Pictures and Planning,Enquiry, Assessment Diversity

Warm up activity

• Reconstruction relay

• Mystery woman?• Music?

The story so far, key ideas from last time….

• History is about story and methodology• People in time –Identities, culture, bias• Change and continuity• Cause and consequence• Chronology• Empathy• Evidence• Enquiry, creative outcomes• Relevant, significant, authentic for pupils

Doing History

• Syntactic knowledge• How to ( skills) ….• Eg..

• Outcomes communication

• Substantive Knowledge the concepts ….

• Eg..

• And the story-content

An approach to History Enquiry1 Significant area locate learning intentions-

content/process ( implies subject knowledge and pedagogic)

2 motivation- hook, challenge, problem, possible outcome, product

3Information collecting (A4L) and research , documents , pictures, artefacts, internet, story authenticity is important

4 Making sense of the evidence, classify, sequence, key points ( Thinking skills Bloom, Fisher)

5 children give reasons for ideas, demonstrate understanding e.g. through role play

6 teacher checks understanding, tests ideas, add new ideas, points of view, questions

7 Pupils create imaginative product- which shows achievement of success criteria

Learning (history) from pictures• Evidence of material existence and beliefs• There are many areas of the curriculum that

using pictures can support• Doing art, English. PHSE, technology-there’s

lots of history to be found• Pictures are a natural link between art, history

and English in particular• Using pictures helps develop thinking skills• Pictures help address complex ideas and

emotions

Challenge and Inclusion

• Pictures are inclusive all can respond at a valid level from the concrete to the abstract

• Pictures are challenging- they are material objects which stimulate the exercise of higher order thinking

• They allow for individual response• They engage intellect and emotion

Thinking and questioning Bloom and Fisher, Murris

• Bloom’s taxonomy• Karin Murris 1992 Philosophy with Children • Robert Fisher-(1995)Teaching Children to Learn • (1998) Teaching Children to Think• The art of questioning is central to the teaching

of critical thinking….• Seven Year Old Child ‘Its harder asking questions than answering them’

Questioning

• Questioning is a way to enable access to and learning from pictures

• Pictures are genuine contexts for talk• Pictures have built in assessment for

learning – viewers experience ‘completes’ the picture

• Pictures elicit existing knowledge• Pictures help teachers structure

questioning to elicit higher order thinking

Pictures as art

• Pictures as realised works of art have been made with intent (meaning)

• The intentions of the artist are often a puzzle

• Pictures require interpretation• Pictures are made by people in time (and

place- diversity)• Pictures are ( abstract) ideas given form• People are a product of their time

What kind of picture?• Portraits, cartoons, photographs, drawings,

engravings, textiles• How was it made- technique ?• Conventions style symbols background props• audience-• Pose expression, solo group• Who might have made it and why?• Who for? • When – style clues – visual tricks• What’s the message ? Values assumptions• Do pictures tell the truth- bias ?• Authenticity – reproductions, scale, context

Pictures support history and more• Skill development, methodology• Whether you are using the picture to prompt writing or ‘responding to other

artists’ or to assess understanding children need to • Observe, match to existing knowledge• Compare, interrogate evidence• Communicate- evidence based claims re

inference• Evaluate, hypothesise, respond• All these are history skills• All these are National Curriculum Key Skills

Content and context

• Pictures can be evidence of the material details of a period- what things and people looked like ( famous people, transport etc)

• Pictures relate to the context of their time they provide evidence of a way of presenting ideas and making meaning

• Portraits raise particular issues• The sitter and artist have an agenda• Thus evidence of values

How to ‘read’ a portrait

• From casual looking to visual study• Children need scaffolds for intelligent

looking• Motive – why this person , why this

picture?• Can children be portrait detectives?• Think about the following…• Morris S (1992) A Teachers Guide to

Using Portraits. London English Heritage

What to look out for?• Overall impression• Dress, fabrics, robes, uniform, loose, tight• Facial expression and direction• Pose- alone with others, gestures• Composition – head height directions, eyes• Objects,-symbolic of?• Background?• Does it remind you of anything?• Why do you think it was made?

• Why make a portrait of a child?

• Gender?• Status?• Gesture?

Motives- message?

Not so much a portrait- genre- what’s the story and message?

Activity ideas using pictures• Chronology pictorial time lines• Spotting anachronism• Look at half a picture- guess the rest• Group collaboration/observation• Finish a picture• Tell the story• Take a point of view• Add speech bubbles• Make your own picture, collage, cartoon etc• Drama – still image bring the picture to life

What next• Think of ideas/opportunities for using pictures to

support (mostly !) history content and or skills especially higher order thinking-facilitated by the questions

• How else might pictures support learning?• www.takeonepicture.org.uk www.nationalgallery.org.uk • National portrait gallery www.npg.org.uk• www.collectbritain.co.uk • www.learningcurve.gov.uk

Picture Activities• Will the real… stand up• Picture chronology• Reading Pictures nb pp• Assessment example• Progression exemplar

hand ou• support power points The

Tudors, Elizabethans• www.keystagehistory.co.u

k • www.history.org.uk

Doing History

• Syntactic knowledge• How to ( skills) ….• Eg..

• Outcomes communication

• Substantive Knowledge the concepts ….

• Eg..

• And the story-content

An approach to History Enquiry1 Significant area locate learning intentions-

content/process ( implies subject knowledge and pedagogic)

2 motivation- hook, challenge, problem, possible outcome, product

3Information collecting (A4L) and research , documents , pictures, artefacts, internet, story authenticity is important

4 Making sense of the evidence, classify, sequence, key points ( Thinking skills Bloom, Fisher)

5 children give reasons for ideas, demonstrate understanding e.g. through role play

6 teacher checks understanding, tests ideas, add new ideas, points of view, questions

7 Pupils create imaginative product- which shows achievement of success criteria

Planning-ideas in the Tudor and or Victorian Context

•Victorian collage of themes and ideas•MTP exemplars look at discuss- share thoughts

•Assessment activity