Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of Art Assignment
A visual resource bank 6 images to support a sequence of lessons in art and design that underpin the Take One Picture approach The Piano
Animation by Adian Gibbobs
Available at: www.youtube.com/watch?v=-ZJDNSp1QJA
(accessed 29/11/12) Available at : http://oddstuffmagazine.com/30-best-pictures-of-the-week-showing-human-emotion-april-09rd-to-april-16th-2012.html/attachment/38836 (accessed 24.11.12) By Simran Rehal Bird Girl By Sylvia Shaw Judson (1936)
Available at : http://listverse.com/2010/12/14/top-10-greatest-sculptures/
(accessed 30/11/12) This film shows a range of emotions to the sound of a piano through a man’s memories. It is a very moving animation that shows life through different ages and expressions. This makes a cross curricular link with English very easily, this is where children could write script to the animation and write about certain scenes and the emotions portrayed. However I feel that you would be able to make links to music and drama too. This way I would use the film to be a stimulus to their piece of music, and explore how musical tone and rhythm changes to the mood and emotions that they want to show. This could be created as a comic strip first so that they could annotate their ideas and then act it out. This way children work with emotions and how they are expressed through images and through real life. This photograph is of the indian festival of colour called Holi. It is the celebration of the salvation of one of the Hindu Gods. The photograph expresses happiness, celebration and unity. It opens the door to teach children about celebrations, festivals and Hinduism, (cross curricular link with RE). With this image I would like to open up the excitement about using bright and vibrant colours within a piece of art to alter the moods and atmospheres. Belshazzar's Feast By Remrandt (1636-8) Madame Moitessier By Jean-Auguste-Dominique Ingres (1856) This image is of a wealthy banker and even though she does not have much expression on her face she expresses herself through the objects placed around her, her posture and the hand gestures. She has eye contact with the artist which expresses that she is a confident person. The point of using this image is to show children that they can express themselves other ways other than through their facial expressions, e.g. smiles and frowns. Body language Two Tax Gatherers By Marinus Van Reymerswaele (1540) This image is of two tax men who were counting the tax of some items. The reason why I have chosen this image as one of my stimulus’s to children's learning is because both men have very different expressions on their faces, therefore may have very different emotions going through their minds. The artist of this painting did not paint it from the real scene therefore this is how he portrayed them to look like. Maybe this is how he felt their personality shined through? It is clear that tax men were not liked in the past as well as today so maybe that is why he has painted them in such a way. For this painting I This painting has opportunities to use a cross curricular link with Religious Education. It tells the story of Daniel 5: 1-6, 25-8. The image illustrates the King of Babylon being told that because he used vessels that his father had stolen from the temple to serve wine to his guests, his days on the throne are numbered. This could introduce children to the Old Testament (Torah) and certain stories within it. This could then lead to the children illustrating other stories within the bible with a focus on facial expressions and emotion. You can tell by the expression on people’s faces that the message that was delivered that night was not good news. This should give the children the opportunity to discuss and think about things that have made them feel shocked and worried. An activity that I would carry out with the children is to get them into groups of four and act out what they felt happened before and after this freeze frame. When their actions meet the painting they are to freeze and each character is to describe how they are feeling. The aim is to build their vocabulary and emphasize the expressions on their faces so that they can see them first hand on other children. Expressions and Emotions A rationale to illustrate how art can be used effectively and creatively within the curriculum to inspire children (500 words) The chosen theme for this image bank is expressions and emotions. It is important as a teacher to create art lessons that support, engage and challenge children (Key and Stillman, 2009). An approach that has engaged children over the years is the National Galleries ‘Take one Picture’ approach. This is approach is used within primary schools across the UK to spark cross curricular links with art. Cross curricular links can create meaningful and engaging learning. Rod Taylor insists that for children to fully appreciate, enjoy and understand art they need to be introduced to work of artists, sculptors, photographers, and designers (1999). The image bank that I have created involves paintings, photographs, videos and sculptures so that children can look at different interpretations of emotions and expressions. I have used all open ended questions to extend learning because it has been proved that effective teaching and learning happens through open-ended questioning (Sedgwick & Sedgwick, 1996).
After some extensive research I knew that faces and feelings were used within Year 5, so I decided to use expression and emotion as a theme for my image bank. Within Year 5 children, children should be able to express what they think and feel about an image and talk about how they would improve the work themselves. Looking at my teaching notes and questions, it is clear to see that if the lessons were taught effectively then they should meet the National Curriculums target for KS2 knowledge and understanding 4a,b & c (DfEE, 1999: 120).
Key et al have identified that by teaching children through various materials that are stimulating gives students the perfect opportunity to show their talent and interest in art, it sparks creativity (2009). It is important to have creativity within the curriculum as it gives children the opportunity to think outside the box and produce unique and meaningful work. This not only applies to art but to other subjects across the curriculum too. Learning through art provides engagement for children and can improve their academic performance because their creativity is valued (Sternberg, 1999). Children can express their feelings and thoughts through their art work, with the use and experimentation of different materials. This should open their ideas to the outside world and other subjects. Grigg has also stated that art has importance within the curriculum because it unlocks for children to recognise their interests and it promotes other areas of learning across the curriculum as well as helping to develop and express their personal and conceptual development (2010). I agree that art has this effect because I have seen this first hand when teaching children.
