Background Paper and Brief for the Review of Junior Cycle Art, Craft, Design - Background Paper and Brief for Junior Cycle Art, Craft, Design
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Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
Background
Paper
and
Brief
for
the
Review
of
Junior
Cycle
Art,
Craft,
Design
June
2015
1
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
March
2015
2
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
Contents
1.
Introduction
4
2.
Background
5
The
Junior
Certificate
Art,
Craft,
Design
Syllabus
5
The
Junior
Certificate
Examination
7
The
Rebalanced
Syllabus
8
Leaving
Certificate
Art
10
Art
in
the
Primary
Curriculum
13
Aistear:
The
Early
Childhood
Curriculum
Framework
17
LCA
and
Art
19
3.
Other
developments
impacting
the
new
specification
21
Arts
in
Education
Charter
21
Artistic
Performance
Short
Course
23
Portfolios
25
Design
and
Communications
Graphics
27
National
Strategy
for
Sustainable
Development
28
4.
Student
Voice
31
5.
Art
specification
in
the
new
junior
cycle
34
6.
Brief
for
the
review
of
Junior
Cycle
Art,
Craft,
Design
36
7.
The
International
Review:
Summary
39
8.
Issues
for
Consultation
41
Appendix
1
42
Bibliography
63
3
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
1.
Introduction
A
revised
subject
specification
in
Art,
Craft,
Design
will
be
introduced
for
students
commencing
junior
cycle
in
September
2017
as
part
of
the
new
junior
cycle.
The
specification
will
be
published
in
the
autumn
of
2016.
This
paper
provides
a
background
for
the
development
of
the
specification
for
Junior
Cycle
Art,
Craft,
Design.
It
presents
a
brief
overview
of
the
establishment
of
Art,
Craft,
Design
as
a
school
subject
and
the
developments
that
led
to
the
introduction
of
the
current
Junior
Certificate
syllabus
in
1989.
The
paper
explores
the
establishment
and
further
development
of
Art,
Craft,
Design
as
a
subject,
as
well
as
the
students’
experience
of
Junior
Certificate
Art,
Craft,
Design.
The
purposes
of
an
education
in
art
for
the
21st
century
are
discussed,
as
are
the
current
developments
in
art
curricula
in
other
countries.
The
outcomes
of
engagement
with
students
on
their
experiences
of
learning
in
Art,
Craft,
Design
and
their
perspectives
on
a
new
course
from
the
Student
Voice
initiative
also
form
part
of
this
paper.
Finally,
this
paper
sets
out
a
proposed
brief
for
the
development
of
the
new
Junior
Cycle
Art,
Craft,
Design
specification.
Appendix
1
presents
material
related
to
art
curricula
in
other
countries,
which
provides
a
context
through
which
the
development
of
the
specification
can
be
considered.
4
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
2.
Background
In
the
years
prior
to
1989
Junior
Cycle
art
education
was
largely
built
around
the
Intermediate
Certificate
Art
syllabus
and
as
such
was
closely
aligned
to
the
structure
of
the
Leaving
Certificate
Art
syllabus.
The
Intermediate
Certificate
listed
very
broad
areas,
which
were
to
include
"...representational
work,
imaginative
composition,
design
and
craft,
and
appreciation."
(DES,
1983,
p.132)
It
was
set
out
as
a
three-‐year
course
of
study
with
the
final
set
of
terminal
examinations
consisting
of
five
papers
from
which
students
chose
three.
The
choices
were:
1. Imaginative
Composition
2. Design
or
Craftwork
3. Still
Life
or
Life
Sketching
The
Junior
Certificate
Art,
Craft,
Design
Syllabus
The
Junior
Certificate
Art,
Craft,
Design
syllabus
was
introduced
in
1989
and
examined
for
the
first
time
in
1992.
It
introduced
a
real-‐world,
practical
and
hands-‐on
approach
which
set
it
apart
from
its
predecessor.
