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1 Introduction to K-6 Visual Arts Education By Deirdre Russell-Bowie and Moira Gibson.

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1 1 Introduction to K-6 Visual Arts Education By Deirdre Russell-Bowie and Moira Gibson

2 2 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Every child is an artist. The problem is how to remain an artist once he or she grows up. (Picasso) Every child is an artist. The problem is how to remain an artist once he or she grows up. (Picasso)

3 3 The benefits of including the Visual Arts Personal expression Develops imagination & creativity A vital form of communication of ideas & thoughts in a non-verbal way Develops problem solving skills Develops language Fosters self esteem Develops fine motor skills Introduction to Visual Arts Education: Deirdre Russell-Bowie

4 4 Visual Arts Visual Arts Lessons –Introduction Motivating Set rules and routines Use stimulus (picture, music, artwork, poem, story, etc) –Demonstration If new skills are to be learned Make explanations clear Repeat instructions, question for understanding

5 5 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Visual Arts Lessons Development of skills, techniques & creative artworks Allow children time to be creative Be available to comment, praise, encourage, extend, keep children on task Plan ahead for early finishers –Reflection and sharing Talk with children about their artworks Teach and reinforce the language of art Check achievement of indicators from lesson plan

6 6 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Practical tips for art lessons –Collect resources NOW –Check out school resources –Check out libraries, internet sites –Keep materials clean, tidy, labelled –Develop routines –Have children bring art smock

7 7 Making – Forms and Matter Forms (drawing, painting, S3D, printmaking, clay, fibre, electronic media) Matter (people, living things, objects, places & spaces, events) Appreciating – their own work and others Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Syllabus

8 8 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Subject matter –People Real Imagined Different cultures Different contexts Portraits Realistic/abstract/cartoo n

9 9 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Subject matter –Emotions Art can be used to express emotions Use emotions as a stimulus for art Often easier to draw than write about how you feel Unknown Joy: Unknown joy is a mystery but we keep trying to find it in the world around us. JB

10 10 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Subject matter Other Living Things Animals Birds Fish Reptiles Plants Trees…. I am the independent falcon: I am like the independent falcon who lives by itself and doesnt need anyone to follow. I am strong and I never give up. TD

11 11 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Subject matter Objects Still life Fruit Flowers Vegetables Toys Cultural objects

12 12 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Subject matter Places and Spaces Landscapes Cityscapes Australia and overseas Remembered / pictures Real or fantasy Outer space The Country: Australia is a very dry country, so I chose yellow and orange to show this. JL Sydney Harbour Bridge: from observation (Charcoal)

13 13 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Subject matter Events Celebrations Special occasions Festivals Cultural, historical, religious Direct experience Reading / internet / pictures New Years Eve

14 14 Introduction to Visual Arts Education: Deirdre Russell-Bowie Elements of Art –Line Give artwork shape Bring focus / emphasis Define or separate an object –In the classroom Draw contours Life drawings Still life Buildings, squiggle pictures My life rules: This artwork represents my life because everything in it means something to me. The big heart stands for kindness. The 4-coloured ball represents fun. The fish represents love and hate. The road signifies my love of cars. KH Using the language of Art

15 15 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art –Tone Use of light and shade Tonal quality affected by use of light and dark colours –In the classroom Use spotlight to show how one side can be light and the other dark; draw or paint this effect Picasso-styled self-portrait uses tone to express the artists emotions.

16 16 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art –Colour Primary colours Secondary colours Tertiary colours –Brown, Grey Complementary colours –Opposite Analogous colours –Near

17 17 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art –Colour Cool Colours Warm colours Monochromatic colours (Colour + black/white) –In the classroom Create artworks exploring the different categories of colours

18 18 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art –Texture Smooth, bumpy Rough, prickly Silky, sharp –In the classroom Create rubbings Photograph actual textures Create collages

19 19 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art –Shape Flat, 2D area defined by a boundary Geometric Irregular Use lines to form boundaries Can make 2D look 3D –In the classroom Draw 3D objects on paper, concentrate on outline and shape

20 20 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art –Form 3D shape The space that an object takes up in its environment Looks different from different angles –In the classroom Create sculptures, carvings, papier mache artworks

21 21 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art –Space Area between shapes and forms Perspective gives 2D depth and reality Crowded, empty Positive (object) or negative (area around object) –In the classroom Draw landscapes with background, middle and foreground Examine artworks for perspective and create similar artworks Explore negative and positive space

22 22 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art –Pattern All around us Effective in art Symmetrical / Asymmetrical Geometric / Irregular –In the classroom Create geometric and irregular patterns Use printing techniques to create patterns Explore the work of Escher; create similar artworks

23 23 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art: Test yourself! –L–L –T–T –C–C –T–T –S–S –F–F –S–S –P–P –Line –Tone –Colour -Texture –Shape - Form –Space –Pattern

24 24 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Forms –2D Drawing Painting Printmaking Marbling Photography

