Behind all the valuable guidance offered in the National Curriculum for Art and Design booklet (QCA/DfEE, 1999) and through the suggestions in the Art & Design Scheme of Work (QCA/DfEE, 2000), lies a level of thinking for teachers which may not be readily apparent. This level of thinking might be described by the question: What is it like to work as an artist, an art critic or a reader of art works? The answer might be found only in the 'experience' of working as an artist, an art critic or a reader of art works. Whilst this kind of experience is implicit in much of the National Curriculum documentation, we believe it can easily get lost. The experience required can be gained only by exploring art mediums, making and reading art and by working in the company of people who know about art. Experience is all, and whilst the National Curriculum documents provide plenty of opportunities and suggestions for giving children experience of working with a range of art materials, this experience must be shaped if the participants are to develop artistic understanding and appreciation. This paper focuses upon how the construction of such an understanding can be supported in the primary phase of education.
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