Art is an important subject to ensure it is taught effectively. However what essentially matters for children is “the degree to which they are motivated, engaged, and challenged to develop their artistic knowledge, skills and understanding,” (Grigg, 2010: 217). I have tried to achieve this throughout my image bank and throughout my teaching ideas. Art is a subject that I especially enjoy teaching, through the images chosen and teaching ideas it would be possible for children to also enjoy it, be creative and unique.
Word count - 539
Focus Questions: 1. What do you think the atmosphere was like before, after and during this scene?
2. How has the artist created this atmosphere?
3. What do we think the main character is like?
4. If you were part of this picture, what would you be wearing and doing/feeling? Key Vocabulary: Emotions, atmosphere, Torah, tones, colours, expression, freeze frames Focus Questions: 1. What do you think is happening in the animation?
2. What do you think the characters are feeling and thinking?
3. Why do you think there is not any dialogue in this film and what effect does it create for the animation?
4. What does their facial expression and body language tell you? Key Vocabulary: body language, animation, expression, mood, music, tone, rhythm This statue is created from a sculpture made by Ragdale, it is of a girl who holds two bowls either side of her wearing a sad expression. It is not clear as to why she is sad but it is a good opportunity for children to use their imagination as to why she may be feeling like that. This statue would help me to introduce children to using different materials to create art rather than a piece of paper and a pencil. This would be a perfect opportunity to use clay with the children and introduce them to other statues and sculptures so that they can see how expression is created through moulding and sculpting. This statue is famous for being on the book cover of Midnight in the Garden of Good and Evil by John Berendt. This would spark to conversation about reading book covers and why they are important to be eye catching. Focus Questions: 1.What do you think the Bird Girl is thinking & feeling, what makes you feel the way she looks?
2.Looking at the book you are currently reading, can you create an eye catching cover that expresses your main characters emotions?
3.What ways are there of expressing sadness?
4.What do you think this girl's daily life is like? Compare to your daily routine.
5. In pairs, one person close their eyes and the other describe the statue in detail. Key Vocabulary: sculpture, statue, mould, sculpt, routine, emotions, clay, sculpting tools, body language This will show children how you can use tone and contrast to make something stand out and provide a certain feel towards the work. Different kinds of colouring materials can be experimented with, this way children can get used to different materials and how to use them to their full potential. This would be a good opportunity for children to express what festival they feel this happy within and to explore other festivals and traditions. This can open their eyes to a new world and culture. Focus Questions: 1. Is there a festival that makes you feel like this photograph? If there is, why does it make you feel like that?
2. After listening to the story behind Holi, if you were the person in the picture, what would you be thinking and what emotions would you be feeling?
3. Looking at expressions and emotions, use different colours to express an emotion of your choice.
4. Can you recreate a scene in groups to illustrate a moment of unity which you may have exprienced? Key vocabulary: Colour, contrast, tone, expression, Holi, festival, unity, celebration expresses a lot about how you feel, as well as your hand gestures and eye contact. This also shows children that by placing things around within the art can express your personalities and even your hobbies. A teaching idea could be to get children to bring in three objects which they feel express who they are well so that they could either draw them or even use photography so that they could embed ICT into their work. This piece of art concentrates more on the expression aspect of the theme. Focus Questions: 1. If you could have three objects to express yourself in a portrait, what would they be and how do they express who you are?
2. Why do you think Madame Moitessier is sitting the way she is?
3. What does it say about who she is?
4. With an abstract view, can you create a piece of art work sharing the most important aspects of your life? Key Vocabulary: expression, body language, posture, eye contact, gestures, abstract would not tell the children straight away who these men are and what they are doing. I would like them to guess their expressions, emotions and what they are doing so that they can build their own perception of the painting. The only detail I would let the children know is that the artist did not paint it in the real scene. This way they can start to think about how it is through the artists mind that emotions and expressions are illustrated. With this image I would pick out certain aspects to make cross curricular links, e.g. money and maths. Focus Questions: 1. Splitting the class into half, one half write a diary entry of the man writing in his book and the other half write an log about what the other man can see, what is he feeling and why is he pulling that face? (Cross curricular link to English)
2. Imagine you are a tax payer and you give these men half the money you earn, write them a letter and explain the emotions that you are feeling.
3. In your working environment what objects would you place around you and what emotions would you express?
4. If you were to paint you and your family, how would you express who they were? Key Vocabulary: tax,money, work, expressions, diary entry, letter Bibliography Cox, S. & Watts, R. (2007) Teaching Art and Design 3-11, London & New York: Continuum
Grigg, R. (2010) Becoming an Outstandind Primary School Teacher, Essex: Pearson Education Limited
DfEE, (1999) The National Curriculum, London: QCA
Key, P. & Stillman, J. (2009) Teaching Primary Art and Design, Exeter: Learning Matters
Lancaster, J. (1990) Art in the Primary School, London: Routledge
Perkins, D. (1994) The Intelligent Eye – Learning to Think by Looking at Art, California: Getty
Sedgwick, D. & Sedgwick, F. (1996) Art across the curriculum, London: Hodder & Stoughton
Sternberg, R.J. (1999) Handbook of Creativity, Cambridge: Cambridge University Press
Taylor, R. (1999) Understanding & Investigating Art – Bringing the National Gallery into the Art Room, London: Hodder & Stoughton