A classroom activity: observational work

Pupils were required to make a visual representation of a still life composition. Differentiation was introduced by the teacher guiding the observation of the pupils in the context of the exercise. For example, the teacher asked the pupils to draw a collection of pebbles as a whole, taking careful account of the arrangement of the different stones. Pupils were asked to pay attention to features such as the way the objects related to each other and the effect of light on the arrangement. The teacher took careful note of pupils' responses and, according to this, drew attention to additional teaching points. The teacher then asked individual talented pupils to give further attention to other aspects of the work - the space between the objects, the rhythm evident in the texture, or the effect of light on different surfaces.

In another example, the teacher set the majority of pupils a task that was within their abilities, the drawing of a glass of water, a complex task in itself which required the successful completion of three ellipses. However, some pupils were provided with an additional challenge, being given the option of drawing the glass with a spoon inserted into the liquid, which seemed to 'bend', the spoon as it entered the water. Pupils were able to decide upon the level of challenge as they set up the subject to draw. Individual pupils chose the focus of their task initially according to their personal estimate of their ability to complete it successfully. Where pupils chose the easier task and executed it without difficulty the teacher encouraged them to attempt the more challenging option.