This
also
represented
a
break
in
the
previous
alignment
with
Leaving
Certificate
Art
and
in
the
absence
of
a
revised
Leaving
Certificate
syllabus,
has
led
to
something
of
a
discontinuity
between
the
junior
and
senior
cycle
art
education
experience
for
students.
The
recently
proposed
changes
to
Leaving
Certificate
assessment
arrangements
may
go
some
way
to
addressing
this.
The
Junior
Certificate
Art,
Craft,
Design
syllabus
contains
a
practical
core
syllabus
which
involves
"Drawing,
two-‐dimensional
Art,
Craft
and
Design:
three-‐dimensional
Art,
Craft
and
Design,
with
Support
Studies,
[and]
is
augmented
by
a
wide
range
of
options."
(DES,
1989,
p.
2).
This
can
be
viewed
in
the
diagram
below.
5
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
§ Drawing
is
a
foundational
skill
to
be
used
within
all
disciplines.
A
student
does
not
simply
experience
drawing
but
also
learns
to
use
it
to
observe,
analyse
and
record.
§ Two-‐Dimensional
Art,
Craft,
Design
involves
the
student
realising
their
ideas
through
painting,
printmaking,
basic
photography
and
graphic
design.
Here
a
student
experiences
image
making
and
manipulation,
and
development
as
well
as
learning
to
develop
lettering
and
combine
this
with
their
images.
§ Three-‐Dimensional
Art,
Craft,
Design
involves
modelling/casting,
carving,
construction
or
a
combination
of
these
skills.
Students
learn
approaches
to
three-‐dimensional
work
that
involve
additive,
subtractive
and
constructional
methods.
The
experiences
gained
by
a
student
in
this
core
syllabus
work
is
further
reinforced
and
developed
in
their
treatment
of
their
chosen
three-‐
dimensional
work.
§ Option/s.
The
available
options
range
from
animation
and
calligraphy
through
mixed
media
and
packaging
to
tapestry
and
weaving.
As
an
integral
part
of
their
learning
in
Art,
Craft,
Design,
the
student
also
experiences
the
Art
and
Design
Elements
of
dot,
colour,
line,
shape,
pattern,
balance,
harmony,
proportion,
texture,
etc.
Support
Studies
introduce
the
student
to
not
only
the
history
and
appreciation
of
art,
craft
and
design,
but
also
create
the
opportunity
for
the
development
of
their
critical
appraisal
and
evaluation
skills.
Specific
disciplines
also
enable
students
to
increase
both
their
vocabulary
and
at
times
mathematical
and
technological
skills
as
well
as
to
build
new
skillsets
while
understanding
the
need
for
safety.
6
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
In
addition
to
the
core
syllabus
a
minimum
of
one
option
for
Ordinary
Level,
and
two
for
Higher
Level
students,
were
originally
studied.
The
treatment
of
each
option
should
reinforce
and
develop
the
core
experiences.
The
most
obvious,
immediate
difference
between
the
Intermediate
Certificate
and
the
Junior
Certificate
Art,
Craft,
Design
syllabus
was
the
introduction
of
Higher
and
Ordinary
levels
in
place
of
the
single,
common
level.
While
the
core
syllabus
is
the
same
for
both
levels,
the
main
difference
for
students
is
in
the
larger
quantity
and
higher
quality
of
work
expected
from
students
at
Higher
Level.
The
Junior
Certificate
Examination
From
the
outset
the
Junior
Certificate
examination
looked
for
more
output
from
students
who
chose
Higher
Level.
As
well
as
an
additional
option,
students
attempting
Higher
Level
also
had
to
complete
all
necessary
components
around
both
a
completed
2-‐D
Painting
piece
and
a
2-‐D
Graphic
Design
piece.
Seventy
five
percent
of
the
overall
marks
available
in
the
examination
of
Junior
Certificate
Art,
Craft,
Design
are
awarded
for
the
work
of
the
student
in
their
Art
Project,
which
runs
from
the
beginning
of
October
until
the
end
of
April
of
year
three,
effectively
almost
the
whole
of
third
year.
