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ABQ Primary Visual Arts Dr. J. Barnett e-mail: jennifeb@nipissingu.ca Office: H323 Extension: 4205 http://www.nipissingu.ca/education/jennifeb/educjb/ Let’s Begin… One of the greatest difficulties teachers of primary students have is that they tend to spend too much time talking!

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abq primary visual arts

ABQ Primary Visual Arts

Dr. J. Barnett

e-mail: jennifeb@nipissingu.ca

Office: H323

Extension: 4205

http://www.nipissingu.ca/education/jennifeb/educjb/

let s begin
Let’s Begin…
  • One of the greatest difficulties teachers of primary students have is that they tend to spend too much time talking!
  • Students can have a 15 minute attention span
  • Students learn through action / doing
  • So…. First thing to remember – Limit Talk!
elements of design
Elements of Design
  • Line
  • Colour
  • Shape
  • Form
  • Space

In Primary Visual Art we also teach

  • Texture

Rough

Smooth

second item to remember
Second Item to Remember:
  • When teaching each new concept you MUST use the world around them and engage their senses
slide5

Grade One: describe different kinds of lines (e.g., jagged, broken, straight)

Grade Two: identify types of lines in art works and in the environment (e.g., horizontal, vertical, diagonal);

Grade Three: identify characteristics of a variety of lines (e.g., thick, thin)

slide7

Horizontal

Vertical

Zig Zag

Curve

texture
Texture
  • Texture is how things feel, or look as though they might feel if touched
  • Like space, texture in art can be tactile – can be touched or visual
slide9
Kindergarten: mix paint to create new textures;

Grade One: describe the texture of various familiar objects (e.g., rough, smooth, slippery, wet), using vocabulary and terminology appropriate for this grade;

Grade Two: identify and describe a variety of textures (e.g., rough: tree bark; smooth: plastics; ridged: corduroy fabrics);

activity one
Activity One

Using your crayons, find textures and use rubbings to fill in the space around your letters

space
Space
  • Space is the distance or area between, around, above, below and within things.
  • Space is empty until shapes or forms fill it

Taught in Primary so that in Junior, Intermediate and Senior they can focus on the Principle of Illusion:

Linear perspective, atmospheric perspective, overlap,

position on a picture plane, diminishing size,

lights & darks, colour theory

slide12
Space
  • Grade Three: identify and explain the specific choices they made in planning, producing, and displaying their own art work (e.g., location for display);
colour
Colour
  • Colour is what the eye sees when light is reflected off an object
  • Three main properties of colour:

Hue, Value and Intensity

  • A hue is a colour’s name (orange, green, violet)

Red, Yellow and Blue = Primary

Green, Orange and Purple = Secondary

(FYI: mix two secondarys and you get a Tertiary; mix a primary and a secondary and you get an Intermediate)

slide14
Kindergarten: make new colours and recognize colours in paintings, etc…

Grade One: primary colours,

colour value

Grade Two: secondary colours;

& how made

warm and cold

colours based on

the emotional

impact they have

on the viewer;

Grade Three: able to explain why they chose to use certain colours; comment on how others use colour in a work of art and the effect the use of colour has.

shape
Shape
  • A shape is an area clearly set off by one or more of the other five visual elements of art
  • They have length, width but not depth (they are flat)
  • Geometric shapes
  • Free-form shapes
  • Organic shapes
slide16

Kindergarten: identify in visual images variations in shape and size;

Grade One: distinguish between geometric and organic shapes; identify the elements of design in familiar environments (e.g., the shapes used in wallpaper samples);

  • Grade Two: identify the characteristics of symmetrical shapes (e.g., show that all sides of square objects are the same in length);
  • Grade Three: identify symmetrical and asymmetrical shapes in both the human-made environment and the natural world;

Shape

slide17
Form
  • Form is an element of art that refers to an object with three dimensions
  • Forms have height and width and depth
  • Geometric
  • Free form
slide18

Grade Two: identify the characteristics of symmetrical forms (e.g., show that all sides of cube objects are the same in length); identify the elements of design in a variety of familiar objects (e.g., symmetrical forms in buildings) and in works of art;

activity two
Activity Two

Using your crayons, fill in the bubble letters in your name using Line, Colour and Shape.

why is art important

History

Why is Art Important?
  • Bone, muscle, tendon development / strengthening
  • Skill development
  • Writing and math
  • Body image
  • Themes & holidays
  • Student Success
activity three
Activity Three

PLASTERCINE SCULPTURE

Make a little YOU!

Grade One &

Kindergarten

art education is discipline based
Art Education is Discipline-Based
  • Art Studio
  • Art Criticism
  • Aesthetic Discourse
  • Art History

“In what ‘element of design lesson’ could you use this picture?”

Hint: Think hook for an element of design; Look at the

Expectations.

check it out
Check it out:

http://www.hitentertainment.com/artattack/menu_artattacks.html

This is the Art Attacks site – piles and piles and piles of ideas!

activity one26
Activity One

Grade Two: secondary colours & how made

Paint a picture of your experience in the ABQ program. You must have primary and secondary colours in your picture.

slide27

Complete the Sheet

Put your name on the bottom