Introduction to K6 Visual Arts Education By Deirdre

Introduction to K-6 Visual Arts Education By Deirdre Russell-Bowie and Moira Gibson 1

Visual Arts Introduction to Visual Arts Education: Deirdre Russell-Bowie Every child is an artist. The problem is how to remain an artist once he or she grows up. (Picasso) 2

The 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 3 Introduction to Visual Arts Education: Deirdre Russell-Bowie

Visual 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 Introduction to Visual Arts Education: Deirdre Russell-Bowie 4

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual 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 5

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual 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 6

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Syllabus • Making – Forms and Matter Forms (drawing, painting, S 3 D, printmaking, clay, fibre, electronic media) Matter (people, living things, objects, places & spaces, events) • Appreciating – their own work and others 7

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Subject matter – People • Real • Imagined • Different cultures • Different contexts • Portraits • Realistic/abstract/cartoon 8

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual 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 9 it in the world around us. JB

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Subject matter Other Living Things • Animals • Birds • Fish • Reptiles I am the independent falcon: • Plants • Trees…. I am like the independent falcon who lives by itself and doesn’t need anyone to follow. I am strong and I never give 10 up. TD

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Subject matter Objects • Still life • Fruit • Flowers • Vegetables • Toys • Cultural objects 11

Visual Arts • Subject matter Places and Spaces • Landscapes The Country: Australia is a very • Cityscapes dry country, so I chose yellow and orange to show this. JL • Australia and overseas • Remembered / pictures • Real or fantasy • Outer space Sydney Harbour Bridge: 12 from observation (Charcoal) Introduction to Visual Arts Education: Deirdre Russell-Bowie

Visual Arts • Subject matter Events • Celebrations • Special occasions • Festivals • Cultural, historical, religious • Direct experience • Reading / internet / New Year’s Eve pictures 13 Introduction to Visual Arts Education: Deirdre Russell-Bowie

Introduction to Visual Arts Education: Deirdre Russell-Bowie Using 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. This My life rules: 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 14

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual 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 one side can be light and the other dark; draw or paint this effect Picasso-styled self-portrait uses tone to 15 express the artist’s emotions.

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Elements of Art – Colour • Primary colours • Secondary colours • Tertiary colours – Brown, Grey • Complementary colours – Opposite • Analogous colours – Near 16

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual 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 17

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Elements of Art – Texture • Smooth, bumpy • Rough, prickly • Silky, sharp – In the classroom • Create rubbings • Photograph actual textures • Create collages 18

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Elements of Art – Shape • • • Flat, 2 D area defined by a boundary Geometric Irregular Use lines to form boundaries Can make 2 D look 3 D – In the classroom • Draw 3 D objects on paper, concentrate on outline and shape 19

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Elements of Art – Form • 3 D 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 20

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Elements of Art – Space • Area between shapes and forms • Perspective gives 2 D 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 21

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual 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 22

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Elements of Art: Test yourself! – – – – L T C T S F S P – Line – Tone – Colour -Texture – Shape - Form – Space – Pattern 23

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Forms – 2 D • Drawing • Painting • Printmaking • Marbling • Photography 24

Drawing Why teach children to draw? Drawing is an extension of seeingchildren acquire the abilities of : • Perception • Interpretation • Imagination • Communicating the way we see, think and feel about our world 25

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 26

Drawing Media • • Pencils (2 B, 4 B, 6 B) Coloured pencils Crayons Oil pastels Charcoal Felt tipped pens Coloured inks 27

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 28

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 29

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 30

Different Drawing Papers • • Paper in a variety of sizes Cartridge paper Brown paper Newspaper Coloured paper Cardboard Silver, gold, black paper 31

2 D 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 32

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Forms – 3 D • • • Sculpture Mask making Puppets Collage Paper making 33

