5.3.12 Art

5.3.12 Art

Teaching and learning in Art were of a very high standard overall; the development of technical skills should be balanced with creative and critical thinking skills

Subject inspections in Art found that the overall quality of teaching and learning in Art was of a very high standard; the quality of students’ learning in Art was good or very good in 92% of subject inspections. In 92% of these inspections, the overall quality of teaching was good or very good.

Noteworthy features in the art lessons observed included very good opportunities for students to develop strong technical skills in a range of media and areas of practice, as well as opportunities to experiment and explore, and to use primary sources as stimuli. A key recommendation made by inspectors was for art departments to ensure that the development of technical skills was balanced appropriately with the creative and critical thinking skills needed to process ideas in Art.

Data from state examinations in the 2016 to 2020 period shows a steady increase in the uptake of higher level Art in Senior Cycle and Art, Craft and Design in the Junior Certificate (Table 5.27). The Junior Cycle Visual Art specification was introduced for first year students in 2018.

Table 5.27: Numbers of students taking Art examination in Leaving Certificate Art, Craft and Design examination in Junior Certificate 2016-2020

	Leaving Certificate Art			Junior Certificate Art, Craft & Design
Year	Higher level	Ordinary level	Total candidates	Higher level	Ordinary level	Total candidates
2020	84.4%	15.6%	9,616	N/A*	N/A	N/A
2019	83.0%	17.0%	9,185	77.1%	22.9%	19,993
2018	80.6%	19.4%	9,046	77.6%	22.4%	19,798
2017	82.2%	17.8%	9,408	76.5%	23.5%	20,214
2016	79.9%	20.1%	9,754	75.2%	24.8%	20,715

Source: State Examinations Commission * As a result of the COVID-19 pandemic, the Junior Cycle 2020 examinations were cancelled.

High-quality learning experiences were provided in Art; feedback on students’ work-in-progress was an area for improvement

Typically, high quality learning experiences were evident in art lessons when students had opportunities to explore and experiment, and use a wide range of areas of practice. In these instances, students demonstrated a good understanding of the importance of using primary sources to problem solve and enhance their creativity. When students understood the benefits of investigating physical objects that were meaningful and interesting to them, they made a clear connection between using primary sources and developing ideas in an imaginative way.

Very good rapport between teachers and students, as well as high levels of affirmation for achievement, were among the key features observed regularly in subject inspections of Art.

Assessment in Art was found to be good or very good in 79% of subject inspections. While written formative feedback was often provided for completed artwork, the need to provide such feedback on work-in-progress was identified frequently by inspectors as an area for development in lessons. Inspection reports also identified that, in many cases, students needed to be encouraged to consider the feedback being provided to them, to reflect on it, and then to use it to progress and improve their work. Very good practice was noted where students used annotation to self-evaluate and plan for their own improvement.

Learning spaces were generally well organised, with effective routines in place to support learning. Subject provision and whole school support for Art were generally very good, with artwork exhibited to very good effect in art rooms and in designated areas around schools; such practice enhances student learning, promotes the subject of Art, and sets high expectations for students’ achievement.