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By James B. H. Storm

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Each approach requires of learners different kinds of skills. It is also important to be aware of the relationships between pupils’ past and present experience. Different ways of introducing and developing projects help to challenge orthodoxies and disrupt routine ways of working and avoid uncritical and stereotyped responses. As work in art and design evolves it is necessary to make ongoing decisions about the management of variables in relation to time, content, media and working methods. In order to sustain a successful workshop project you need to structure it in such a way that an appropriate balance is achieved between freedom and constraint, skills and issues, individual and group endeavour, making and critical analysis.

It is important that you view it as a vital resource for collaboration and actively participate in activities and discussions, sharing experiences, knowledge and skills. OBJECTIVES OF THE PGCE COURSE The PGCE course enables you to extend your knowledge and understanding of: • • • • • • • • • • • • your own creative processes to provide a basis for teaching; theories in the field of visual culture and how they can inform critical practice in art education; research in art education and how you can contribute to it; the status and position of art and design in relation to other curriculum subjects; cross-curricular collaborations and how they can enable an interdisciplinary pedagogy; the contribution of art, craft and design to the education of all young people in a plural society; planning for learning in art and design and how to monitor and assess pupils’ progress; the organisation and use of space, tools and materials to ensure safe practice; the importance of communication skills in learning and teaching; rationales for learning in, about and through art and design and the ability to articulate an educational philosophy; what it means to be a committed professional, particularly in the PGCE year, and as you move through the Career Entry Development Profiles (CEDP), the Induction period and Continuing Professional Development (CPD); the Standards for the Award of Qualified Teacher Status (TDA 2006a) and their specific application within art and design.

Explanatory models or paradigms; conceptual tools used to guide enquiry and make sense of data. Syntactic knowledge includes: • • relevant forms of methodology; ways of introducing new knowledge – justification and evaluation. This model usefully informs a theoretical framework for a professional knowledge base for teaching. It embraces both subject content and pedagogy and includes: 11 12 THE ROLE OF WORKSHOPS 1 General pedagogical knowledge • • • 2 Subject content knowledge • • • 3 knowledge of theories and principles of teaching and learning; knowledge of learners; knowledge of principles and techniques of classroom behaviour and management.

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