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viii | (2) |
| Acknowledgments |
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x | (1) |
| Series editor's preface |
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xi | |
| Part one The role of the art coordinator |
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3 | (32) |
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Chapter 1 The role of the art coordinator |
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3 | (8) |
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Review your current position |
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5 | (2) |
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7 | (1) |
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Assess implications of change |
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8 | (2) |
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10 | (1) |
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Chapter 2 Establishing yourself in the role of art coordinator |
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11 | (15) |
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Practical approaches to fulfilling your role as art coordinator |
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12 | (2) |
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14 | (10) |
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Helping colleagues and induction of new staff |
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24 | (2) |
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Chapter 3 Working with the wider community |
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26 | (9) |
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Reporting to heads, governors, parents and colleagues |
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29 | (1) |
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Developing performance indicators |
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30 | (5) |
| Part two What art coordinators need to know |
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35 | (62) |
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Chapter 4 Subject knowledge |
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35 | (19) |
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The aims for art education in the National Curriculum |
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36 | (2) |
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Teaching skills and processes |
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38 | (1) |
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Attainment targets and key strands |
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39 | (7) |
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Understanding the relationship between ATI and AT2 |
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46 | (8) |
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Chapter 5 Understanding how children progress in making art |
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54 | (25) |
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The centrality of drawing |
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62 | (7) |
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Methodologies for teaching drawing |
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69 | (1) |
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70 | (2) |
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72 | (1) |
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73 | (1) |
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A range and methodologies |
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74 | (5) |
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Chapter 6 Strategies and methodologies for teaching art |
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79 | (8) |
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Looking, talking and seeing |
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79 | (4) |
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Teaching strategies and resources |
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83 | (1) |
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Teaching the visual elements of art |
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84 | (3) |
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Chapter 7 Cross-curricular issues |
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87 | (5) |
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88 | (1) |
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Art across the curriculum |
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88 | (1) |
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An outline of the links between art and other subjects |
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89 | (1) |
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Planning the teaching of the Programmes of Study for art and other subjects |
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90 | (2) |
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Chapter 8 Special needs and equal opportunities |
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92 | (5) |
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92 | (1) |
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93 | (1) |
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94 | (3) |
| Part three Whole school policies and schemes of work |
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97 | (42) |
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Chapter 9 Developing an art and design policy |
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97 | (12) |
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Making an audit of current practice |
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98 | (2) |
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A policy for consistency in the practice of teaching art |
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100 | (1) |
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What form will the policy take? |
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101 | (2) |
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Statements of intent: aims and objectives |
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103 | (1) |
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104 | (5) |
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Chapter 10 Implementing the policy |
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109 | (17) |
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109 | (1) |
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110 | (1) |
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Use of time and teacher expertise |
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111 | (1) |
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112 | (1) |
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112 | (1) |
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Continuity and progression |
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113 | (13) |
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Chapter 11 Policy for assessment |
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126 | (5) |
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Assessment policy statement |
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126 | (5) |
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Chapter 12 Art policy on materials and resources |
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131 | (8) |
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The use and care of materials: health and safety |
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132 | (1) |
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Visual resources and reference materials |
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132 | (2) |
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Coordinating, listing and cataloguing reference materials |
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134 | (1) |
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134 | (1) |
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Special needs and differentiation |
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135 | (1) |
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Policy for using external agencies |
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135 | (4) |
| Part four Monitoring for quality |
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139 | (34) |
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Chapter 13 Monitoring children's achievement and progress |
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139 | (15) |
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Reflection and appraisal in the National Curriculum |
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140 | (1) |
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Monitoring and appraising children's work in art |
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141 | (1) |
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142 | (5) |
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Developing children's evaluation of their own work |
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147 | (7) |
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Chapter 14 Strategies for monitoring and recording progress in art |
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154 | (19) |
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Reviewing children's work with colleagues |
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154 | (7) |
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Teaching assessment profiles |
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161 | (1) |
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162 | (7) |
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Transferring information to secondary schools |
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169 | (4) |
| Part five Resources |
|
173 | (8) |
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Chapter 15 Resources and suppliers |
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|
173 | (1) |
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173 | (3) |
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176 | (1) |
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177 | (4) |
| References |
|
181 | (2) |
| Index |
|
183 | |
Rohkem infot Taylor & Francis e-raamatute kohta