1 introduction to k-6 visual arts education by deirdre russell-bowie and moira gibson

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Introduction Introduction to K-6 Visual to K-6 Visual

ArtsArtsEducationEducation

Introduction Introduction to K-6 Visual to K-6 Visual

ArtsArtsEducationEducation

By

Deirdre Russell-Bowie and Moira Gibson

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Introduction to Visual Arts Education: Deirdre Russell-Bowie

Visual ArtsVisual ArtsVisual ArtsVisual Arts

Every child is an artist.Every child is an artist.

The problem is The problem is

how to remain an artist how to remain an artist

once he or she once he or she

grows up.grows up.(Picasso)(Picasso)

Every child is an artist.Every child is an artist.

The problem is The problem is

how to remain an artist how to remain an artist

once he or she once he or she

grows up.grows up.(Picasso)(Picasso)

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The benefits of including the The benefits of including the Visual ArtsVisual Arts

The benefits of including the The benefits of including the Visual ArtsVisual 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


4Introduction to Visual Arts Education: Deirdre Russell-Bowie

Visual ArtsVisual ArtsVisual ArtsVisual 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 LessonsDevelopment 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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• 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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• Making – Forms and MatterForms (drawing, painting, S3D, printmaking,

clay, fibre, electronic media)Matter (people, living things, objects, places &

spaces, events)

• Appreciating – their own work and others


Visual Arts Syllabus Visual Arts Syllabus Visual Arts Syllabus Visual Arts Syllabus

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Visual ArtsVisual ArtsVisual ArtsVisual Arts• Subject matter–People

•Real•Imagined•Different cultures•Different contexts•Portraits•Realistic/abstract/cartoon

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• 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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•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 doesn’t

need anyone to follow. I am strong and I never give up. TD

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•Subject matter Objects

•Still life•Fruit•Flowers•Vegetables•Toys•Cultural objects

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• Subject matterPlaces 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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•Subject matter Events

•Celebrations•Special occasions•Festivals•Cultural, historical, religious

•Direct experience•Reading / internet / pictures

New Year’s Eve

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• 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 Using the language of ArtArt

Using the language of Using the language of ArtArt

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• 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 artist’s emotions.

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• Elements of Art– Colour

•Primary colours •Secondary colours•Tertiary colours

– Brown, Grey

•Complementary colours– Opposite

•Analogous colours– Near

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• 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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• Elements of Art– Texture

•Smooth, bumpy•Rough, prickly•Silky, sharp

– In the classroom•Create rubbings•Photograph actual textures•Create collages

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• 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 ArtsVisual ArtsVisual ArtsVisual 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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• 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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• 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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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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• Art Forms– 2D

•Drawing•Painting•Printmaking•Marbling•Photography

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DrawingDrawingDrawingDrawing

Why teach children to draw?Drawing is an extension of seeing-

childrenacquire the abilities of :• Perception• Interpretation• Imagination• Communicating the way we see,

think and feel about our world

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Different Types of Different Types of DrawingDrawing

Different Types of Different Types of DrawingDrawing

• 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 MediaDrawing MediaDrawing MediaDrawing Media

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

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Imaginative Imaginative DrawingsDrawings

Imaginative Imaginative DrawingsDrawings

• 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 Drawings from ObservationObservation

Drawings from Drawings from ObservationObservation

• 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 Drawings from Different PerspectivesPerspectives

Drawings from Different Drawings from Different PerspectivesPerspectives

• 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 Different Drawing PapersPapers

Different Drawing Different Drawing PapersPapers

• Paper in a variety of sizes• Cartridge paper• Brown paper• Newspaper• Coloured paper• Cardboard• Silver, gold, black paper

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These are some of the topics you mayconsider 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 Topics2D Topics2D Topics2D Topics

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• Art Forms– 3D

•Sculpture•Mask making•Puppets•Collage•Paper making

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• Art Forms– 3D

•Ceramics•Cards•Textiles:

– Silk painting– Batik– Tie Dying– Weaving

•Digital forms

artartartart

ByMoira Gibson

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Art AppreciationArt AppreciationArt AppreciationArt AppreciationIntroduction 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

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Different forms of Art Different forms of Art AppreciationAppreciation

Different forms of Art Different forms of Art AppreciationAppreciation

• 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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• 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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ArtmapsArtmapsArtmapsArtmaps 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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• Art Appreciation What is it?

