Guidance for Observing Primary Art Lessons

1. Knowledge of art and artists

• Is there evidence of using artists, architects and designers from a variety of different cultures in order to enhance all learners and accurately reflect the wonderful diversity of the community of the school and society?
• Are the practical activities engaging, enjoyable and meaningful as opposed to time filling tasks?

2. Specific art language

• Are the children introduced to specific art language, eg., colour, line, tone, pattern and texture, shape, form and space?

3. Knowledge of materials and processes

• Does the student demonstrate art processes and techniques, if required. Is he/she competent in explaining a range of skills? (Paint, print, collage, 3-D.)

4. Opportunities for experimenting and risk taking

• Are there opportunities for children to focus on the process (using a sketchbook journal) rather than the product; encouraging an atmosphere of, playfulness, ingenuity, surprise, curiosity, discovery, individuality and collaboration?

5. Knowledge of the curriculum

• Does the planning fit into a wider scheme of work, linking all art focus with other subject areas?
• Is there a clear progression of concepts and activities and meaningful cross curricular links including Computing?

6. Evidence in planning

• Does this include; prior learning, learning objective, key words (specific to the activity), considered outcomes, cross curricular links, main activities, extension activities, inclusion strategies, differentiation, future learning and evaluation?

7. Monitoring and assessment

• Does assessment focus on the child and not the art?
• Are there opportunities for self-assessment or discussion with peers?
• Does the student engage with the children and discuss the task in hand?

8. Classroom management

• Are art resources, equipment and visual recourses prepared and the lay out of the room appropriate for a practical activity? Are health and safety issues addressed, teaching support informed of the activity and strategies for clearing up, after the lesson, in place?
• Do the art displays reflect good class room practice and celebrate the children’s achievements?

9. SEND

• Are all children included in the lesson and able to access materials and skills?

10. Are the children engaged in task and having fun?

• Most importantly are children having fun while they are learning?