This slideshow demonstrates how somebody, who otherwise sees themselves lacking in artistic ability, makes drastic improvement through my specially designed intervention.

1. a cognitive approach

2.  What is good and bad art?
 Is it appropriate to intervene or are we
squashing individuality?

3.  The classic elements and principles of design
as a guide for realistic or abstract art
 Knowledge of skills and techniques and the
associated art vocabulary

4.  Measuring attitude to art making
 Discussing past experience of art making

5.  Pre intervention interview and drawing
 Agreeing on a realistic goal
 Defining and measuring assessment criteria
 Developing student awareness of the
cognitive processes involved in art making
 Addressing weaknesses and exploiting
strengths by instruction on art concepts
 Intervention activities
 Post intervention drawing

6.  Proportion
 Pattern
 Shading

7.  Variety of tone and
good shading
 Accurate shape
 Variation in
pattern
 Simulated three
dimensionality
 Shadow

8. Elements and Principles Skills
 Space  Choice of subject matter
 Line  Experiment with composition
 Texture  Arranging object
 Shape  Arranging light source
 Form  Choosing a pencil
 Value/Tone  Start drawing light
 Repetition  Keep in mind the entire
 Focal point gestalt of object
 Shading
 Composition
 Smudging
 Proportion
 Pencil use
 Recognising Shadow
 Finishing off

9.  Most criteria on intervention sheet improved
after feedback
 Student indicated a higher level of self
confidence in regards to art making
 Teacher developed a greater awareness of
different methods of intervention were used
at different stages of the artistic process

10.
STAGE 1:
Visual input from image
STAGE 2: Decision making on
STAGE 4: composition informed by
art knowledge of skills and
Adjust image concepts and experience.
STAGE 3:
Fine motor skill

11. This Student who previously had little
confidence in art making has shown a
remarkable improvement by applying art and
design concepts to her post intervention
drawing

12.  Should an art learning difficulty be taken
seriosly by schools?
 How does an art teacher assure success for
students with different levels of abilities?