A
selection
of
themes
or
Starting
Points
from
which
students
choose
one,
form
part
of
this
long
project.
The
remaining
25%
is
allocated
to
a
drawing
examination
held
shortly
after
the
project
ends.
The
list
of
objects
which
form
the
basis
of
the
drawing
exam
is
made
available
to
students
approximately
two
weeks
before
the
examination
takes
place.
This
examination
requires
students
to
draw
from
the
human
form
(1.5
hours
in
duration)
and
either
a
drawing
of
a
natural
object
or
a
man-‐made
object
(1
hour
in
duration).
The
Chief
Examiner,
in
a
2000
report
on
the
examination
in
Art,
Craft,
Design
noted,
in
the
general
observations
section,
that
§ The
workload
for
Higher
Level
candidates
is
too
much
and
too
repetitive.
7
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
§ There
should
be
a
choice
(at
Higher
Level)
between
Graphic
Design
and
Painting
as
at
Ordinary
Level.
§ The
standard
of
work
is
suffering
because
of
candidates
rushing
to
get
all
the
work
completed.
This
is
diminishing
the
level
of
enjoyment
and
satisfaction
associated
with
doing
creative
work.
In
addition,
it
makes
the
subject
less
popular
with
students.
(DES,
Junior
Certificate
Examination
2000,
Art,
Craft,
Design)
The
workload
is
demanding
of
students’
time
and
the
high
quality
expected
of
the
pieces
being
submitted
for
assessment
is
equally
demanding,
especially
for
students
undertaking
Higher
Level.
It
has
been
frequently
suggested
that
the
heavy
workload
is
affecting
in
negative
ways
the
take-‐up
of
the
subject
at
Leaving
Certificate.
This
workload
was
revised
and
reduced
for
the
2007
Art,
Craft,
Design
project
and
for
all
subsequent
Junior
Certificate
examinations.
The
Rebalanced
Syllabus
Art,
Craft,
Design,
was
one
of
a
number
of
Junior
Certificate
subjects
which
underwent
rebalancing
in
2008.
The
aim
of
the
rebalancing
was
to
reduce
the
overload
and
unnecessary
overlap
and
to
remove
obsolete
material.
The
consultation
associated
with
the
rebalanced
syllabus
generated
a
large
online
response
and
the
reports
arising
from
the
various
elements
of
the
consultation
can
be
found
at
http://www.ncca.ie/en/Curriculum_and_Assessment/Post-‐
Primary_Education/Junior_Cycle/Syllabus_change/Art,_Craft,_Design/Art,_Craft,_Design.html
The
draft
rebalanced
syllabus
set
out
five
principal
components
that
would
make
up
Junior
Certificate
Art,
Craft,
Design.
These
were:
§ Appreciation
of
Art,
Craft,
Design,
and
the
Built
Environment
§ Drawing
§ 2-‐D
Art,
Craft,
Design
§ 3-‐D
Art,
Craft,
Design
8
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
§ Craft
These
would
form
the
basis
of
both
the
learning
experience
and
the
summative
assessment
at
the
end
of
third
year
for
students.
The
year-‐long
project
in
third
year,
based
on
the
revised
workload
for
2007,
would
remain,
as
would
the
terminal
drawing
examination.
The
Support
Studies
section
of
the
Junior
Certificate
Art,
Craft,
Design
examination
project
had
been
viewed
almost
as
a
last
minute
add-‐on
by
students.
The
Chief
Examiner's
Report
of
2007
concluded
that
“Candidates
in
some
centres
failed
to
grasp
the
concept
of
Support
Studies
and
lost
the
opportunity
to
make
it
an
essential
and
integrated
aspect
of
the
project”.
(SEC,
Higher
Level,
Chief
Examiner’s
Report,
2007,
p.
19)
This
led
the
Chief
Examiner
to
recommend:
Students’
work
should
be
regularly
assessed.
