Abstract
Experimentally based research within developmental Psychology has suggested that the way children are taught art shapes their artistic growth. Thus, researchers have begun to acknowledge the importance of studying the wider contexts that shape children’s experiences of art. This paper builds on previous educational policy based research by examining how art is taught in English Primary Schools. Ethnographic methods informed by social constructionism are used to investigate the ways in which Reception teachers work with 4–5 year old children during art lessons held in two English primary schools. Reflexive ethnography and a synthesis approach to discourse analysis are utilized to examine (a) the positions adopted by teachers as they introduce an art activity and (b) wider art values drawn upon to conceptualize “good” art. It is argued that teachers adopt differing approaches which promote realistic art. This is discussed in relation to curriculum policy and practice.
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