NATIONAL GALLERY PROJECT

8/7/2019 NATIONAL GALLERY PROJECT

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ART AND ICT IN PROJECT-BASEDLEARNING IN BRITAIN



K EY FEATURES OF THE BRITISH EDUCATIONAL SYSTEMK EY FEATURES OF THE BRITISH EDUCATIONAL SYSTEMDfESDfES (Department for Education and Skills)(Department for Education and Skills)172172 LEAsLEAs (Local Education Authorities)(Local Education Authorities)Schools have a high degree of autonomy Schools have a high degree of autonomy

There are :There are :a.a. COMMUNITY SCHOOLSCOMMUNITY SCHOOLS (fully funded by LEAs)(fully funded by LEAs)b.b. FOUNDATION SCHOOLSFOUNDATION SCHOOLS (funded by LEAs but owned by the school governing (funded by LEAs but owned by the school governing

body or charitable organisation)body or charitable organisation)c.c. VOLUNTARY SCHOOLS VOLUNTARY SCHOOLS (funded by LEAs but established by voluntary bodies,(funded by LEAs but established by voluntary bodies,

mainly churches)mainly churches)Early years educationEarly years education ( 3( 3 ²² 5 )5 )Primary educationPrimary education (age 5(age 5--11)11) compulsory educationcompulsory educationSecondary educationSecondary education (age11(age11--16)16)Post Post ²² secondary educationsecondary education (age 16 )(age 16 )National CurriculumNational Curriculum for compulsory educationfor compulsory education key stage 1 ( ages 5key stage 1 ( ages 5- -7 )7 )

key stage 2 ( ages 7key stage 2 ( ages 7- -11 )11 )key stage 3 ( ages 11key stage 3 ( ages 11- -14 )14 )key stage 4 ( ages 14key stage 4 ( ages 14- -16 )16 )

Compulsory subjects at key stages 1Compulsory subjects at key stages 1- -3 and work 3 and work- -related subjects at key stage 4related subjects at key stage 4mathematics, science, design & technology, ICT, physical education, history, geography, art &mathematics, science, design & technology, ICT, physical education, history, geography, art &

design, music , MFL.design, music , MFL.Higher education institutionsHigher education institutionsTeachers employed by LEAs or individual institutionTeachers employed by LEAs or individual institution



MFL LEARNING AND THE BRITISHMFL LEARNING AND THE BRITISH VISION VISION

Language competenceLanguage competence

Cultural understanding Cultural understanding

High quality teaching and learning High quality teaching and learning opportunitiesopportunities

Equip students with language skills to accessEquip students with language skills to access

opportunities in work and travelopportunities in work and travel



LANGUAGE LEARNING AT K EY STAGE 2LANGUAGE LEARNING AT K EY STAGE 2By September 2009, FL learning to 7By September 2009, FL learning to 7- -11 yr pupils11 yr pupils

To develop communication skillsTo develop communication skills

To develop linguistic competenceTo develop linguistic competence

To understand how language worksTo understand how language works

To explore the similarities and differences between languagesTo explore the similarities and differences between languages

To develop awareness of the multicultural / multilingual worldTo develop awareness of the multicultural / multilingual world

To reinforce a crossTo reinforce a cross- -curricular approach to learning curricular approach to learning

To cultivate individualised lifelong learning To cultivate individualised lifelong learning



FL LEARNING ACTIVITIES IN PRIMARY EDUCATIONFL LEARNING ACTIVITIES IN PRIMARY EDUCATION

LISTENING ANDLISTENING ANDRESPONDINGRESPONDING

oo Understanding Understanding simple classroomsimple classroomcommands, short commands, short statements, questions,statements, questions,oral or recordedoral or recorded

speech with the help of speech with the help of repetition and gesturesrepetition and gestures

oo Understanding Understanding longer chunks of longer chunks of language like messages,language like messages,

dialogues, instructionsdialogues, instructionsand their main pointsand their main points

