Introduction To K-6 Visual Arts Education

Introduction
Introduction to
to
K-6
K-6 Visual
Visual Arts
Arts
Education
Education
By
Deirdre Russell-Bowie
and Moira Gibson 1
Visual
Visual Arts
Introduction to Visual Arts Education: Deirdre Russell-Bowie
Arts
Every
Every child
child is
is an
an artist.
artist.
The
The problem
problem is is
how
how to
to remain
remain an an artist
artist
once
once he
he or
or she
she
grows
grows up.
up.
(Picasso)
(Picasso)
2
The
The benefits
benefits of
of including
including the
the
Visual
Visual Arts
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
Visual Arts
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
4
Visual
Visual Arts
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
Visual
Visual Arts
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
Visual
Visual Arts
Arts Syllabus
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
7
Visual
Visual Arts
Arts
• Subject matter
– People
• Real
• Imagined
• Different cultures
• Different contexts
• Portraits
• Realistic/abstract/cartoo
n
8
Visual
Visual Arts
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
Visual
Visual Arts
Arts
• Subject matter
Other Living Things
• Animals
• Birds
• Fish
• Reptiles
• Plants I am the independent falcon:
• Trees…. lives
I am like the independent falcon who
by itself and doesn’t need anyone
to follow. I am strong and I never
give up. TD 10
Visual
Visual Arts
Arts
• Subject matter
Objects
• Still life
• Fruit
• Flowers
• Vegetables
• Toys
• Cultural objects
11
Visual
Visual Arts
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)
Visual
Visual Arts
Arts
• Subject matter
Events
• Celebrations
• Special occasions
• Festivals
• Cultural, historical,
religious
• Direct experience
• Reading / internet / New Year’s Eve
pictures
13
Using
Using the
the language
language of
of Art
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 My life rules:
• Buildings, squiggle picturesThis 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
Visual
Visual Arts
Arts
• Elements of Art
– Tone
• Use of light and shade
• Tonal quality affected by use
of light and dark colours
• 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. 15
Visual
Visual Arts
Arts
• Elements of Art
– Colour
• Primary colours
• Secondary colours
• Tertiary colours
– Brown, Grey
• Complementary colours
– Opposite
• Analogous colours
– Near
16
Visual
Visual Arts
Arts
• Elements of Art
– Colour
• Cool Colours
• Warm colours
• Monochromatic colours
(Colour + black/white)
• Create artworks exploring
the different categories
of colours
17
Visual
Visual Arts
Arts
• Elements of Art
– Texture
• Smooth, bumpy
• Rough, prickly
• Silky, sharp
• Create rubbings
• Photograph actual textures
• Create collages
18
Visual
Visual Arts
Arts
• Elements of Art
– Shape
• Flat, 2D area defined by a boundary
• Geometric
• Irregular
• Use lines to form boundaries
• Can make 2D look 3D
• Draw 3D objects on paper,
concentrate on outline and shape
19
Visual
Visual Arts
Arts
• Elements of Art
– Form
• 3D shape
• The space that an object
takes up in its environment
• Looks different from
different angles
• Create sculptures, carvings,
papier mache artworks
20
Visual
Visual Arts
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)
• Draw landscapes with background,
middle and foreground
• Examine artworks for perspective
and create similar artworks
• Explore negative and positive space
21
Visual
Visual Arts
Arts
• Elements of Art
– Pattern
• All around us
• Effective in art
• Symmetrical / Asymmetrical
• Geometric / Irregular
• Create geometric and irregular
patterns
• Use printing techniques to create
patterns
• Explore the work of Escher;
create similar artworks
22
Visual
Visual Arts
Arts
Elements of Art: Test yourself!
– L – Line
– T
– Tone
– C
– Colour
– T
– S
-Texture
– F – Shape
– S - Form
– P – Space
– Pattern
23
Visual
Visual Arts
Arts
• Art Forms
– 2D
• Drawing
• Painting
• Printmaking
• Marbling
• Photography
24
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
25
Different
Different Types
Types of
of Drawing
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
Drawing Media
Media
• Pencils (2B, 4B, 6B)
• Coloured pencils
• Crayons
• Oil pastels
• Charcoal
• Felt tipped pens
• Coloured inks
27
Imaginative
Imaginative Drawings
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
Drawings from
from Observation
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
Drawings from
from Different
Different
Perspectives
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
Different Drawing
Drawing Papers
Papers
• Paper in a variety of sizes
• Cartridge paper
• Brown paper
• Newspaper
• Coloured paper
• Cardboard
• Silver, gold, black paper
31
2D
2D Topics
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
Visual
Visual Arts
Arts
• Art Forms
– 3D
• Sculpture
• Mask making
• Puppets
• Collage
• Paper making
33
Visual
Visual Arts
Arts
• Art Forms
– 3D
• Ceramics
• Cards
• Textiles:
– Silk painting
– Batik
– Tie Dying
– Weaving
• Digital forms
34
art
art
By
Moira
Gibson
Art
Art Appreciation
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
36
Different
Different forms
forms of
of Art
Art Appreciation
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
Visual
Visual Arts
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
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?
39
Visual
Visual Arts
Arts
What is it?
Ken Done:
Monet: Waterlilies Olympic Medallists’
(Impressionism, 19th C) Wildflowers
(Naive, 21st C) 40
Visual
Visual Arts
Arts
Who created it?
Da Vinci: Mona Lisa

