How to Formulate a Scheme of Work for Painting

Using Ausubel’s Theory for Planning Lessons for Art Courses

Aug 16, 2009

Planning Art Lessons for Colleges, Rachel Shirley

Producing a scheme of work for an art class requires considerable planning. Where does the art tutor begin?

The fledgling art teacher will at some point be faced with the prospect of planning a series of lessons on painting. When one considers that there are overwhelming topics on the subject, from the art materials required, the techniques involved to the different genres of art, it might be little wonder that the teacher might feel overwhelmed. However, this problem can be overcome by using Ausubel’s subsumption theory.

David Ausubel’s Subsumption Theory

David Ausubel was a cognitivist who believed that in order to learn effectively, students must be presented with information in a logical and hierarchical sequence from the simple to the complex. Geoff Petty’s book Teaching Today – a Practical Guide (3rd Edition) [Nelson Thornes Limited, 2003] explains how the lesson plans must reflect this principle by starting with the shortest and easiest tasks, progressing to the more difficult. Attaching new information to the old also makes the new information more meaningful and easier to remember. Assimilation can be achieved when information overlaps one another in a fashion that can finally be appreciated holistically.

An Effective Programme of Study for Teaching Oil Painting

Bearing in mind these principles, a programme of study on oil painting, for example, might begin in session 1 with an introduction to the course, an initial assessment and perhaps an icebreaker to ease the students. The following sessions might follow thus:

Session 2: Introduction to oil paints. What are oils?
Session 3: Making marks and exploration with oils
Session 4: Colour theory and how colours mix
Session 5: Painting patterns with solid colour
Session 6: Light and shadow
Session 7: Painting a piece of fruit in oils
Session 8: Glazing technique by using linseed oil
Session 9: Using impasto medium on a still life study
Session 10: Consolidation and final assessment

Principles of Organising an Art Module

The following strategies must be in place when emulating Ausubel’s theory in lesson planning

The lessons must follow from the simple to the complex
The tasks within must begin with the easiest and the shortest to the more difficult and involved
The lessons must begin with the familiar and the usual and lead to the unfamiliar and unusual
Advanced signposting to the next lesson via informing the students at the end of each lesson on what to expect in the following lesson
Plenty of consolidation and recapping
Information overlaps one another
Attaching new information to old makes it more meaningful

Creating a Series of Coherent Art Classes

Using Ausubel’s Subsumption Theory is a good way of organising how to deliver art lessons. This involves starting from the simple, such as experimentation with mark making, to the complex, such as advanced techniques with paint. Overlapping and recapping on information will help students assimilate what they have learned. Learning about how to express light and shade, for instance can easily be revisited when painting a still life study. Advanced signposting by informing students on what to expect on the next lesson links the lessons together in a coherent fashion.

The copyright of the article How to Formulate a Scheme of Work for Painting in Arts Education Curriculum is owned by Rachel Wills. Permission to republish How to Formulate a Scheme of Work for Painting in print or online must be granted by the author in writing.