Posters

Teacher Education in Art for primary Schools - draft

Communicative Posters Decoration

An integrated art project combining text and picture

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NUAE & UCSJ

Teacher Education in Art for primary Schools - draft

1. Preparing a process of art works for communication Reflections of the teacher Each student is every day confronted with and experience a broad variety of Vietnamese visual culture. The number of posters, billboards, and advertising signs is heavily increasing.

The art students are also introduced to different theories about learning and development of competences. In this material the theory of multiple intelligences by Howard Gardner is selected but many other aspects could have been chosen as content for this project.

In order to combine these experiences the lecturer decides to introduce an art project creating communicative posters on multiple intelligences to be applied in classrooms, in staffrooms and at meetings with parents.

Questions before detailed planning: •Why?

•How? Why?

Visual Culture

A poster Teaching Aid

Materials - techniques

Function

Form

What do you want to say?

Students as Designers

•Whom?

Pictorial Language: Composition Lines Colors Contrasts

What do the observe see?

Multiple Intelligences

How?

For whom?

•What?

What?

Meaning - theme - topic - motif

Find further information and inspiration in Educational Theories for Art Education

Aims/ objectives

Outcomes

This element will

At the end of this element the student will be able to Take active part in planning a project Understand the background for the new process Use and understand the five competence areas as support for planning a lesson and a project

Introduce tools for planning art lessons Challenge the student to take part in preparing an aesthetic process/project

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NUAE & UCSJ

Teacher Education in Art for primary Schools - draft

2. Collect and categorize everyday Posters Exercise Each student collects 5 examples of posters from Vietnamese visual culture. They can bring original posters or pictures of the chosen examples. In groups of 4-5 the students categorize the posters looking for similarities within these four categories: CONTENT

MATERIAL/TECHNIQUE

FORM/STYLE

FUNCTION

You might also want to focus on a cross section- and non-historic categorization e.g. pictures of animals or peace or portraits chronological and historic categorization e.g. pictures of one artist or child

Aims/ objectives

Outcomes

This element will

At the end of this element the student will be able to Make a collection of posters

Stimulate the student’s awareness of the surrounding visual culture Challenge the students to collect various types of posters Stimulate the student to compare and categorize art works Stimulate the awareness of criteria for communicative posters

Discuss the concept: visual culture Categorize pictures/posters Share criteria for a communicative poster

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NUAE & UCSJ

Teacher Education in Art for primary Schools - draft

3. From choice of Topic to Creating Ideas Aims/ objectives

Outcomes

This element will:

At the end of this element the students will be able to: Listen to classmates ideas and wishes

Stimulate the students’ awareness of approaches to aesthetic processes

Express and clarify own idea

Stimulate students to seek out inspiration

Express an understanding of the

on topic within existing culture

connection between topic, idea, theme,

Challenge the student to reflect on topics

motif, material, and language of art

relevant for different grades

Choose relevant topics for different grades

Stimulate the student to reflect on ways to motivate children to create ideas

Tip! To create a common understanding let the student analyse and discuss the four Circus Posters made in grade 2 Primary School What is the TOPIC? What is the MOTIF in each poster?

What is the individual THEME in each poster?

What is the FUNCTION of each poster?

How can you work with posters in your classes?

Close up

Interior included

Exterior

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Action

NUAE & UCSJ

Teacher Education in Art for primary Schools - draft

Thematic Approach Reflections of the teacher

CIE model is a pedagogical, didactic approach to develop innovative students

CREATIVE PLATFORM A topic is an objective concept chosen as a common platform for creating ideas, memories, associations, fantasy.

Mention or list all the ideas you get in connection to the chosen topic?

Based on the topic the teacher can guide the class in creating a mind map.

All ideas are welcome and categorized during the process It is essential to get the attention of the students and motivate them to think about, elaborate on, and differentiate the interpretation of the topic. They are working within the creative platform.

INNOVATIVE PLATFORM The class agrees on common or individual idea for a thematic approach to a learning process in Arts and each student selects their personal interpretation and motif.

The students can work individually or in groups.

How can I/we express my/our idea? How can I/we improve my/our idea? Where can I/we search for inspiration and help? With whom can I/we discuss my/our draft?

ENTERPRISING PLATFORM Starting from the drafted sketches in the groups the class collects inspiration from other visualizations of MI. The class agrees one a common style, format, number of colours etc. for the production. The students produce their final works.

A project develops in an interaction between the created idea/focus and the available and challenged competences in each student

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NUAE & UCSJ

Teacher Education in Art for primary Schools - draft

4. From Idea to Cultural Inspiration to Choice of Motif The students are going to work with MI and develop teaching aid posters to be exhibited in classrooms. Visualization of MI can take many forms with different styles. You can find inspiration from others in books or posters. Here is included some examples for discussion and categorization.

Kindergarden Staffroom with posters of Multiple Intelligence at NCE, Hanoi

Introductory work at NUAE with MI

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NUAE & UCSJ

Teacher Education in Art for primary Schools - draft

5. From Motif to choice of Format, Size, Material, Technique, Typography to Layout Aims/ objectives This element will  Introduce the student to relevant material for making posters Stimulate the student to make a draft as foundation for dialog in process Challenge the student to use paint and brushes relevant for the content and function Challenge the student to simplify to strengthen communication

Outcomes At the end of this element the student will be able to  Create a draft and discuss this with the class for feed-back and communication  Select material according to content and expression • Create a visual composition for a poster • Work reflected on lines, shapes, colors and text • Select simple forms and symbols relevant for the content  Create a communicative poster

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NUAE & UCSJ

Teacher Education in Art for primary Schools - draft

6. From Expression to clear Communication of Content Aims/ objectives This element will Stimulate the student to be aware of the visual culture in daily society Challenge the student teacher to reflect on the language and effect of communicative posters Stimulate the student to consider the recipient’s optic

Outcomes At the end of this element the student will be able to  Appreciate the language of posters  Analyze and reflect on own and others’ posters as part of a visual local, national, and global culture  Understand receptive, productive and communicative aspects of a poster

Index

Icon

Symbol

An index is characteristic of

An icon is similar or imitate what

A symbol refers to a

having a direct physical or

it signifies e.g. Swans on the lake

meaning in addition to what

causal connection between

painted by a 9 year old girl

is shown in the picture. The

expression and content:

white dove with a twig

A wood pigeon in the snow

symbolizes peace

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NUAE & UCSJ

Teacher Education in Art for primary Schools - draft

7 From Individual Works to Functional Posters Aims/ objectives This element will: Stimulate the student to be aware of the connection between sender, media and receiver Stimulate the student to be aware of teaching aid material meaning for learning processes in the classroom Stimulate the student to be aware of the responsibility and influence of creating a learning environment

Outcomes At the end of this element the student will be able to  Analyze and differentiate the communicative, productive, and receptive factors in posters  Produce teaching material relevant for current teaching and learning processes Arrange inspiring learning environment

From topic to idea to draft to painted poster to digital experiments to “professional“ poster

for display integrating Sender, Media and Receiver in a functional interaction.

Se M nd ed er R ia ec ei v er

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NUAE & UCSJ