Monthly
reviews
of
work-‐in-‐progress
will
help
ensure
that
essential
requirements,
such
as
Support
Studies,
are
not
overlooked.
Good
planning
and
ongoing
student
self-‐review
should
be
encouraged
so
that
all
components
of
the
project
are
afforded
an
adequate
amount
of
time
(SEC,
Ordinary
Level,
Chief
Examiner’s
Report,
2007,
p.12,
Higher
Level,
p.
20)
With
the
introduction
of
Appreciation
of
Art,
Craft,
Design,
and
the
built
environment,
"it
is
envisaged
that
the
appreciation
of
art,
craft,
design
will
be
given
significant
attention
throughout
the
three
years...by
being
integrated
into
teaching
and
learning,
and
systematically
developed
in
tandem
with
particular
art
skills
in
2-‐D,
3-‐D
and
design.
The
aim
of
the
appreciation
component
is
to
lay
down
the
foundations
of
a
life-‐skill
for
students."
(NCCA,
2008,
p.
7).
9
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
The
approach
to
this
area
of
art
is
also
reflected
in
a
review
of
the
Primary
Curriculum
where
one
teacher
is
quoted
as
saying
that
"I
still
tend
to
think
of
art
as
making
art
and
the
children
tend
to
think
of
it
as
making
Art
and
they
do
not
think
they
have
done
Art
if
they
are
just
looking
at
something
and
talking
about
it."
(NCCA,
2005,
p.
156).
In
the
review
over
10%
of
respondents
noted
the
challenge
of
encouraging
children
to
appreciate
art
[and]...
to
respond
to
their
own
works
and
works
of
their
classmates.
They
noted
the
difficulty
of
balancing
opportunities
to
make
art
with
opportunities
to
look
at
and
make
a
personal
response
to
art.
While
this
rebalanced
syllabus
reflected
on
the
connections
with
the
Visual
Arts
curriculum
in
Primary
schools,
it
is
also
interesting
to
note
that
it
was
being
developed
at
the
same
time
as
the
proposed
Leaving
Certificate
Art
syllabus.
As
such,
this
Junior
Cycle
rebalanced
syllabus
also
focused
on
the
students
progression
to
a
new
senior
cycle
Art
syllabus
and
page
15
of
the
document
lays
out
the
connections
between
the
rebalanced
Art,
Craft,
Design
syllabus
and
the
Units
that
form
the
proposed
Leaving
Certificate
syllabus.
Leaving
Certificate
Art
The
current
Leaving
Certificate
Art
syllabus
has
been
in
existence
since
1971.
In
terms
of
its
structure
and
curriculum
approach,
it
is
very
closely
related
to
the
pre-‐1989
Intermediate
Certificate
syllabus
mentioned
earlier
and
indeed
it
states:
The
course
[Art
(Including
Crafts)]
should
be
as
broadly
based
as
that
for
the
Intermediate
Certificate.
It
is
important
that
a
sense
of
unity
should
be
maintained
throughout
the
different
sections
of
the
syllabus
in
order
to
avoid
a
system
of
isolated
lessons.
(DES,
1983/4,
p.
312)
It
goes
on
to
suggest
the
following
outline
of:
§ Observational
Studies
§ Imaginative
Composition
and
Still
Life
§ Design
and
Craftwork
10
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
As
part
of
the
Design
and
Craftwork
section,
"the
History
and
Appreciation
of
Art
are
included
...
to
afford
pupils
an
opportunity
of
showing
awareness
of
the
place
of
the
visual
arts
in
our
culture
and
community"
(DES,
1983/4,
p.
312).
