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METHODS OF WORK WITH FINE ART TALNTED PUPILS We have an example of fine art talented pupils’ integration into regular classes of fine art instruction as.

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Presentation on theme: "METHODS OF WORK WITH FINE ART TALNTED PUPILS We have an example of fine art talented pupils’ integration into regular classes of fine art instruction as."— Presentation transcript:

1 METHODS OF WORK WITH FINE ART TALNTED PUPILS We have an example of fine art talented pupils’ integration into regular classes of fine art instruction as follows: 1. Work begins with the entire class on the basis of a fine art problem. As helping tools for processing and explanation we can use pictures, reproductions and slides,; then we move to fine art’s expressions. 2. The talented separate form others and start working in the »fine art centre«. This is a separated part of classroom with a billboard with reproductions of actual artistic problem, books on fine art history and the list of most important artistic recognitions referring to the discussed artistic problem. The purpose of Fine art centre is to develop a higher level of education of artistically talented pupils, since it gives them an opportunity for independent work: they study fine art’s expressions more thoroughly and deeply, they advance independently and at their own pace.

2 3. Participation at out of school initiatives for further enrichment of fine art experiences : visit to museum, exhibitions, painting trips … 4. Visits to fine art studios are organised where pupils can learn about artist’s work, see reproductions 5. Independent fine art production of talented pupils is organised, encouraged and supervised. 6. Regular exhibitions of pupils are organised at schools and out of them in order to promote production, assessment and evaluation.

3 During regular instruction of fine art we provide opportunities for education of fine art talented pupils so that they : particularly develop individual abilities for artistic expression and maintain them develop and sharpen their senses for artistic values through more demanding elements of fine art theory as basis for artistic thinking, consistently qualify for experiencing the beauty of nature and in the works of art as well as for the evaluation of fine art works, practical objects and artistic problems in their environment. They get used to better understand other media for visual, Through individual work develop and grow love for works of art, for national and general human fine art cultural heritage and they get acquainted with the role of fine art now and in the past.

4 The role of teachers in fine art instruction One of the most important outside factor having impact on the growth of fine art gifted pupils are teachers and mentors. They have to be qualified for the creation of adequate environment to promote motivation, imitation, identification, learning about techniques and for transfer to symbolic level. Other important factor is early identification, as it is thought that development effect will be the biggest if systematic development starts at the beginning of Primary Schools Teachers and schools have to offer artistically talented pupils besides regular instruction of fine art also additional opportunities where they can further develop and upgrade their talent.

5 Although for fine art there are not so many opportunities provided as min some other areas, we can ensure development of fine art gifted pupils by their participation in: additional instruction of fine art, fine art school clubs, days for cultural activities, fine art exhibitions and artistic competitions fine art colonies and painting ex tempora. Pupils should obtain additional opportunities offered by schools as well as about various educational institutions and they should get proper directions and encouragement to visit them.


7 Examples of working methods for gifted pupils at primary schools Teachers of fine art make their working plans for artistically talented pupils by themselves. In the form, which was checked before, pupils identified as gifted pupils and attended school club “We Encourage Creativity”, had a choice of free interest activity “Fine Art Workshop”. The later takes place out of curriculum in the period of time when talented pupils, if they are more, can attend it.

8 Cases of working forms and fine art products Gallery visits, fine art competitions, fine art school clubs, fine art workshops, individualisation during instruction, excursions, projects, artistic colonies …

9 Additional fine art instruction The Law on Primary Schools provides additional instruction in article 23 determining that it is organised for pupils who surpass given criteria of knowledge in certain subjects. Hence, it is necessary to organise it also for pupils, who surpass standards of knowledge in fine art education. Within the frame of flexible differentiation schools take care for talented pupils, among them also in terms of additional instruction where the forms and methods of work are adjusted so that talented pupils advance faster. In additional instruction a faster tempo is provided for gifted pupils, the level of difficulty is modified and individual pupils can develop their specific or general abilities as well as deepen and widen their knowledge. We ensure and help them in promoting their interests, in establishment of awareness about their capabilities, direct them to adequate spending of leisure time, acquisition of knowledge, in self education and responsibility for education etc. In case of additional instruction individual elements have to be thoughtfully and precisely organised as for example time frame, creation of programme, methods and forms of work, material facilities, and evaluation and recording of results.


11 Each head of additional instruction has to bear in mind that classes are attended by pupils who are capable and who with to do so. Parents should be informed about their children's attendance of additional instruction since their children are obliged to attend the additional instruction following their parents’ consent. Additional instruction of fine art education is in Primary Schools normally carried out in the form of elective subject – Fine Art Design from 7th to 9th grade. Teachers may according to expressed interest, number of pupils and available staff organise additional instruction also on the lower class level. Thus, pupils have an opportunity to complement their fine art knowledge already in the lower class level of primary schools.


13 Fine art gifted pupils are at the class level through the additional instruction given a chance to: develop, upgrade and deepen their artistic knowledge (larger artistic and technical difficulty; lower number of exercises; more qualitative performance), have more demanding fine art techniques, and they select together with their teachers the fine art problem and the adequate technique, learn about different methods and forms of work, have an opportunity of team work and cross-subject connections follow their progress and development of their own interests.

