Transcript Visual Arts - artsmmadd.com

Introduction to
K-6 Visual Arts
Education
By
Deirdre Russell-Bowie
and Moira Gibson
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Visual Arts
Introduction to Visual Arts Education: Deirdre Russell-Bowie
Every child is an artist.
The problem is
how to remain an artist
once he or she
grows up.
(Picasso)
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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
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
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
Introduction to Visual Arts Education: Deirdre Russell-Bowie
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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
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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
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts Syllabus
• 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
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
•
Subject matter
– People
• Real
• Imagined
• Different cultures
• Different contexts
• Portraits
• Realistic/abstract/cartoo
n
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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
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it in the world around us. JB
Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Subject matter
Other Living Things
• Animals
• Birds
• Fish
• Reptiles
I am the independent falcon:
• Plants
• Trees…. I am like the independent falcon who
lives by itself and doesn’t need anyone
to follow. I am strong and I never give
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up. TD
Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Subject matter
Objects
• Still life
• Fruit
• Flowers
• Vegetables
• Toys
• Cultural objects
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Visual Arts
• Subject matter
Places and Spaces
• Landscapes
The Country: Australia is a very
• Cityscapes
dry country, so I chose yellow and
orange to show this.JL
• Australia and overseas
• Remembered / pictures
• Real or fantasy
• Outer space
Sydney Harbour Bridge: 12
from observation (Charcoal)
Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Subject matter
Events
• Celebrations
• Special occasions
• Festivals
• Cultural, historical,
religious
• Direct experience
• Reading / internet / New Year’s Eve
pictures
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Introduction to Visual Arts Education: Deirdre Russell-Bowie
Using the language of Art
• 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 picturesThis
My life rules:
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 14
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
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express the artist’s emotions.
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
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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
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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
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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
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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
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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
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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
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
Elements of Art: Test yourself!
–
–
–
–
–
–
–
–
L
T
C
T
S
F
S
P
– Line
– Tone
– Colour
-Texture
– Shape
- Form
– Space
– Pattern
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Art Forms
– 2D
• Drawing
• Painting
• Printmaking
• Marbling
• Photography
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Drawing
Why teach children to draw?
Drawing is an extension of seeingchildren
acquire the abilities of :
• Perception
• Interpretation
• Imagination
• Communicating the way we see, think
and feel about our world
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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
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Drawing Media
•
•
•
•
•
•
•
Pencils (2B, 4B, 6B)
Coloured pencils
Crayons
Oil pastels
Charcoal
Felt tipped pens
Coloured inks
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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
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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
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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 artist’s drawing and paintings
• View things from an animal’s perspective
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Different Drawing Papers
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•
•
•
•
•
•
Paper in a variety of sizes
Cartridge paper
Brown paper
Newspaper
Coloured paper
Cardboard
Silver, gold, black paper
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2D Topics
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
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Art Forms
– 3D
•
•
•
•
•
Sculpture
Mask making
Puppets
Collage
Paper making
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Art Forms
– 3D
• Ceramics
• Cards
• Textiles:
–
–
–
–
Silk painting
Batik
Tie Dying
Weaving
• Digital forms
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art
By
Moira
Gibson
Introduction to Visual Arts Education: Deirdre Russell-Bowie
Art Appreciation
 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
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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
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Art Appreciation
– Personal, reflective responses
– Analyzing artworks in terms of
elements, style, history
– Explore artist’s intentions
– Peer artworks
– Visit art galleries
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Artmaps
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?
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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)
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Art Appreciation
Who created it?
Da Vinci: Mona Lisa
(Renaissance, 16th C)
Elioth Gruner:
Spring Frost
(Realism, 19th C)
Rembrandt:
The Night Watch
(Baroque, 17/18th C)
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
Art Appreciation
What is it called?
Van Gogh:
The Blue Boy:
Starry Night
Gainsborough
(Post-Impressionism, 19th C)
Jackson Pollock:
Composition
(Abstract
Expressionism, 20th C)
(Rococo, 18th C)
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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)
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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)
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Art Appreciation
In what historical,
cultural and
geographical
context was it
created?
Kandinsky:
St George
(Expressionism:
Early 20th Century)
Ingres:
Joan of Arc
(Neo-classicism,
18th Century)
Goya:
The Parasol
(Romanticism,
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Mid-19th Century)
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
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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
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Art Appreciation
Line
Tone
Colour
Texture
Shape
Form
Space
Pattern
– What elements
of visual arts
were used to
convey the
message?
Van Gogh:
Picasso:
Sunflowers
Flowers
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
Visual Arts
• Art Appreciation
– How does it
compare with
other artworks
you have
explored?
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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
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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
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Art Appreciation Program
This program should include a variety of
images and objects in the visual arts:
 Painting
Fashion, jewellery
 Drawing
Sculpture
 Printmaking
Wood
 Ceramics
Photography
 Fabrics/textiles
Comic books, cartoons
 Murals
Graphic design
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Illustrations and photos in
children’s books
- use these images for art appreciation
- drawings, photos, paintings, collage, pop-up book
- (Jeannie Baker, video of illustrators, pop-up book and
cards)
A
By discussing these with
children allows for interpretation
of images & generates lots of
ideas for their own art-making
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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)
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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)
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Living Sculptures
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.
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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: It’s called …
A: Who painted it?
B: It’s by ….
A: What colours are in it?
B: It has mainly orange and blue
(complimentary colours)
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Introduction to Visual Arts Education: Deirdre Russell-Bowie
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
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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 police’s job
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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.
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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
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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
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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?
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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
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Factors Hindering
Creativity
These things limit creative expression
stencils
templates
an adult drawing for a child instead of
encouraging the child’s own creative
efforts
an adult constantly asking, “What is
it?”
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Developmental Stages
• Disordered Scribbling /
Manipulative
• Controlled Scribbling
• Named Scribble/ Symbolic/ Shape
Stage
• Recognizable / Pictorial Stage
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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)
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Controlled Scribbling
• Lines stop and start at different points
• Begins to make circular movements on
the page.
• Experiments with dots and lines
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Manipulative Stage
(2 - 4 years)
• 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
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Symbolic Stage
(4 - 7 years)
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
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Symbolic Stage
(4 - 7 years)
•
•
•
•
•
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
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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
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Later Representational Stage
• Use of ground line and skyline
• Appearance of profile
• Objects are shown in
relationship to each other
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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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