Monet: Waterlilies(Impressionism, 19th C)

Ken Done: Olympic

Medallists’ Wildflowers (Naive, 21st C)

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• Art AppreciationWho created it?

Elioth Gruner: Spring Frost (Realism, 19th C)

Da Vinci: Mona Lisa

(Renaissance, 16th C)

Rembrandt: The Night Watch (Baroque, 17/18th C)

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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)

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• Art Appreciation – Why was it created?

Ken Done:Olympic Games (Naive, 21st C)

Picasso:Guernica (Cubism, 20th C)

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• Art AppreciationWhat media

andtechniques

wereused?

Margaret Preston:

WA banksia (Coloured woodcut)

Rodin:The Thinker

(Bronze sculpture)

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• Art AppreciationIn 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)

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• 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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• Art Appreciation– What might

have happened before/after what is portrayed in the artwork?Perdreau:

Hayride

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• Art Appreciation– What elements

of visual arts were used to convey the message?

Picasso:Flowers

Van Gogh:Sunflowers

LineToneColourTextureShapeFormSpacePattern

LineToneColourTextureShapeFormSpacePattern

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• Art Appreciation– How does it

compare with other artworks you have explored?

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• Art AppreciationWhat utilitarian

usedoes it have, if

any?

Annie Griffiths Belt:Signatures of 250,000

Australians join artist Fiona McDonald in supporting

Aboriginal Claims

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• 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 ProgramArt Appreciation ProgramArt Appreciation ProgramArt Appreciation Program

This program should include a variety ofimages and objects in the visual arts:Painting Fashion, jewelleryDrawing SculpturePrintmaking WoodCeramics PhotographyFabrics/textiles Comic books, cartoonsMurals 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)

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 Comparisons of ArtworksArtworks

Comparisons of Comparisons of ArtworksArtworks

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 ActivityDinner Party ActivityDinner Party ActivityDinner 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 SculpturLiving SculpturesesLiving SculpturLiving Sculptureses

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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Be a DetectiveBe a DetectiveBe a DetectiveBe a DetectiveSelect an artwork. Make a list of clues tohelp us find this artwork if it were hiddenamong other artworks.

This activity asks students to describe an artwork

to distinguish it from other works - developslanguage & observation


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Police Police DescriptionsDescriptions

Police Police DescriptionsDescriptions

• 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 AuctionThe Art AuctionThe Art AuctionThe 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 Improve Your Art Appreciation ProgramAppreciation Program

Improve Your Art Improve Your Art Appreciation ProgramAppreciation 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 Writing about an EventEvent

Writing about an Writing about an EventEvent

• 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 ArtworkMy Favourite ArtworkMy Favourite ArtworkMy 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 ArtsVisual ArtsVisual ArtsVisual 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 Factors Hindering CreativityCreativity

Factors Hindering Factors Hindering CreativityCreativity

These things limit creative expression

stencilstemplatesan 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 Developmental StagesStages

Developmental Developmental StagesStages

• Disordered Scribbling / Manipulative

• Controlled Scribbling• Named Scribble/ Symbolic/

Shape Stage• Recognizable / Pictorial Stage

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Scribble or Manipulative Scribble or Manipulative Stage Stage

(2 - 4 years) (2 - 4 years)

Scribble or Manipulative Scribble or Manipulative Stage Stage

(2 - 4 years) (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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• Lines stop and start at different points

• Begins to make circular movements on the page.

• Experiments with dots and lines

Controlled Scribbling Controlled Scribbling

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• 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 Manipulative Stage (2 - 4 years(2 - 4 years))

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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 Symbolic Stage (4 - 7 years(4 - 7 years))

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• 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 Symbolic Stage (4 - 7 years(4 - 7 years))

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Representational Stage Representational Stage (7-10 years(7-10 years))

Representational Stage Representational Stage (7-10 years(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 Later Representational StageStage

Later Representational Later Representational StageStage

•Use of ground line and skyline

•Appearance of profile•Objects are shown in

relationship to each other

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Visual Arts EducationVisual Arts EducationVisual Arts EducationVisual 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

1 introduction to k-6 visual arts education by deirdre russell-bowie and moira gibson

Documents

visual arts education

deirdre russellbowie

language of art slide

picasso slide

art smock slide

jb slide

td slide

art lessons