Abstract :
In this paper I will outline what I perceive to be the
current context in which Art and Design activities
operate in Primary and Secondary Schools in
England. I will argue that significant advances in
the teaching of the subject in the last two decades
are being threatened, particularly in the primary
sector, due to the impact of a number of factors,
including the new ‘standards’ agenda, and constraints
arising from limitations in resources,
teaching expertise and deployment, and the
effects of assessment. The under achievement
of boys will be considered in relation to some
observations on differentiation in the subject at
Secondary level. The paper will suggest that the
attempts by teachers to offer an art curriculum
that covers all aspects of artistic activity has led to
a superficiality of experience for pupils, and therefore
a ‘depth’ rather than a breadth approach to art
curriculum planning is now necessary. The variable
impact of Critical Studies activities will be
considered, including that of Artists in Schools,
and I will suggest that there is an opportunity to
extend current art practice encouraging greater
risk-taking, through an open-ended problem-solving
approach, and a development of work which
celebrates pupils’ own cultures and interests.