SPEA K INGSPEA K ING

oo Responding withResponding with words or phrases to words or phrases to what pupils see or hear what pupils see or hear

oo Describing people,Describing people,places, objectsplaces, objects

oo Engaging in oralEngaging in oralexchanges with theexchanges with thehelp of visual or otherhelp of visual or othercuescues

oo Expressing personalExpressing personalfeelings or structuring feelings or structuring conversationsconversations

READING ANDREADING ANDRESPONDINGRESPONDING

oo Understanding Understanding simple words orsimple words orphrases from context phrases from context

with visual cues with visual cues

oo Understand short Understand short texts and responding totexts and responding tothemthem

oo Beginning to readBeginning to readindependently independently

oo Understanding short Understanding short stories and identifying stories and identifying main points and detailsmain points and details

WRITING WRITING

oo Copying, labeling,Copying, labeling,selecting, writing selecting, writing familiar words,familiar words,phrases, sentencesphrases, sentences

oo Writing short Writing short chunks of languagechunks of languageusing aidsusing aids

oo Using short Using short

paragraphs using paragraphs using simple languagesimple language



SUGGESTED MEANSSUGGESTED MEANS

Using authentic materialsUsing authentic materials

Using dictionaries and other reference materialsUsing dictionaries and other reference materials

Communicating with peers in pairs or groupsCommunicating with peers in pairs or groups

Using the language creatively and imaginatively Using the language creatively and imaginatively

Using the language for real purposesUsing the language for real purposes

Linking the language with other subjectsLinking the language with other subjects

Using ICTUsing ICT



ICT IN SCHOOLSTechnology is an intrinsic part of our lives and children love to play and learn with it

ICT provides new ways for teachers to teach

ICT enables teachers to be more creative in their lesson planning

ICT contributes to learning from a variety of sources

ICT caters for different learning styles

ICT involves SEN pupils in learning

ICT can help children think in a different way

ICT can promote problem- solving, project-based learning and cross-curricular work

ICT can enhance communication, internationalisation and cultural enrichment

ICT can bring lessons to life

ICT can raise school education standards

ICT is a skill for life



´TAKE ONE

PICTUREµ

A CROSS-CURRICULAR

APPROACH TO

LEARNING



W HAT IS THEW HAT IS THE ´́ TAKE ONE PICTUREµ TAKE ONE PICTUREµ

PROJECT?PROJECT?

AA scheme scheme whichwhichencourages theencourages the

cross cross- - curricular curricular

approach to learningapproach to learning

and teaching using aand teaching using a

singlesingle image image as aas astimulus forstimulus for project project

w ork w ork



W HAT DOES THE TAKE ONE PICTUREW HAT DOES THE TAKE ONE PICTUREPROJECT INVOLVE?PROJECT INVOLVE?

A.A. THE SELECTION OF ONE PAINTING FROM THETHE SELECTION OF ONE PAINTING FROM THENATIONAL GALLERY¶S COLLECTIONNATIONAL GALLERY¶S COLLECTION

B .B . THE IMAGINATIVE USE OF THE PAINTING BYTHE IMAGINATIVE USE OF THE PAINTING BYPUPILS FOR PROJECT WORK PUPILS FOR PROJECT WORK



THE PROCESSTHE PROCESS

CPDTHINKING

PLANNING

CREATING

SHARING

IMPACT

1 2 3 4 5 6



STEP 1STEP 1 - - CONTINUOUS PROFESSIONAL DEVELOPMENTCONTINUOUS PROFESSIONAL DEVELOPMENT(CPD)(CPD)

One-day teacher·s course at the Gallery

Teachers «o explore the variety of ways in which they can use paintings across

the curriculum

o are given an interactive tour of the Gallery

o take a print of the featured painting, ideas, and inspiration, and goback to their school



STEP 2STEP 2 - - THINKINGTHINKING

HISTORY ANDGEOGRAPHY ENGLISH

Teachers «

othink about what they would like to do with the painting

o develop ideas

o talk to other staff in the school

o study cross-curricular links

o brainstorm



STEP 3STEP 3 - - PLANNINGPLANNINGTeachers consider «

o W hen in the

timetable canthey use thepainting?

o W hat resources dothey need to use?

o W ill the students need todevelop new skills orwill theyreinforce existingskills and knowledge?

o Do they want to workwith people outsidethe school?

o Can they use pastschemes of work?



