It is the time of year for us art teachers to begin our preparation period for the Unit 2 external exam. This reflective blog post concerns launching the fine art exam at GCSE; the potential pitfalls, successful methods and what ifs.
How to do it? Many teachers start with a Powerpoint of inspirational ideas, or work through a mind map for each of the 7 themes, or alternatively present students with a blank page and instruct them to draw something/anything just to get off to a flying start.
After discussing the hour long lecture method with my students on what each theme means to me, I decided to go with the ideas and images that first come to mind for just one or two of the exam themes. I’ve fallen into the stand and deliver method in the past and it just doesn’t work. Kids don’t have the attention span and anyway it just sounds like the teacher out of Charlie Brown to them (“wah, wah, wah”). Students can explore the others at home in more detail but I like to get straight in to a visual response on day one. To do this, I prepared monochrome photocopies of images collated on Pinterest. First task: select two images, cut out and place in sketchbook then reproduce in part or whole using a mixed media approach. Combine any two or three media methods to make a visually interesting response.
Extrinsic motivation doesn’t always have to be another person, but it is some outside demand, obligation, or reward that requires the achievement of a particular goal. Intrinsic motivation, however, is an internal form of motivation. You strive towards a goal for personal satisfaction or accomplishment.
Students who lack motivation often want spoon-fed resources and this method of getting them started didn’t alleviate this issue. Anything provided as a secondary source needs to engage the viewer and what if none provided the necessary spark? A handful of students picked ‘any’ image and their visual response was just as disengaged. Their follow-up task was to research their on secondary or primary image and similarly make a transcription or reproduce elements in part or whole on an A4 sketchbook page. Likewise, if not motivated by the art theme then this might not get done.
Make your own resources with their input. Get them to select from a website, set of images or put a camera into their hands. Stand over them and direct if you must but they have to make a visual they can then start to work with. Discuss these images with them and draw out further possibilities. Mind maps will only work with someone bursting with ideas and trying to get them all down on paper. Blank pages are for students with good visual memories and the skills to represent them. An hour long lecture won’t help anyone but the teacher get their own ideas across. The extrinsic motivator is fulfilling exam requirements and prepping for the ten hour session. The trick is to provide an intrinsic motivation; personal satisfaction in having completed something worthwhile. As can be seen from the broad range of responses above, getting anything down on paper that has a visual cue gets them off to a flying start and will motivate for at least the next few lessons.
Next issue: motivating disengaged AS level artists.
Eight motivational theories and their implications for the classroom, The Language Gym, 2015