The
examination,
at
the
end
of
the
two
years
of
study,
requires
responses
to
four
papers:
1. Imaginative
Composition
or
Still
Life
2. Design
or
Craftwork
3. Life
Sketching
4. History
and
Appreciation
of
Art
The
History
and
Appreciation
of
Art
covers
three
specific
fields
of
special
study,
which
are:
§ Section
1
-‐
Art
in
Ireland
(from
Prehistoric
times
to
the
present)
§ Section
2
-‐
European
Art
(from
1000
A.D.
to
the
present)
§ Section
3
-‐
General
Appreciation
(topics
based
on
every-‐day
visual
experience
in
the
student’s
own
environment)
A
revised
Leaving
Certificate
syllabus
was
developed
between
2004
and
2008
but
has
not
been
introduced.
The
revised
syllabus
sought
to
equip
students
with
a
“visual
language
that
enables
them
to
communicate
knowledge,
emotions,
ideas
and
insights
in
a
visual
medium
and
to
understand
and
engage
with
the
artistic
work
of
others.”
(NCCA,
2004,
p.
1)
and
describes
visual
language
as
having
four
dimensions;
Creative,
Aesthetic,
Critical/Historical
and
Cultural.
The
aims
of
the
revised
syllabus
include
giving
students
the
opportunity
to:
§ make
personal,
visual
and
tactile
responses
to
experiences,
emotions,
ideas
and
environments
§ develop
the
imaginative,
creative,
intellectual,
and
intuitive
powers
of
the
students
§ support
and
develop
investigative,
analytical,
experimental
learning
behaviours,
technical
and
expressive
skills,
aesthetic
awareness
and
critical
judgement
through
participating
creatively
in
a
range
of
art,
craft
and
design
activities
and
the
history
and
appreciation
of
art
11
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
§ develop
the
student’s
capacity
to
enjoy,
value,
evaluate,
speak
and
write
about
visual
art
and
design
and
to
articulate
ideas,
opinions
and
preferences
using
appropriate
vocabulary
§ promote
knowledge
and
develop
understanding
and
appreciation
of
the
achievements
and
role
of
artists,
craftspeople,
designers
and
architects
in
the
past
and
in
contemporary
society
§ promote
understanding
of
the
role
of
art,
design,
architecture
and
craft
in
everyday
life,
further
education,
training,
and
in
the
work
place.
§ have
an
awareness
of
relevant
health
and
safety
practices
in
all
aspects
of
the
syllabus
(NCCA,
2004,
p.
2)
The
syllabus,
although
divided
into
three
sections,
was
designed
as
a
cohesive
unit
and
as
such
all
of
the
sections
should
be
viewed
as
interlinked
for
teaching
and
learning
purposes.
Section
A:
Drawing
§ Unit
1:
Observational
Drawing.
§ Unit
2:
Life
Drawing.
Section
B:
Studio
Work
§ Unit
3:
Craft:
Textiles,
Photography,
Woodcraft,
Ceramics,
Metal
craft,
Stage
Design,
Book
craft,
Puppetry,
Printmaking,
Film/Video
Making
§ Unit
4:
Fine
Art:
Painting/Drawing,
Printmaking,
Sculpture,
or
a
combination.
§ Unit
5:
Visual
Communication:
Animation,
Design
for
Printing,
Multimedia,
Graphic
application
in
2D
and
3D
Section
C:
History
and
Appreciation
of
Art
and
Design
§ Unit
6:
History
and
Appreciation
of
Art
and
Design.
The
use
of
ICT
was
viewed
not
only
as
a
tool
for
research,
but
also
as
a
way
of
creating,
exploring,
experimenting
with
and
manipulating
both
still
and
moving
images.
It
was
also
seen
as
a
way
to
reduce
the
costs
by
speeding
up
processes
and
reducing
the
requirements
for
resources.
The
revised
Leaving
Certificate
syllabus
also
points
towards
the
use
of
ICT
was
in
"enabling
the
production
of
electronic
generated
artefacts."
(NCCA,
2004,
p.
