Differentiation in relation to art
and design
- It may be that there are aspects of the basic task that offer a
range of challenges that suit different abilities. For example, the
task may offer the scope for exploration in greater depth, or
provide for a range of alternative solutions to which pupils of
varying ability, including the more able, can respond. In such
cases, the teacher will have to observe pupil progress carefully in
order to suggest additional dimensions to the task at an
appropriate stage.
- There may be occasions when a group of talented pupils is given
a completely different task from that of the general class group.
This approach is comparatively rare in art and design class
teaching and is more likely to take place as an extra-curricular
activity rather than within the normal class programme.
Art and design for the talented
pupil - differentiation exemplified
Having used the indicators on the previous page in order to
identify a pupil with talent, it is important for the teacher to be
clear about the aspect of that talent which is to be focussed upon
because the strategy for differentiation will differ accordingly.
Planning for differentiation should be done in the context of the
advice given about specific abilities in art and design in the
indicators on the previous page. The examples below provide some
guidance on how a wide range of activities can be applied to ensure
that all pupils are challenged in ways appropriate to their
ability.