STEP 4STEP 4 - - CREATINGCREATING

Pupils «

o create their own art work during art lessons or across othersubjects

o create diverse pieces of work including poetry, drama, dance,sculpture, and even science experiments and digital animations

o work collaboratively or individually



STEP 5 - SHARING

Pupils «

o share the work with a wider audience

o show their work to another class in the school, a schoolexhibition, a parents' evening or even a website

o get the chance to reflect on and evaluate their work



STEP 6STEP 6 - - IMPACTIMPACT

Teachers «o gain training and

are encouraged towork differently

Students «o learn to learn

flexibly

o involve in class,whole school and

nationalprojects

o improve confidencein their work

o learn to appreciate

culture



THE PAINTING OF 2003THE PAINTING OF 2003- -20042004

'Beach Scene', probably 1868-77

by Degas



POINTS RAISED BY THE PAINTINGPOINTS RAISED BY THE PAINTING

The idea of a holiday, or a journey, or a day out at theThe idea of a holiday, or a journey, or a day out at the

beachbeach

The importance of the imagination and how we canThe importance of the imagination and how we can

think about a place where we would like to bethink about a place where we would like to be

The changes in the style of garments over the yearsThe changes in the style of garments over the years

Incidents on the beach suggesting little storiesIncidents on the beach suggesting little stories



SOME OF THE PUPILS· W ORKSOME OF THE PUPILS· W ORK

On the B each

Smelling sea water like salt on chipsCrashing waves along the beachBreezy wind being pushed away

Seagulls talking like madDribbly babies on the sandSeaweed pink and greenSand like sprinkled sugarSea tossing and turning,Like dancers swirlingW

aves splashing and roaring.Richard Yr3

Swimsuit designs Geometrical shapes Fishing net

Peep holes



TOOLS USEDTOOLS USEDB ooks a nd the i n ter n et B ooks a nd the i n ter n et

to research Victorian swimwearto research Victorian swimwear

L ots of measuri n g a nd calculati n g L ots of measuri n g a nd calculati n g

to simplify objects into basic formsto simplify objects into basic forms

A rt, literacy A rt, literacy (speaking and listening),(speaking and listening), history history (developing a(developing a

sense of history) andsense of history) and maths maths (sorting and positioning sizes and(sorting and positioning sizes andshapes)shapes)

to repr oduc e Degas'sto repr oduc e Degas's pi ctu re wi th real ma terialspi ctu re wi th real ma terials

Inspiration and fun photos Inspiration and fun photos

to crea te th e bea ch pr oj ectto crea te th e bea ch pr oj ect

De scriptiv e se nt e nc e s and th e lit e racy t e chniqu e of m e taphor De scriptiv e se nt e nc e s and th e lit e racy t e chniqu e of m e taphor

to pr oduc e th e seasi de p oemsto pr oduc e th e seasi de p oems



ACROSS THE CURRICULUM

FOCUS ON KEY SUBJECT AREAS AND USE OF VISUAL

ARTS IN THE CLASSROOM

LITERACY

The seasidepoems

NUMERACY

The sandsculpture

ICT

The internetPCs

Other software

Digital images

HISTORY

Life in localtowns in the19 th century

ART

Study of andexperimentationwith colours, lightand shade

SCIENCE

Real life objectsand creatures

MODERN FOREIGNLANGUAGES

Roleplay or poetry in L2



THE PICTURE FOR 2004THE PICTURE FOR 2004--2005 2005

'The Marquise de Seignelay

and Two of her Sons', 1691

by Pierre Mignard

references to Greek mythology

study of main characters

study of painting colours

study of background

French language

computer-based research



INCREASED MOTIVATIONAUTONOMOUS LEARNING

LEARNING OUTCOMES

INTEGRATION OF ALL FOUR SKILLS

HOLISTIC APPROACH

AUTHENTIC TASKS

INTERPERSONAL RELATIONS

PARENTAL INVOLVEMENT

CONTEXTUALISED LEARNING

CREATIVITY AND IMAGINATION

ICT SKILLS

Documents

NATIONAL GALLERY PROJECT