3)
12
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
Assessment
was
to
be
aligned
with
the
aims
and
learning
outcomes
in
the
syllabus
and
the
assessment
components
and
weightings
were
as
follows:
§ Section
A:
Drawing
examination
(25%)
§ Section
B:
Studio
work
(45%)
§ Section
C:
Written
examination
(30%)
The
allocation
of
marks
in
assessing
studio
work
was
to
vary
slightly
between
Ordinary
and
Higher
level.
The
syllabus
was
designed
for
180
hours
of
class
contact
time
(the
equivalent
of
five
periods
of
40
minutes
each
per
week),
with
double
classes
required
per
week
to
facilitate
studio
work.
This
redeveloped
syllabus
built
on
the
work
and
design
of
the
rebalanced
Junior
Certificate
Syllabus
and
by
reflecting
its
work,
methodologies
and
approaches,
established
continuity
of
student
learning
and
experience
as
they
progressed
from
Junior
Cycle
to
Senior
Cycle.
Art
in
the
Primary
Curriculum
Art
is
a
way
of
making
and
communicating
meaning
through
imagery.
It
is
a
unique
symbolic
domain
and
is
a
discipline
with
its
own
particular
demands
and
core
of
learning.
Art
is
a
natural
and
enjoyable
way
of
extending
and
enriching
the
child's
experience
of
the
world.
(DES,
1999,
p.
5)
Within
the
Primary
curriculum,
the
visual
arts
are
viewed
as
part
of
a
broader
Arts
Education
curriculum
along
with
music
and
drama.
Dance
is
included
within
the
Physical
Education
curriculum.
The
current
curriculum
was
introduced
as
part
of
the
Primary
School
Curriculum
(1999).
Table
2.1:
Weekly
minimum
time
framework
suggested
in
the
Primary
Curriculum
(1999)
indicates
that
the
subject
area
of
Arts
education
(Visual
arts,
Music,
Drama)
be
allocated
3
hours
(ESRI,
January
2012,
p.
8).
13
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
Table
2.1:
Weekly
minimum
time
framework
suggested
in
the
Primary
Curriculum
(1999)
Subject
area
Time
Language
of
instruction
4
hours
3
hours
30
Second
language
(Irish/English)
minutes
Mathematics
3
hours
Social,
Environmental
and
Science
Education
(SESE
–
History,
Geography,
3
hours
Science)
Social,
Personal
and
Health
Education
(SPHE)
30
minutes
Physical
Education
(PE)
1
hour
Arts
education
(Visual
arts,
Music,
Drama)
3
hours
Discretionary
curriculum
time
2
hours
The
Visual
arts
curriculum
is
for
children
from
junior
infants
to
sixth
class.
The
curriculum
consists
of
six
strands:
§ Drawing
§ Clay
§ Paint
and
colour
§ Construction
§ Print
§ Fabric
and
fibre.
The
Primary
Curriculum
Review,
Phase
1
Final
Report
with
recommendations
(2005)
reviewed
English,
Mathematics
and
Visual
Arts
in
the
curriculum.
According
to
the
data
from
the
review,
the
two
Art
strands
most
experienced
by
students
were
paint
and
colour,
followed
by
drawing.
It
is
notable
that
these
are
both
two-‐dimensional
techniques.
14
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
Each
strand
is
in
turn
experienced
by
the
children
through
two
strand
units
in
an
increasingly
complex
way
as
they
grow
in
both
skill
and
knowledge
and
progress
through
Primary
school:
§ Making
art
§ Looking
at
and
responding
to
art
The
curriculum
allows
for
the
use
of
complimentary
media,
such
as
photography,
film,
computer
graphics
where
appropriate.
Visual
arts
activities,
when
carefully
planned
and
using
a
range
of
different
media
allow
for
linkage
of
the
different
strands
and
can
be
successfully
used
in
cross-‐
curricular
activities.
This
integrated
learning
is
an
important
aspect
of
primary
education.
Examples
of
some
suggested
activities
in
both
linkage
and
integration
are
given
in
each
strand.
However,
it
is
noted
that
a
careful
balance
between
integrated
and
single
subject
teaching
should
be
maintained,
especially
in
senior
classes.
