. Commendably, demonstrations were given to show students some of the painting options open to them and exemplars were also used to this end. The students were very much impressed by the exemplars shown to them by the teacher and were keen to make their own paintings. However the instruction given did not clearly isolate the two main issues being addressed - tonal contrast and brush strokes. This led to students not fully understanding how to achieve the objectives and led to work which was not as good as it might have been. Had these issues been clearly explained students would have had a better opportunity to achieve their potential. It is recommended, therefore, that the main objectives for each lesson are clearly specified at the outset and reinforced during the lesson.

Asking group questions is a useful tool especially when encouraging students to be enthusiastic about particular issues and it was evident in lessons. However, it is recommended that questions be asked of named students in the class group and that the types of questions that these students are being asked, relative to their ability, be targeted. The use of questioning in this way ensures that all students will be asked a question at some point and that each student will be challenged in accordance with his/her ability.

Assessment

Formal lessons in the art department are complemented by a range of extra-curricular and co-curricular activities. These opportunities take place regularly and are incorporated into the general life of the school. Particular events also benefit from the work of the art department through activities such as set and prop making, costume design, and poster design. Students are also taken to public art galleries and museums to complement work based in the classroom.

Students’ work is consistently monitored as it progresses and students are given informal constructive feedback on a daily basis. Students’ work is also assessed and recorded in a summative fashion on completion. Students’ notebooks and work throughout the year are incorporated into major assessments, which encourages the students to work all year, and on all projects. Student profiling has been initiated for all students.

Summary of main findings and recommendations

The following are the main strengths identified in the evaluation:

The art department is well supported by management and well provided for in terms of space facilities and resources.
The organisation of these faculties and resources by the art department is good.
Display and presentation are considered important features in the department and school facilities are well used to this end.
The department has a very good library of visual material, which is readily available and regularly used by students.
A large library of collected and teacher-generated supports for learning has been established and is put to very good use in the classroom.
The practical operations of the department are driven by very sound educational principles.
Teaching and learning takes place in a positive environment and students enjoy their work.

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

The art department plan should reflect the sound principles evident in the operation of the department.
The teaching of history of art and appreciation should be introduced from first year as an integrated part of the students’ education in Art.
It should be ensured that students collect useful images as support for art history and appreciation in their scrapbooks.
The main objective for each lesson should be clearly specified at the outset and reinforced during the lesson.
The use of targeted questioning should be used to challenge all students.
It is recommended that a computer, scanner, printer and relevant software be obtained specifically for the Art Department in order to further the good work already taking place.

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 discusse

Appendix

School Response to the Report

Submitted by the Board of Management

Area 1: Observations on the content of the inspection report

The Board acknowledges the continuous work and professionalism of the Art Teacher and appreciates how her personal love and enthusiasm for her subject permeates many areas of school life and benefits not only students of Art but the full school community.