Explore Critically how Pupils Learn in Art and Design
Introduction
The delivery of truly excellent teaching requires an in depth understand of how learners most efficiently receive information. This essay studies six diverse pupils, within a learning environment, through assessment of the learner’s response to different teaching styles preliminary understanding of how best pupils learn in Art and Design can be established. From this point teaching strategies can be employed to aid learners in their development within the subject.
Creativity is a spark in life that every person possesses, Art and Design acts as a prominent force for expressing creativity. It encourages, a manifestation of feeling and emotions, “Before people can co-operate effectively with other people they must understand themselves; the production of art is said to bring about a greater understanding of the self through exploration of personal ideas and feelings.” (Hickman, (2010)),p44). To develop one’s intelligence and to advance positively throughout life a concise understanding of your mind and how it works most efficiently must be realised. Art and Design creates a constructive channel for expression in a way that can help deliver this.
The way in which art education is delivered must allow development of free expression for all learners. Learners will gravitate towards a learning style comfortable for themselves. Gathering information from the world around us incorporates all the senses, however, most will rely more heavily on one or two. It is important as a teacher to deliver lessons in styles that account for all learners.

Reception of Art and Design will vary according to the method in which the lessons are delivered. VARK (Visual, Auditory, Read and Kinaesthetic) highlights the four most common deliveries of information. “VARK learning style model provides a medium for self-knowledge and exploring opportunities in classrooms, thus, making a more productive learning experience and enjoyment among students.” (Murphy, et al., 2004)
Creative outputs can sometimes be restrained by the short sightedness of an individual’s mind. Through collaborative discussion innovative new ideas can develop and solutions for problems found. Various studies and extensive research have “concluded that collaborative learning often increased students’ academic achievement, self-esteem and motivation.” (Martyn Long, 2000, p. 196). Within lessons, group deliberations, peer assessment and discussions will enable collaborative learning. To realise personal ideas and feelings one must discuss and understand what it is they are experiencing. It is said “that in collaboration the child can always do more than he can independently” (Vygotsky, (1987), p.209, in (Daniels, (2001)), p.63)
Learner Sample
Research will be carried out exploring how pupils receive different teaching styles. The sample group for this research consists of six learners demonstrating a broad range of abilities and behaviours (See appendix Ar, p71). This ensures data will represent a fuller spectrum of learners within classroom environments.
Pupil A and B are “more gifted and talented” within Art and Design. Pupil A is very contentious worker, although quite chatty during lessons. Pupil B in contrast is very capable, but does not work efficiently, despite being quiet during lessons,, working slowly.
Pupil C has reasonable Art and Design abilities. Work is completed at a steady pace, maintaining an adequate standard. They are polite and mostly quiet during lessons, despite sitting in a disruptive part of the class.
Pupil D is capable of creating precise, detailed work, but lacks confidence and is negative about their capabilities. This leads to slow progress, a need for reassurance, and issues with concentration and motivation.
Pupil E has moderate learning difficulties and certain behavioural issues; however, they still demonstrate reasonable understanding of most artistic