The
use
of
language
in
the
visual
arts
curriculum
is
important
and
helps
to
clarify
the
child's
ideas
as
well
as
expand
their
conceptual
framework.
An
appropriate
understanding
and
use
of
artistic
terms
and
the
visual
elements,
such
as
line,
shape,
colour
and
tone
assist
them
in
talking
about
their
ideas
and
the
work
they
are
creating.
Assessment
in
primary
education
is
both
formative
and
summative.
Formative
assessment
is
useful
in
identifying
learning
potential
and
gauging
appropriate
teaching
strategies
to
allow
learning
to
continue.
Summative
assessment
is
useful
in
capturing
an
overview
of
a
child's
progression
through
the
visual
arts
curriculum
and
when
it
comes
to
informing
the
child,
their
parent(s)
or
teachers
and
other
professionals.
In
the
2005
review
of
the
visual
arts
curriculum
it
was
noted
that
Teacher
observation
was
reported
as
the
most
frequently
used
assessment
tool
in
visual
arts,
followed
by
work
samples,
portfolios
and
projects,
and
teacher-‐
designed
tasks
and
curriculum
profiles.
(NCCA,
2005,
p.
9)
However,
teachers
reported
that
assessment
in
visual
arts
was
challenging
based
on
time,
appropriateness
of
assessment
and
their
"knowledge
of
visual
arts
assessment."
This
appears
to
15
Background
Paper
and
Brief
for
Junior
Cycle
Art,
Craft,
Design
bear
out
the
findings
in
the
recently
published
Review
of
the
Australian
Curriculum
-‐
Final
Report
(Australian
Government,
2014,
p.
212),
in
the
section
on
the
Arts,
where
it
points
out
the
need
for
"specialists
on
staff
or
on
contract
to
handle
the
arts
curriculum
in
upper
primary".
This
review
also
points
to
the
use
of
a
limited
range
of
methodologies
in
the
teaching
of
Visual
Arts
with
teachers
most
comfortable
instructing
through
two
dimensional
media.
Information
and
Communication
Technologies
(ICTs)
were
also
mentioned
as
being
able
to
positively
impact
on
the
creation
of
artwork,
through
various
art
programs
as
well
as
learning
to
look
and
respond
to
art
through
the
use
of
museum
CDs
or
the
internet.
The
use
of
a
school
website
as
a
potential
method
of
publishing
information
about
a
school's
art
activities
was
also
mentioned.
Over
one
third
of
all
teachers
who
responded
to
the
Review
of
the
Visual
Arts
curriculum
said
that
they
had
used
ICT
in
the
Visual
Arts
Curriculum.
ICT
use
in
visual
arts
focused
on
using
the
Internet
to
look
at
art
and
artists
work
and
using
software
to
design
and
printing
cards
and
to
paint
and
colour.
Some
other
interesting
findings
to
come
out
of
the
Primary
Curriculum
Review
were
around
the
areas
of
looking
at
and
responding
to
art
in
the
environment
(indoors
and
outdoors).
Here
it
was
found
that
this
was
useful
for
teaching
the
visual
elements
through
the
visual
arts
strands.
Also,
when
it
came
to
looking
at
the
work
of
artists,
one
third
of
teachers
reported
that
children
in
their
classes
have
opportunities
to
see
how
artists,
craftspeople
and
designers
work
with,
and
in
response
to,
their
environments.
Children
in
the
case
study
schools,
who
had
met
with
or
spoken
with
an
artist,
talked
excitedly
about
the
experience.
However,
the
majority
of
children
in
the
schools
whose
responses
are
recorded
in
the
review,
while
enthusiastic
for
learning
about
artists
within
the
schools
themselves,
77.1%
of
teachers
reported
hardly
ever
or
never
having
an
artist
in
residence.
A
total
of
75.8%
of
teachers
reported
hardly
ever/never
using
ICT
to
teach
about
how
artists
work
within
their
environment.
16
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