Practitioner Enquiry

 Rebecca Barnes
Subject Leader - Textiles

How can I help students fulfil the assessment criteria using higher level skills, with specific reference to artists' research?






• Develop a cycle of learning for students to follow when using artist’s work; to encourage analysis, synthesis and evaluation to become an integral part of the learning process.
• Create learning aids to help students practice the required skills for a deeper learning experience of artists.
• Explore ways in which I can help students translate the experience of research into a practical benefit.

Key Actions

• A SOW was designed using Bloom’s taxonomy to aid the teaching of higher level skills; ‘how to’ lessons were incorporated in this to deliver initial teaching on all mastery and developmental skills.
• A series of handouts were designed to provide guidelines and structure for students to research artists, analyse and evaluate.
• A subject specific development cycle was created to aid student’s ability to synthesise ideas, this was implemented for use in the winter term for the texture project.
• In the spring term all the students chose and researched pattern eras of their choice, and were asked to produce a series of print designs in the style of this era to then form the basis of a fashion garment. Evidence of detailed analysis, synthesise and evaluation was required through visual and written form.
• A final questionnaire was completed to gain feedback on student experience of the research project at the end of the spring term.

Key Findings

• The project confirmed that providing structured learning aids in the form of ‘how to’ handouts were
very valuable, students found handouts user friendly and appreciated the guidance.
• Structuring the SOW using Bloom’s taxonomy raises awareness of the learning process students
need to take, although care should be taken to always consider the time required for learning to take
place in conjunction with planning teaching activities.
• Creating a subject specific development cycle was extremely enjoyable and rewarding, students
loved sharing ideas and definitely gained a deeper understanding of how artists could inform their
work through this process.
• Planning time for constant reflection and repetition of these higher level skills is essential for deep
learning to take place.
• Students’ understanding of the purpose of the artist research is essential; followed by constant
reinforcement of that goal.
• Personal freedom to chose their artist enhances the reality of
• Planning activities relating to analysis, synthesis and evaluation in lesson time rather than for
homework seems obvious however a key realisation for me.



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