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Forms – 3 D • Ceramics • Cards • Textiles: – – Silk painting Batik Tie Dying Weaving • Digital forms 34

art By Moira Gibson

Introduction to Visual Arts Education: Deirdre Russell-Bowie Art Appreciation ü The aim of an art appreciation program is to develop strategies for looking at art and making sense of what they see ü An art appreciation program should assist students to understand their own art, as well as other artists 36

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 37

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation – Personal, reflective responses – Analyzing artworks in terms of elements, style, history – Explore artist’s intentions – Peer artworks – Visit art galleries 38

Artmaps Ask questions about what we see: q What is it? q Who made it? q What is it made of? q How is it made? q Where is it made? q When was it made? q Why was it made? q What is it about? 39

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation What is it? Monet: Waterlilies (Impressionism, 19 th C) Ken Done: Olympic Medallists’ Wildflowers (Naive, 21 st C) 40

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation Who created it? Da Vinci: Mona Lisa (Renaissance, 16 th C) Elioth Gruner: Spring Frost (Realism, 19 th C) Rembrandt: The Night Watch (Baroque, 17/18 th C) 41

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Art Appreciation What is it called? Van Gogh: Starry Night The Blue Boy: Gainsborough (Post-Impressionism, 19 th C) Jackson Pollock: Composition (Abstract Expressionism, 20 th C) (Rococo, 18 th C) 42

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation – Why was it created? Ken Done: Olympic Games (Naive, 21 st C) Picasso: Guernica (Cubism, 20 th C) 43

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation What media and techniques were used? Margaret Preston: WA banksia (Coloured woodcut) Rodin: The Thinker (Bronze sculpture) 44

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation In what historical, cultural and geographical context was it created? Kandinsky: St George (Expressionism: Early 20 th Century) Ingres: Joan of Arc (Neo-classicism, 18 th Century) Goya: The Parasol (Romanticism, 45 Mid-19 th Century)

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation – What message and/or emotions does it convey? Edvard Munch: The Scream Edvard Munch: Young Woman on the Shore 46

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation – What might have happened before/after what is portrayed in the artwork? Perdreau: Hayride 47

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation Line Tone Colour Texture Shape Form Space Pattern – What elements of visual arts were used to convey the message? Picasso: Flowers Van Gogh: Sunflowers 48

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation – How does it compare with other artworks you have explored? 49

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts • Art Appreciation What utilitarian use does it have, if any? Annie Griffiths Belt: Signatures of 250, 000 Australians join artist Fiona Mc. Donald in supporting Aboriginal Claims 50

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual Arts Dance! Sing! • Art Appreciation – What is your personal response to the artwork? Paint! Take photos! Write! Discuss! Act out! Salvador Dali: The persistence of memory 51

Art Appreciation Program This program should include a variety of images and objects in the visual arts: ü Painting Fashion, jewellery ü Drawing Sculpture ü Printmaking Wood ü Ceramics Photography ü Fabrics/textiles Comic books, cartoons ü Murals Graphic design 52

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) A By discussing these with children allows for interpretation of images & generates lots of ideas for their own art-making 53

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) 54

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) 55

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. 56

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) 57

Introduction to Visual Arts Education: Deirdre Russell-Bowie Be 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 58

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 59

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. 60

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 61

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 62

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? 63

Introduction to Visual Arts Education: Deirdre Russell-Bowie Visual 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 64

Factors Hindering Creativity These things limit creative expression q stencils q templates q an adult drawing for a child instead of encouraging the child’s own creative efforts q an adult constantly asking, “What is it? ” 65

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Developmental Stages • Disordered Scribbling / Manipulative • Controlled Scribbling • Named Scribble/ Symbolic/ Shape Stage • Recognizable / Pictorial Stage 67

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) 68

Controlled Scribbling • Lines stop and start at different points • Begins to make circular movements on the page. • Experiments with dots and lines 69

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 70

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 71

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 72

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 73

Later Representational Stage • Use of ground line and skyline • Appearance of profile • Objects are shown in relationship to each other 74

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 75