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Introduction to K-6 Visual Arts Education. By Deirdre Russell-Bowie and Moira Gibson. Visual Arts. Every child is an artist. The problem is how to remain an artist once he or she grows up. (Picasso). The benefits of including the Visual Arts. Personal expression

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introduction to k 6 visual arts education
Introduction to K-6 Visual ArtsEducation

By Deirdre Russell-Bowie and Moira Gibson

visual arts
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts

Every child is an artist.

The problem is

how to remain an artist

once he or she

grows up.

(Picasso)

the benefits of including the visual arts
Introduction to Visual Arts Education: Deirdre Russell-BowieThe 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
visual arts1
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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
visual arts2
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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
visual arts3
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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
visual arts syllabus
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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
visual arts4
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Subject matter
    • People
      • Real
      • Imagined
      • Different cultures
      • Different contexts
      • Portraits
      • Realistic/abstract/cartoon
visual arts5
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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

visual arts6
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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

visual arts7
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Subject matter

Objects

      • Still life
      • Fruit
      • Flowers
      • Vegetables
      • Toys
      • Cultural objects
visual arts8
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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)

visual arts9
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Subject matter

Events

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

New Year’s Eve

using the language of art
Introduction to Visual Arts Education: Deirdre Russell-BowieUsing 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 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

visual arts10
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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 artist’s emotions.

visual arts11
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Elements of Art
    • Colour
      • Primary colours
      • Secondary colours
      • Tertiary colours
        • Brown, Grey
      • Complementary colours
        • Opposite
      • Analogous colours
        • Near
visual arts12
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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
visual arts13
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Elements of Art
    • Texture
      • Smooth, bumpy
      • Rough, prickly
      • Silky, sharp
    • In the classroom
      • Create rubbings
      • Photograph actual textures
      • Create collages
visual arts14
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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
visual arts15
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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
visual arts16
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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
visual arts17
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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
visual arts18
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts

Elements of Art: Test yourself!

  • L
  • T
  • C
  • T
  • S
  • F
  • S
  • P
  • Line
  • Tone
  • Colour
  • -Texture
  • Shape
  • - Form
  • Space
  • Pattern
visual arts19
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Forms
    • 2D
      • Drawing
      • Painting
      • Printmaking
      • Marbling
      • Photography
drawing
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
different types of drawing
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
drawing media
Drawing Media
  • Pencils (2B, 4B, 6B)
  • Coloured pencils
  • Crayons
  • Oil pastels
  • Charcoal
  • Felt tipped pens
  • Coloured inks
imaginative drawings
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
drawings from observation
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

drawings from different perspectives
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
different drawing papers
Different Drawing Papers
  • Paper in a variety of sizes
  • Cartridge paper
  • Brown paper
  • Newspaper
  • Coloured paper
  • Cardboard
  • Silver, gold, black paper
2d topics
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

visual arts20
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Forms
    • 3D
      • Sculpture
      • Mask making
      • Puppets
      • Collage
      • Paper making
visual arts21
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Forms
    • 3D
      • Ceramics
      • Cards
      • Textiles:
        • Silk painting
        • Batik
        • Tie Dying
        • Weaving
      • Digital forms
art appreciation
Introduction to Visual Arts Education: Deirdre Russell-BowieArt 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
different forms of art appreciation
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
visual arts22
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Appreciation
    • Personal, reflective responses
    • Analyzing artworks in terms of elements, style, history
    • Explore artist’s intentions
    • Peer artworks
    • Visit art galleries
artmaps
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?
visual arts23
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Appreciation

What is it?

Ken Done: Olympic Medallists’ Wildflowers(Naive, 21st C)

Monet: Waterlilies(Impressionism, 19th C)

visual arts24
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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)

visual arts25
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts

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)

visual arts26
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Appreciation – Why was it created?

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

Picasso:Guernica(Cubism, 20th C)

visual arts27
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Appreciation

What media and

techniques were

used?

Margaret Preston:WA banksia (Coloured woodcut)

Rodin:The Thinker

(Bronze sculpture)

visual arts28
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Appreciation

In what historical,

cultural and

geographical

context was it

created?

Ingres:Joan of Arc(Neo-classicism, 18th Century)

Kandinsky:St George(Expressionism:Early 20th Century)

Goya: The Parasol(Romanticism, Mid-19th Century)

visual arts29
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Appreciation
    • What message and/or emotions does it convey?

Edvard Munch:The Scream

Edvard Munch:Young Woman on the Shore

visual arts30
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Appreciation
    • What might have happened before/after what is portrayed in the artwork?

Perdreau:Hayride

visual arts31
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Appreciation
    • What elements of visual arts were used to convey the message?

LineToneColourTextureShapeFormSpacePattern

Van Gogh:Sunflowers

Picasso:Flowers

visual arts32
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual Arts
  • Art Appreciation
    • How does it compare with other artworks you have explored?
visual arts33
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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

visual arts34
Introduction to Visual Arts Education: Deirdre Russell-Bowie

Sing!

Dance!

Paint!

Take photos!

Write!

Discuss!

Act out!

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

Salvador Dali:The persistence of memory

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

Art Appreciation Program
slide53
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

comparisons of artworks
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)
dinner party activity
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)

living sculptur es
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.

slide57
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)

be a detective
Introduction to Visual Arts Education: Deirdre Russell-BowieBe 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

police descriptions
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
the art auction
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.

improve your art appreciation program
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
writing about an event
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

my favourite artwork
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?
visual arts35
Introduction to Visual Arts Education: Deirdre Russell-BowieVisual 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

factors hindering creativity
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?”
developmental stages
Developmental Stages
  • Disordered Scribbling / Manipulative
  • Controlled Scribbling
  • Named Scribble/ Symbolic/ Shape Stage
  • Recognizable / Pictorial Stage
scribble or manipulative stage 2 4 years
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)
slide69

Controlled Scribbling

  • Lines stop and start at different points
  • Begins to make circular movements on the page.
  • Experiments with dots and lines
slide70

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
slide71

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
slide72

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
representational stage 7 10 years
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
later representational stage
Later Representational Stage
  • Use of ground line and skyline
  • Appearance of profile
  • Objects are shown in relationship to each other
visual arts education
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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