1 deirdre russell-bowie chapter 5, mmadd about the arts teaching visual arts in the k-6 classroom

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Deirdre Russell-Bowie

Chapter 5, MMADD about the Arts

TeachingVISUAL ARTSin theK-6

Classroom

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Visual 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 teaching Visual The benefits of teaching Visual ArtsArts

• Enhances 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 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 ArtsVisual 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 ArtsVisual 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 ArtsVisual Arts• Subject matter

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

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Visual ArtsVisual 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 ArtsVisual 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

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 /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

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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– 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 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 ArtsVisual 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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• 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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Visual ArtsVisual Arts• Art Forms

– 2D•Drawing•Painting•Printmaking•Marbling•Photography

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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

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• Art Appreciation– What does it represent to you?– Who created it?– What is it called?– Why was it created?– What media and techniques were

used?– In what historical, cultural and

geographical context was it created?

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Visual ArtsVisual Arts• Art Appreciation

– What message or emotions does it convey?

– What might have happened before or after what is portrayed in the artwork?

– What elements of visual art were used to convey the message? How?

– How does it compare with other artworks you have explored?

– What is your personal response?

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Visual 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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Developmental Developmental StagesStages

• Disordered Scribbling / Manipulative

• Controlled Scribbling• Named Scribble/ Symbolic/

Shape Stage• Recognisable / Pictorial Stage

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Scribble /Manipulative Stage Scribble /Manipulative Stage (2-4 (2-4 years)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 (2 - 4 yearsManipulative Stage (2 - 4 years))

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The child:• Begins to make lines and

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)Symbolic Stage (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 (4 - 7 Symbolic Stage (4 - 7 yearsyears))

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

• Beginning of recognisable 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

•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 Education

For further information, see Chapter 5 in MMADD: About the Arts: An introduction to Primary Arts Education by Deirdre Russell-Bowie, published by Pearson Education Australia

1 deirdre russell-bowie chapter 5, mmadd about the arts teaching visual arts in the k-6 classroom

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