25 25 DrawingDrawing Why teach children to draw? Drawing is an extension of seeing- children acquire the abilities of : Perception Interpretation Imagination Communicating the way we see, think and feel about our world

26 26 Different Types of Drawing Explore different ways of making marks on the paper Drawing to recall an experience Imaginative drawings- futuristic event Drawing from memory or observation Drawings as illustrations Cartoon drawings Contour or continuous line drawings

27 27 Drawing Media Pencils (2B, 4B, 6B) Coloured pencils Crayons Oil pastels Charcoal Felt tipped pens Coloured inks

28 28 Imaginative Drawings These drawings can be imaginative, fantastic, futuristic, mysterious and can inspire students to draw in different ways For example- a mysterious picture at night Robots or space creatures A city of the future A happy picture or any other emotion

29 29 Drawings from Observation Drawings from close observations encourages children to look and see very carefully the properties and characteristics of what they are drawing -- a natural object -- an animal brought into the classroom -- an object such as a shoe -- a still life such as flowers

30 30 Drawings from Different Perspectives Drawings from Different Perspectives Look up at the clouds and imagine what shapes you can see in these forms Look down at the earth & focus up close Look through a magnifying glass & draw Observe the textures & patterns of objects Look through keyhole & draw Look through a viewfinder & draw Look at artists drawing and paintings View things from an animals perspective

31 31 Different Drawing Papers Paper in a variety of sizes Cartridge paper Brown paper Newspaper Coloured paper Cardboard Silver, gold, black paper

32 32 These are some of the topics you may consider for your CAPs presentation: -- Political cartoons -- Poster art -- Murals or banner-making -- Graffiti -- Advertising -- Fashion in art -- Portrait painting -- An Artist -- Landscape Paint -- Egyptian art -- Animals in art -- Asian art *Free Choice of topic 2D Topics

33 33 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Forms –3D Sculpture Mask making Puppets Collage Paper making

34 34 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Forms –3D Ceramics Cards Textiles: –Silk painting –Batik –Tie Dying –Weaving Digital forms

35 artart By Moira Gibson

36 36 Art Appreciation Introduction to Visual Arts Education: Deirdre Russell-Bowie The aim of an art appreciation program is to develop strategies for looking at art and making sense of what they see An art appreciation program should assist students to understand their own art, as well as other artists

37 37 Different forms of Art Appreciation a child reviewing his/her own drawings two children comparing their paintings a discussion between a teacher and child about his/her progress children researching about their favourite artist in books, magazine, videos, internet a visit to an art gallery an artist giving a talk to students a class discussion about some artworks

38 38 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation –Personal, reflective responses –Analyzing artworks in terms of elements, style, history –Explore artists intentions –Peer artworks –Visit art galleries

39 39 ArtmapsArtmaps Ask questions about what we see:- What is it? Who made it? What is it made of? How is it made? Where is it made? When was it made? Why was it made? What is it about?

40 40 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation What is it? Monet: Waterlilies (Impressionism, 19th C) Ken Done: Olympic Medallists Wildflowers (Naive, 21st C)

41 41 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation Who created it? Elioth Gruner: Spring Frost (Realism, 19th C) Da Vinci: Mona Lisa (Renaissance, 16th C) Rembrandt: The Night Watch (Baroque, 17/18th C)

42 42 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation What is it called? Van Gogh: Starry Night (Post-Impressionism, 19th C) The Blue Boy: Gainsborough (Rococo, 18th C) Jackson Pollock: Composition (Abstract Expressionism, 20th C)

43 43 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation – Why was it created? Ken Done: Olympic Games (Naive, 21st C) Picasso: Guernica (Cubism, 20th C)

44 44 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation What media and techniques were used? Margaret Preston: WA banksia (Coloured woodcut) Rodin: The Thinker (Bronze sculpture)

45 45 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation In what historical, cultural and geographical context was it created? Ingres: Joan of Arc (Neo-classicism, 18th Century) Goya: The Parasol (Romanticism, Mid-19th Century) Kandinsky: St George (Expressionism: Early 20th Century)

46 46 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation –What message and/or emotions does it convey? Edvard Munch: The Scream Edvard Munch: Young Woman on the Shore

47 47 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation –What might have happened before/after what is portrayed in the artwork? Perdreau: Hayride

48 48 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation –What elements of visual arts were used to convey the message? Picasso: Flowers Van Gogh: Sunflowers Line Tone Colour Texture Shape Form Space Pattern

49 49 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation –How does it compare with other artworks you have explored?