14 Fine art club for talented pupils The main purpose of fine art school club is to ensure for all pupils showing special interest for fine art expression and creativity to have additional artistic education. Pupils who attend it are usually fine art gifted. Pupils attending fine art clubs do the following: - develop their artistic abilities in the area of fine art they are special fond of, - help school in gaining reputation in fine art in its broadest sense (exhibitions, awards etc.), - get used to cooperation with outside artistic colleagues and contribute equally to the introduction of adequate methods and forms of work at school and its wider environment - widen their general artistic wisdom.

15 The working contents and objectives are in fine art school club not determined by a curriculum. Teachers jointly with pupils create aims and contents according to pupils’ desires, interests and abilities. They work with pupils exactly what interests them and what is not applicable for the regular instruction and in addition they have to be careful that their work covers various artistic areas. The contents are roughly set at the beginning of the year in line with the wishes and capabilities of pupils attending clubs. Organisation of work is based on the contents. Fine art school clubs have to be organised also at the lower class level of primary schools. In reference to the interest, the number of pupils, fine art area and available staff we can implement different organisational forms.

16 In case of fine art club we would put the emphasis on solving artistic problem in a different way as we do it during regular classes. The emphasis is given to encouragement of fine art experiencing of pupils, on fine arts expression and on experiencing in the creation of fine arts assignments. Since it is a combined group it is necessary to differentiate work, methods and forms of work in reference to pupils’ prior knowledge and their developmental stage. Pupils can join the club also during the school year and they can also leave it before its termination. Clubs at the lower class level are led by teachers of class instruction; however, they have to be well educated in fine art and have the knowledge that matches the work of clubs or they have to be artistically qualified teachers of fine art; they may also come for outside school.





21 Cultural days with fine art contents Cultural days with fine art contents are compulsory for all pupils. They may be organised partially or entirely and have to be evenly distributed throughout the entire school year. They may be organised for all pupils or for particular classes only. On the days of cultural activities pupils do the following: – equally participate in planning, organisation and implementation of days for cultural activities, – participate with original, independent, creative contributions, – are equal partner in creating educational process in the area of fine art, – get accustomed to cultural spending of their leisure time.«

22 At the class level cultural days are connected with the cultural environment of the local area where pupils live. Pupils actively participate in painting, sculpturing and other colonies; they present their own fine art exhibitions and the results of their work in fine art clubs as well as attend various fine art activities. Work usually takes place in teams; pupils of subject school level can participate as mentors at the class level. Cultural days with fine art contents are important also for artistically talented pupils, since they provide additional training and promotion. Besides, pupils enjoy being creative and give their own and original contribution.


24 Participation in ex-tempora from fine art colonies Fine art colonies and painting ex-tempora are dedicated mostly to older pupils (form third triad onwards). Further on I will present them shortly as a curiosity and possibility for further fine art education of pupils talented for fine art. Children’s fine art colonies and painting ex tempora are frequent in our country. They are usually held in summer months and are an excellent opportunity for socialising of young people whose common objective and joy is creativity. Fine art colonies last for a longer time and are linked with a certain topic, whereas ex-tempora are shorter in time but mostly attached to depiction of nature. Painting ex-tempora is a sort of service activity shown mostly as socialising between pupils or painters who cooperate with their fine art works.

25 Ex- tempora are not as social as fine art colonies, since they are quite competitive. Organisers objective is to increase the fund with works of art related to themes coming from places where the event is organised. The main purpose of the event is art and only then other elements as socialising, promotion … In Slovenia the first ex tempore was organised in coastal city of Piran in 1965 and is nowadays still one of the biggest and the most qualitative in our country and also in Europe. The main aim of fine art colonies and ex tempore is to deepen knowledge and capabilities of fine art talented pupils. They make contacts among themselves and with artists also from other places and have an opportunity to show their works of art to public and exhibit them.

26 We have to be aware how precious children with fine art talent are, thus we have to take care for them so that they develop qualitatively and on the basis of their experiences. The above presented additional activities provide opportunity to fine art talented pupils additional education in fine art and liberty in fine art expression of individual's ideas to final visual image. The task of parents is to present pupils additional opportunities which are offered for more qualitative artistic development and they can also encourage it.





31 Participation in fine art competitions and exhibitions Fine art exhibitions of children are in our country fairly widespread. Pupils have a possibility of exhibiting their works in schools, libraries, museums, … In certain places real children's galleries have been established where pupils exhibit their works from various areas of fine art. Exhibition layout is fairly different. It layout depends on the area of fine art, on the prescribed theme or motive, on age group, on the type of fine art problems … Each exhibition should reflect creativity of children and professional and educational qualification of teachers. The exhibited works are produced under the supervision of teachers from regular classes or within clubs, but we never exhibit products which they brought from home. The exhibition should show the real level of fine art education.

32 For children the exhibition is a public performance which educates, since they can compare their works with the works of their peers and in »domestic« exhibitions with exhibitions of other schools. Organising exhibitions of children's fine art works should not confuse working plan for fine art instruction. It is a sort of overview of children's success. For pupils talented for fine art this is one of the opportunities for additional fine art expression and for success in the area of fine art..


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