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ABQ Primary Visual Arts

ABQ Primary Visual Arts

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ABQ Primary Visual Arts

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  1. ABQ Primary Visual Arts Dr. J. Barnett e-mail: jennifeb@nipissingu.ca Office: H323 Extension: 4205 http://www.nipissingu.ca/education/jennifeb/educjb/

  2. 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!

  3. Elements of Design • Line • Colour • Shape • Form • Space In Primary Visual Art we also teach • Texture Rough Smooth

  4. Second Item to Remember: • When teaching each new concept you MUST use the world around them and engage their senses

  5. 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)

  6. Diagonal

  7. Horizontal Vertical Zig Zag Curve

  8. 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

  9. 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);

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

  11. 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

  12. 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);

  13. 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)

  14. 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.

  15. 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

  16. 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

  17. 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

  18. 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;

  19. Remember: Go back to the real world – use what they know

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

  21. History Why is Art Important? • Bone, muscle, tendon development / strengthening • Skill development • Writing and math • Body image • Themes & holidays • Student Success

  22. Activity Three PLASTERCINE SCULPTURE Make a little YOU! Grade One & Kindergarten

  23. 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.

  24. Check it out: http://www.hitentertainment.com/artattack/menu_artattacks.html This is the Art Attacks site – piles and piles and piles of ideas!

  25. 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.

  26. Complete the Sheet Put your name on the bottom