50 50 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation What utilitarian use does it have, if any? Annie Griffiths Belt: Signatures of 250,000 Australians join artist Fiona McDonald in supporting Aboriginal Claims

51 51 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation –What is your personal response to the artwork? Sing! Dance! Paint! Take photos! Write! Discuss! Act out! Salvador Dali: The persistence of memory

52 52 Art Appreciation Program This program should include a variety of images and objects in the visual arts: PaintingFashion, jewellery DrawingSculpture PrintmakingWood CeramicsPhotography Fabrics/textilesComic books, cartoons MuralsGraphic design

53 53 Illustrations and photos in childrens books -use these images for art appreciation -drawings, photos, paintings, collage, pop-up book -(Jeannie Baker, video of illustrators, pop-up book and cards) By discussing these with children allows for interpretation of images & generates lots of ideas for their own art-making A

54 54 Comparisons of Artworks Comparisons of Artworks Looking for similarities & differences between two or more artworks seems to challenge our perceptions -Flowers (Van Gogh, M. Preston, Ken Done) -Portraits (Modigliani, Dobell) -Bedroom scene (Van Gogh, Grace Cossington-Smith)

55 55 Dinner Party Activity Show a series of portraits. Children step into these characters and imagine they are at a dinner party. Chat and mix around until you can find all the same characters as you (e.g. at the end of the party you should have groups of Mona Lisas, Marilyn Monroes, Dame Mary Gilmores, Van Goghs)

56 56 Living Sculptur es In pairs, the children take turns at sculpting each other to form the exact pose & facial features in the artwork. In groups, a child (the sculptor) moulds a number of children into the figures in a painting.

57 57 Detectives In pairs, talk to the other friend about a great piece of art you have just bought. A: What is your painting called? B: Its called … A: Who painted it? B: Its by …. A: What colours are in it? B: It has mainly orange and blue (complimentary colours)

58 58 Be a Detective Select an artwork. Make a list of clues to help us find this artwork if it were hidden among other artworks. This activity asks students to describe an artwork to distinguish it from other works - develops language & observation Introduction to Visual Arts Education: Deirdre Russell-Bowie

59 59 Police Descriptions Police Descriptions An artwork has been stolen from the room and you have to give a description of it to the police to find the work. The more detail you give, the easier will be the polices job

60 60 The Art Auction Imagine you are an auctioneer selling an artwork e.g, Today we are have a wonderful Australian painting. Painted at the turn of the century, it is a fine example of the work of… Note the use of shadow and fleeting light. A rare chance to own a piece of Australiana. Imagine this fine landscape on your lounge wall.

61 61 Improve Your Art Appreciation Program Arrange for an artist to spend some time working in your school (find out about Artists in schools Program and Architects in Schools Program) Keep a look out for references to art in the media for use in your art program Become a member of the Art Gallery of New South Wales or the Campbelltown Art Gallery Use art appreciation activities to fill in the small gaps, before recess, lunch and the end of the day, in addition to your regular art appreciation activities

62 62 Writing about an Event What happened before the event? or What happened after the event? This activity asks the children to consider the precise moment that the artwork represents

63 63 My Favourite Artwork A writing or speaking activity Select an artwork you would like to have on your bedroon wall. Select an artwork for your parents or friends. Why do you think they would like this?

64 64 Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts With this WEALTH of different visual arts learning experiences at your fingertips…… how could you EVER consider that colouring in a stencil would be a valid Visual Arts activity???? STENCILS

65 65 Factors Hindering Creativity Factors Hindering Creativity These things limit creative expression stencils templates an adult drawing for a child instead of encouraging the childs own creative efforts an adult constantly asking, What is it?

66 66

67 67 Developmental Stages Developmental Stages Disordered Scribbling / Manipulative Controlled Scribbling Named Scribble/ Symbolic/ Shape Stage Recognizable / Pictorial Stage

68 68 Scribble or Manipulative Stage (2 - 4 years) The child enjoys the muscular sensation of scribbling or watching marks appear The child is not trying to draw, model or build objects, the experience is purely kinesthetic (movement)

69 69 Lines stop and start at different points Begins to make circular movements on the page. Experiments with dots and lines Controlled Scribbling

70 70 Children all start by experimenting with materials Scribble drawings Squeeze and pound clay Use one colour of paint and makes a patch Simple 2 piece construction Experiment with collage Manipulative Stage (2 - 4 years)

71 71 The child Begins to make lines & shapes Begins to name some of these shapes Interest in pattern making begins Circle evolves to represent a head First recognisable figures appear Beginning of naming Usually not recognisable to adult Symbolic Stage (4 - 7 years)

72 72 One shape may represent more than one thing Begins to attempt more elaborate shapes Emergence of form and pattern Concern with shape and balance Does not know beforehand what she is going to draw Name may change several times during drawing Emergence of mandala and sun Symbolic Stage (4 - 7 years)

73 73 Representational Stage (7-10 years) Beginning of recognizable figures (figures, houses, animals, vehicles, plants) More complicated patterns Figures become more detailed Outward facing presentation People floating in space - no horizontal ground line Decorative element, development of symmetry Announces beforehand what it will be

74 74 Later Representational Stage Use of ground line and skyline Appearance of profile Objects are shown in relationship to each other

75 75 Visual Arts Education For further information, see Chapters 6 and 9 in MMADD: About the Arts: An introduction to Primary Arts Education by Deirdre Russell-Bowie, published by Pearson Education Australia


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