Learning About Art: Art Ideas for Primary School Teachers

By Kerry Walsh

Kerry Walsh is married with three children. She has an art studio in Minto NSW, and exhibits her art regularly throughout the Sydney region. She completed a Visual Arts degree with honours before going on to study for a Master of Creative Arts honours degree with the University of Western Sydney. Originally she had been offering art lessons to children and adults, from her studio in Minto, as well as after school classes for children at Minto Primary School, before deciding to go back to University and study for a Bachelor of Teaching Degree at the University of Western Sydney.

She retired from teaching two years ago to write her book and continue with her art practice. However, she could not let teaching go and still holds private art classes. After teaching in both Primary and Secondary schools she realized how important an informed art lesson is in obtaining the desired academic outcomes from her students. Too little research by a student resulted in a superficial art work that had very little depth and offered a discouraging result. Students were elated with their art only when they understood in what context it should be made. When students researched other artists, and realized how different the artists world was compared to the students own, it became clear why these artists painted the way they did. With this new understanding and, through class discussions students were encouraged to look at their own world and to attempt their own art in a more enlightened way.

Younger students were excited to see how artists thirty, fifty, or a hundred years ago lived, what they liked to paint and, how they expressed what was happening around them. Second class students were surprised to be confronted by Warhols Soup Cans and wanted to have a go at painting something themselves. Students held a class discussion to decide what to paint if they were painting pop art today. They discussed what image they would like to paint in a repeated pattern and why? The result, elephants, and they should be coloured elephants like bright colourful neon lights telling everyone to visit the zoo. The result of this more inclusive way of presenting art to younger primary school students, which included learning basic information about art movements, artists and art works and, did not simply look at a picture in terms of is it easy to copy or, is it colourful and easy to paint, implanted an understanding about what art is, resulting in a deeper appreciation about art for each student.

Encouraging a positive reaction about art even at a basic level for younger classes, helps students to understand that their own individuality is an essential part of art making. No longer should students compare their art to those around them and decide if it is good or bad or they are good at art or bad at art; students learn that everyone is an individual and, that their art is not only interesting but also creative. This discovery raises students self esteem, which in turn increases confidence in their own ability to work through ideas unaided; creating an art work that is pleasing and imaginative.

Upper Primary students (years 3 6) are enabled by their computer research to better understand the complexities of life in a former time. When their teacher links the art they are working on to the historical time the class is looking at, themes such as the Australian Gold fields or settling Outback Australia, becomes alive when viewed through the art of the times. By immersing themselves in the creativity of art making, ultimately other aspects of their academic life are enhanced. A students confidence is increased as they become aware that their own ideas are important and accepted.

• Language: English
• Publisher: Xlibris AU
• Release date: Oct 12, 2013
• ISBN: 9781493111176

Kerry Walsh

Kerry Walsh is a practicing artist and art teacher, with a Masters Degree in Creative Art and a Bachelor of Teaching from the University of Western Sydney. During her 25 years as an art teacher she has taught students of all ages and believes art enhances our daily lives. Teaching in both Primary and Secondary schools has shown her how important an informed art lesson is in obtaining the desired academic outcomes. As a result of art education a deeper understanding emerges, encouraging an appreciation for each student to understand that their own individuality is an essential part of art making and, that their art is not only interesting but also creative. This discovery raises student’s self esteem, which in turn increases confidence in their own ability to work through ideas unaided; creating an art work that is pleasing and imaginative. By immersing themselves in the creativity of art making, ultimately other aspects of their academic life are enhanced. A student’s confidence increases as they become aware that their own ideas are important and accepted.

Book preview

LEARNING ABOUT

ART

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ART IDEAS FOR PRIMARY SCHOOL TEACHERS

Copyright © 2013 by Kerry Walsh. 504798-WALS

ISBN: Softcover 978-1-4931-1116-9

EBook 978-1-4931-1117-6

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Rev. date: 10/09/2013

To order additional copies of this book, contact:

Xlibris LLC

1-800-455-039

www.xlibris.com.au

[e-mail]

CONTENTS

INTRODUCTION

POP ART (years 3 – 6)

POP ART (years K – 2)

CREATING MOOD WITH COLOUR (yrs 3 – 6)

CREATING MOOD WITH COLOUR (years K – 2)

APPROPRIATION (years 3 – 6)

APPROPRIATION (years K – 2)

MODERNISM (years 3 – 6)

MONO PRINTING (years 3 – 6)

MONO PRINTING (years K – 2)

POST MODERNISM (years 3 – 6)

POST MODERNISM (years K – 2)

DEDICATION

Thank you to my husband for

endlessly listening to my drafts. A big thank you to my family

who supply me with faces to paint,

and thank you to my mother who loved art as much as I do.

ART PRACTICE FOR K TO 6

INTRODUCTION

The value of art as a process, through which ideas can be presented and evaluated, has stood the test of time. Before recorded history cave paintings, and dirt drawings depicted the people’s response to the world in which they lived. Those early people understood the value in presenting an image that could inspire an imaginative response from those who viewed it. The modern global community is no different, today we rely on presented images to inspire and enlighten our daily lives. We look to art and the artist to present images as a form of communication, but this is reliant on the viewer’s ability to process and evaluate the images that are created in an informative and imaginative way.

The student’s journey through interpretative imagining begins, when they first pick up a crayon or pencil and make marks on paper. School is the venue through which that interpretation is nurtured and encouraged. Exploring colour, line and perspective allows the young artist to interpret their ideas through imaginative art making. Trying out different mediums and forms of art encourages artistic and cognitive growth.

Art also introduces the critical and creative thinking that allows students to go beyond their physical and geographical restrictions, to explore other ideas and approaches to life. This unrestrained creativity enables students to reach out and attempt to expand their own ideas and dreams into a kaleidoscope of possibilities. Art is