Recognising talent in art and
design
High level performance in one of the categories below may
constitute a talent. For instance, a pupil's talent could be in the
understanding and use of perspective without possessing talent in
originality of interpretation. Abilities in two-dimensional studies
may not be replicated when working in three dimensions etc.
Certain talents in specific aspects of art and design, such as
exceptional ability in graphic representation, may be more easily
identified than others such as design ability. It is important not
to define talent in art and design too narrowly thus excluding some
pupils. Originality, imaginative interpretation and presentation of
ideas may not necessarily be associated with, for instance, talent
in working in careful detail. Work by talented pupils might seem
clumsy in execution but may still be evidence of a specific
talent.
Some of these indicators involve cognitive ability. For
instance, the process of visual enquiry can be reduced to a
'formula' that may be more easily manipulated by an intelligent
pupil, without necessarily requiring special artistic ability. This
should be borne in mind when evaluating pupils' work. The
examination and assessment system can be used as one indicator of
talent, but the requirement to assess work in art and design can
actually narrow the range that is produced. Work that does not gain
high grades may have features of flair and originality that defy
the classifications of formally agreed assessment criteria.
In using these indicators, the teacher will have to make a
judgment in comparison with the typical performance of a child of
similar age. The National Curriculum levels may be an aid in this,
though they are somewhat broad and complex to be of great
assistance in the process. They can however, be broken down into
three strands to make them more accessible. Reference to the case
study section of this guidance will also provide some age-related
examples from talented pupils for comparison.
The art and design indicators
Pupils with talent in art and design will show evidence of
particular ability in:
- Using artistic media to record accurately what is observed
- Recalling accurately from memory when using artistic media for
visual and expressive purposes
- Recording observed three-dimensional forms in two dimensions,
using appropriate perspective
- Controlling an artistic medium and related tools and equipment.
These include graphic media, paint, clay and other
three-dimensional construction media. For example, pencils:
accurate tonal gradation using appropriate choice of hard and soft
pencils. Paint: ability to judge the appropriate thickness when
mixing paint to avoid it running when applied to a vertical
surface; ability to select the correct size of brush for a specific
task. Clay: ability to use a range of tools to create fine detail
in ceramic model, etc.
- The expressive use of an artistic medium such as paint or
clay
The will also show:
- An understanding of the use/manipulation of the visual elements
of art and design. For example, ability to mix a wide range of
tones of colour from a limited range; ability to simulate a wide
range of surface texture using graphic media; an innovatory
approach to composition; the ability to understand confidently and
engage in the process of developing an abstract design from an
observed source, etc.
- Originality and exercise of the imagination in the development
and interpretation of visual ideas
- Confident engagement in the process of visual enquiry, and in
selecting from a range of stimuli and starting points to
incorporate elements imaginatively in their finished work
- Critical engagement with the work of mature artists and
designers, which may positively influence their own creative
endeavours