Schools
Working with small, manageable groups of six at the end of the day offered children the opportunity to experiment with various art materials and techniques under the guidance of an art leader (TA), readily available to offer assistance when needed. I implemented a series of sessions tailored to the curriculum. These sessions focused on classic yet accessible fine art techniques that both teachers and TAs could comfortably teach and enjoy.
Given the typical layout of school classrooms, often divided by tables and chairs, accommodating smaller groups of children (typically tables of 6) is a natural fit. The manageable size of each group I tutored daily allowed for individualised and focused art instruction tailored to each child’s unique needs. This personalised approach significantly contributed to the children’s enjoyment and success in exploring various art mediums. It proved particularly beneficial for non-verbal or SEN children, providing them with the attention and guidance necessary to explore, enjoy and thrive in each art session, which was often lacking in a larger class setting of 30 children.
Icknield Primary School
Working daily with small groups of six.
Use of Small Groups
This tested approach to teaching in smaller groups, echoes my experience and feelings exactly; especially when teaching Art. In school settings when working with smaller groups, from experience, the benefits are marked.
Excerpt from The Hundred Languages of Children
The Reggio Emilia Approach - Advanced Reflections (Second Edition) by Carolyn Edwards (Editor), Lella Gandini (Editor), George Forman (Editor).
"Another element that struck us has to do with the frequent use of small groups when working with children. Reggio educators believe that children co-construct knowledge and that the small group is the ideal situation for children to do so. We have been fascinated to see in our own work with children how a small group situation affords them greater opportunities for purposeful thinking. In a small group, it is easier for children to pay attention to one another, to reflect on each others' thoughts, to have an opportunity to express themselves, and to repeat this cycle. It is also easier for the adult to hear the children, to help children explain themselves, to keep the conversation on track, to encourage children to listen to one another, and to think about what is being said. This said, we realize that it is a luxury to be able to work uninterrupted with a small group of children. In Winnetka, we are fortunate to work with an assistant, and this allows us to spend time alone with a limited number of children in order to explore a topic in a way that would otherwise be difficult".
Workshop: Duxford Church of England Community Primary School, year 6 leavers mugs
IWM Duxford iconic aeroplane mugs featuring; Hurricanes, Lancaster, Spitfires and Concorde.
As a whole class project to create their own mugs; Year 6 were divided into each correlating school house, each named after an iconic aircraft and spent a morning with Lucy Burt-Gray and their Class Teacher, Mrs Roohan, drawing their own house plane; Hurricane, Lancaster, Spitfires and Concorde.
Together with their own ‘house backdrops’; A1 boards with a water colour wash, the artwork was compiled by Julia Lucas (designer for St Lucy Designs) to create a set of four iconic IWM Duxford fine bone china mugs.
The pupils were then able to sell their own work to raise funds for their school at their summer school fete, captured in print by The Cambridge Independent, following a call from Lucy, who felt their wonderful artwork and budding business skills would be deemed a press worthy event by Editor Gemma Gardner.
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