Introduction to K-6 Visual Arts Education

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

• 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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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

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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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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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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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Visual Arts

• Subject matter
• People
• Real
• Imagined
• Different cultures
• Different contexts
• Portraits
• Realistic/abstract/cartoon

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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
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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
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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
• 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)
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Visual Arts

• Subject matter
• Events
• Celebrations
• Special occasions
• Festivals
• Cultural, historical, religious
• Direct experience
• Reading / internet / pictures

New Years Eve
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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 pictures

My life rulesThis 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
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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.
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Visual Arts

• Elements of Art
• Colour
• Primary colours
• Secondary colours
• Tertiary colours
• Brown, Grey
• Complementary colours
• Opposite
• Analogous colours
• Near

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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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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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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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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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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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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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Visual Arts

• Line
• Tone
• Colour
• -Texture
• Shape
• - Form
• Space
• Pattern

• Elements of Art Test yourself!
• L
• T
• C
• T
• S
• F
• S
• P

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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 seeing- children
• 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 artists drawing and paintings
• View things from an animals perspective

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Different Drawing Papers

• 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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Visual Arts

• Art Forms
• 3D
• Sculpture
• Mask making
• Puppets
• Collage
• Paper making

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Visual Arts

• Art Forms
• 3D
• Ceramics
• Cards
• Textiles
• Silk painting
• Batik
• Tie Dying
• Weaving
• Digital forms

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art
Art Appreciation Program
By Moira Gibson
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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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Visual Arts

• Art Appreciation
• Personal, reflective responses
• Analyzing artworks in terms of elements, style,
  history
• Explore artists 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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Visual Arts

• Art Appreciation
• What is it?

Ken Done Olympic Medallists Wildflowers
(Naive, 21st C)
Monet Waterlilies(Impressionism, 19th C)
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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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Visual Arts

• Art Appreciation
• What is it called?

Van GoghStarry Night (Post-Impressionism, 19th
C)
The Blue BoyGainsborough (Rococo, 18th C)
Jackson PollockComposition (Abstract
Expressionism, 20th C)
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Visual Arts

• Art Appreciation Why was it created?

Ken DoneOlympic Games (Naive, 21st C)
PicassoGuernica (Cubism, 20th C)
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Visual Arts

• Art Appreciation
• What media and
• techniques were
• used?

Margaret PrestonWA banksia (Coloured woodcut)
RodinThe Thinker (Bronze sculpture)
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Visual Arts

• Art Appreciation
• In what historical,
• cultural and
• geographical
• context was it
• created?

IngresJoan of Arc(Neo-classicism, 18th Century)
KandinskySt George(ExpressionismEarly 20th
Century)
Goya The Parasol(Romanticism, Mid-19th
Century)
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Visual Arts

• Art Appreciation
• What message and/or emotions does it convey?

Edvard MunchThe Scream
Edvard MunchYoung Woman on the Shore
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Visual Arts

• Art Appreciation
• What might have happened before/after what is
  portrayed in the artwork?

PerdreauHayride
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Visual Arts

• Art Appreciation
• What elements of visual arts were used to convey
  the message?

LineToneColourTextureShapeFormSpacePattern
Van GoghSunflowers
PicassoFlowers
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Visual Arts

• Art Appreciation
• How does it compare with other artworks you have
  explored?

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Visual Arts

• Art Appreciation
• What utilitarian use
• does it have, if any?

Annie Griffiths BeltSignatures of 250,000
Australians join artist Fiona McDonald in
supporting Aboriginal Claims
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Visual Arts
Sing! Dance! Paint! Take photos! Write! Discuss! A
ct out!

• Art Appreciation
• What is your personal response to the artwork?

Salvador DaliThe 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 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

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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 Its called
• A Who painted it?
• B Its by .
• A What colours are in it?
• B It has mainly orange and blue (complimentary
  colours)

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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
  polices 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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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 childs own creative efforts
• an adult constantly asking, What is it?

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Developmental Stages of Childrens Art
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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