(Renaissance, 16th C)
Elioth Gruner:
Spring Frost
Rembrandt:
(Realism, 19th C)
The Night Watch 41
(Baroque, 17/18th C)
Visual
Visual Arts
Arts
Art Appreciation
What is it called?
Van Gogh: The Blue Boy:

Starry Night Gainsborough
(Post-Impressionism, 19th C) (Rococo, 18th C)
Jackson Pollock:
Composition
42
(Abstract
Expressionism, 20th C)
Visual
Visual Arts
Arts
• Art Appreciation – Why was it
created?
Ken Done:
Olympic Games
(Naive, 21st C)
Picasso:
Guernica
(Cubism, 20th
C)
43
Visual
Visual Arts
Arts
What media and Margaret Preston:
WA banksia
techniques were (Coloured woodcut)
used?
Rodin:
The Thinker
(Bronze sculpture) 44
Visual
Visual Arts
Arts
• Art Appreciation Ingres:

Joan of Arc
In what historical, (Neo-classicism,
18th Century)
cultural and
geographical
context was it
created?
Kandinsky: Goya:
St George The Parasol
(Expressionism: (Romanticism,
Early 20th Century) Mid-19th Century)
45
Visual
Visual Arts
Arts
Edvard Munch:
– What message The Scream
and/or emotions
does it convey?
Edvard Munch:
Young Woman on the
Shore
46
Visual
Visual Arts
Arts
– What might have
happened
before/after
what is portrayed
in the artwork?
Perdreau:
Hayride
47
Visual
Visual Arts
Arts
Line
Line – What elements
Tone
Tone of visual arts
Colour
Colour were used to
Texture
Texture convey the
Shape
Shape message?
Form
Form
Space
Space
Pattern
Pattern Van Gogh:
Sunflowers
Picasso:
Flowers
48
Visual
Visual Arts
Arts
– How does it
compare with
other artworks
you have
explored?
49
Visual
Visual Arts
Arts
What utilitarian
use
does it have, if
any?
Annie Griffiths Belt:

Signatures of 250,000
Australians join artist Fiona
McDonald in supporting
Aboriginal Claims 50
Visual
Visual Arts
Arts Dance!
Sing!
Paint!
Take photos!
– What is your
Write!
personal response
Discuss!
to the artwork?
Act out!
Salvador Dali:
The persistence of memory
51
Art
Art Appreciation
Appreciation Program
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
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)
By discussing these with
children allows for interpretation
of images & generates lots of
ideas for their own art-making
A
53
Comparisons
Comparisons of
of Artworks
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
Dinner Party
Party Activity
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
Living Sculptur
Sculptures
es
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
Be
Be aa Detective
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
Police Descriptions
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
The Art
Art Auction
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
Improve Your
Your Art
Art Appreciation
Appreciation
Program
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
Writing about
about an
an Event
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
My Favourite
Favourite Artwork
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
Visual
Visual Arts
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
Factors Hindering
Hindering
Creativity
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?”
65
66
Developmental
Developmental Stages
Stages
• Disordered Scribbling /
Manipulative
• Controlled Scribbling
• Named Scribble/ Symbolic/ Shape
Stage
• Recognizable / Pictorial Stage
67
Scribble
Scribble or
or Manipulative
Manipulative Stage
Stage
(2
(2 -- 44 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)
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
Representational Stage
Stage
(7-10 years))
(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
Later Representational
Representational Stage
Stage
• Use of ground line and skyline
• Appearance of profile
• Objects are shown in
relationship to each other
74
Visual
VisualArts
ArtsEducation
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

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Introduction

Introduction to Visual Arts Education: Deirdre Russell-Bowie

• Making – Forms and Matter

• Appreciating – their own work and

Unknown Joy: Unknown joy is a

Picasso-styled self-portrait uses tone to

Elements of Art: Test yourself!

• These drawings can be imaginative,

• Look up at the clouds and imagine what

• a child reviewing his/her own drawings

Da Vinci: Mona Lisa

Van Gogh: The Blue Boy:

• Art Appreciation Ingres:

Annie Griffiths Belt:

In pairs, talk to the other friend about a

This activity asks students to describe an artwork

This activity asks the children to

• Lines stop and start at different points

• Begins to make circular movements on

• One shape may represent more than one thing

• Beginning of recognizable figures

For further information,

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