The benefit of Art Education in Primary Schools 

Simon: Part of the Perse Way is learning through doing. We see the Arts as being valuable in themselves but also in their relationship to science, technology, engineering and maths – one only has to think of the central role of “creative” thinking and skills in entrepreneurship and innovation, advertising, product design, architecture, engineering, as well as online and live events. The value of the creative industries to the UK economy in 2022 was estimated to be GBP 126 billion (Contribution of the arts to society and the economy – House of Lords Library (parliament.uk). In Singapore, it was an estimated SG$11.7 billion – roughly similar per capita population. (Growth of the Creative Economy in Singapore (mccy.gov.sg)). 

How does your art curriculum encourage creativity and independent thinking? 
Dan: Children are challenged to be critical in their thinking about art and we use creative prompts and we encourage children’s imagination in equal measures. We also want children to push boundaries – “You’ve come this far and you’ve done this much … where could you take it now?”. This encourages independent decision making and ownership. Their art is their work and this should instil a sense of pride as well as determination which a great attributes to learn and very much fitting the Perse Values of endeavour as well as intellectual curiosity. 

Simon: Why is creativity and independent thinking such a priority at Primary ages? 

Dan: Some are more interested in the techniques and want to explore methodically. Some children find the creative element harder than others but there is still something in the process for everyone regardless. There is a lot of problem-solving in art, as well as in design technology and engineering. Children are always coming across difficulties with their work and they are often working collaboratively. Much of life is about problem-solving so it is right that we teach creative as well as logical problem-solving through a range of subjects and experiences.  

The whole concept of “visual communication” is fascinating. Children can start to be introduced to some mature ideas such as whether and why images communicate more, more accurately and more meaningfully and more memorably than words. Art is fantastic as a way to communicate emotion. Children are so often looking for a way to express feelings as well as ideas. As adults many of us have experienced a sense of wonder, amazement or deep emotion when looking at art, listening to music or experiencing a dramatic production. It is interesting to explore why this is and give children a chance to learn through these experiences too. 

Simon: How do you integrate art with other subjects, like science or history? 
Dan: “Observations of nature” – landscapes and jungles might intertwine with studies of ecosystems in science or geography. “Seasonal studies” would be the same – not that Singapore has seasons in the same way as we do in Cambridge, but it promotes an environmental awareness which makes knowledge learning in science more memorable and more meaningful. Art can also be a creative lens to explore historical events and cultural movements. 

Simon: What role does cultural diversity play in your art lessons? 
Dan: Art is a wonderful way to introduce children to different traditions. We have recently been looking at the use of colour in representing culture and atmosphere of Brazil in some huge art pieces by the a=contemporary artist, Beatriz Milhazes. Similarly, stories are often represented or told through art, for example Chinese Ming Dynasty vases that we see in the Cambridge Fitzwilliam Museum show the importance of artistic traditions from across the world. 

Simon: How do you ensure that all students, regardless of skill level, feel included and successful in art? 
Dan: It is very important to us that all children can participate and feel engaged. We help children to then find their own path through the art. As they get older, children can start to become worried about whether their work is “as good” as the others in the class, so we know that the positive experience that children have in their art lessons is vital, as is the celebration of the individuality of each child’s work. 

Simon: Can you share any styles that have had a significant impact on students? 

Dan: I find there can be an intriguing difference between 2D and 3D art. Some might find drawing quite challenging but when they work in 3D (sculpture or ceramics) things seem to make more sense and they thrive. Children respond differently to different media. Digital methods are also very interesting. We can see children respond very well to drawing on iPads (like David Hockney) or using photographic techniques. Children are often very excited to learn that they can incorporate digital media. It might be that the digital work is printed and incorporated into traditional media. It highlights that we live in a world with digital and traditional elements and children needs to be comfortable with both. 

Simon: How do you measure the success of your art program beyond traditional assessments? 

Dan: I use a traffic light system to cover the different skills and to convey the level of engagement and initiative that children have. In terms of feedback, it is important that the verbal feedback reflects the progression and growth that the children are showing. People might look at art and say, “how on earth can you mark it?” but it is wonderful to see the growth that so many children show. We always start the year with a baseline drawing assessment and that helps me to plan the work that we then move on to do with that class during the Year. Of course, there is an overall plan but the trick is to ensure the work set is sufficiently bespoke. 

Simon: Thanks, Dan. It’s good to know that you are also keen to generate good links with the teachers and classes at The Perse School Singapore!

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