Teacher Education in Art for Primary Schools - draft
Painting to music An expressive integrated approach to storytelling, picture drawing and decoration
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NUAE & UCSJ
Teacher Education in Art for Primary Schools - draft
1. Preparing the process and the classroom Material: Sponges, brushes, paint, simple palettes, big table with white paper of good quality, tape, buckets with water. Put a piece of paper on the palette before the paint. It saves cleaning after use! Music: The choice of music is very essential for the outcome of the process. Find a piece of music that starts quietly and increases in volume and tempo. E.g.
Aims/ objectives This element will Inspire the student to plan and conduct
Outcomes At the end of this element the student will be able to Select suitable music
an integrated process combining a
Arrange a practical table or two with all
musical experience with movement and
relevant material for the process
painting
Plan a progression in colours according
Challenge the student’s on classroom
to the music
arrangement and management
Arrange and implement integrated processes
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NUAE & UCSJ
Teacher Education in Art for Primary Schools - draft
2. Listen to music and set rhythmic marks Aims/ objectives
Outcomes
This element will:
At the end of this element the students will be able to: Listen to own feelings created by the music Express feelings in colours, lines and shapes by making marks according to the music Express an understanding of the connection between music and body movement Cooperate during art processes
Stimulate the audio, tactile and kinaesthetic senses of the students Stimulate the students’ awareness of how music and rhythm creates emotions Stimulate the student’s experience of and reflection on the synergy between rhythm, body movement and pictorial marks Stimulate a collective aesthetic process
While listening to a piece of music the participants set marks with sponges on a big piece of paper. In complete silence and concentration they move around the table setting marks according to the instruction from the teacher. First white, then yellow, then red, then green, and then blue. The shifts are carefully planned by the teacher. After blue the teacher can shift from sponges to brushes and all colours perhaps finishing with black. When the music ends, you might have a session, where the students in groups finalize the huge picture. NB!! Painting to music can be arranged in many different ways. Experiment with different range of colours, sizes etc. The main thing is to make the teachers able to develop, plan, implement, and communicate new ways of arranging learning processes and teaching.
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NUAE & UCSJ
Teacher Education in Art for Primary Schools - draft
3. From painting to “experiencing” our picture Aims/ objectives
Outcomes
This element will
At the end of this element the student will be able to Express their personal experiences Listen concentrated to presentations from other students Reflect on the teacher as an facilitator
Challenge the students to share different experiences and opinions Stimulate the students’ concentration and ability to communicate and listen
The students reach a common decision on how to hang up the huge picture. Spontaneous comments to the process and the outcome of the picture is shared.
Key Questions What did you feel during the process of moving around the table painting? What do you think about the collective picture? Do you like is? Do you think it is chaos? Do you think it is exciting? Which associations come to your mind looking at the picture? Which key-words come to your mind looking at the picture? Key words and comments are noted on the blackboard for later differentiation. Stimulate the fantasy and creativity as much as possible before adding a special focus Do you find parts that refer to something? This question might lead to a discussion on different styles!
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NUAE & UCSJ
Teacher Education in Art for Primary Schools - draft
4. Reflections on Colours, Lines and Shapes Aims/ objectives
Outcomes
This element will
At the end of this element the student will be able to
Stimulate and enlarge the language of art within e.g. composition, space, shapes, lines, colours, light/shadow, contrasts, movement
Use differentiated concepts within e.g. composition, shapes, colours and lines Implement reading and appreciating own and others’ pictures
The dialogue about the common picture can focus on composition, lines, shapes and colours. In connection to experiencing colours focus can be lead to reflections on the following contrasts: light and dark contrast warm and cold contrast complementary contrast quantity contrast quality contrast You can also set focus on transparency rhythm depth
Key Questions The teacher guides the students to experience the picture and express him-/herself: Along which lines do your eyes wander? This question might lead to discussion about composition! Do you favour special parts of the picture? This question might lead to a discussion on colours!
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NUAE & UCSJ
Teacher Education in Art for Primary Schools - draft
5. Selection of “Figure” in a Fantasy world Aims/ objectives
Outcomes
This element will
At the end of this element the student will be able to Select one part of the whole picture according to the theme Create a story related to the cut out picture Present the chosen picture and tell the developed story for the class
Challenge the student to use their imagination Stimulate the student to select focus Challenge the student to develop a story from a chosen part of the whole painting Stimulate oral presentation and concentration
The teacher creates a story – a fantasy world –, selects a theme to start a process, where each student finally selects their piece of picture and creates a story to the picture. Example:“Once upon a time a group of very famous ornithologists were gathered at an international conference where each one was invited to present their best “photo” of a very seldom bird. They were asked to present their photo together with facts about their bird: name, origin, manners, living conditions such as food, reproduction, parental care and/or the conditions under which it was found......” Each student cuts a view finding frame out of a piece of A4. All holes have the same size44. The student takes the identity of an ornithologist finding “his/her” bird. Each participant selects his/her bird and tapes the frame on the huge picture where it is found. The student has chosen his/her picture and sits down to “create” the story to be presented. Each participant takes turn to present their story in front of the class. When finished the storyteller selects the next picture to be presented and so on until all have had the chance to present.
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NUAE & UCSJ
Teacher Education in Art for Primary Schools - draft
6. Stories come alive in a Picture with a Title by an Author Aims/ objectives
Outcomes
This element will
At the end of this element the student will be able to Outline plan for composition Discuss, receive and give response to each other during artistic processes Choose relevant typography for a strong lay-out of picture and text Write capital and normal letters with different instruments Discuss quality of different lay-outs
Challenge the student to combine picture and text Stimulate students to experiment and outline plan(s) for composition(s) Stimulate students to discuss the outlines plans and supervise each other in groups of four Challenge letter writing and reading VIX
Then each student can cut out his/her piece and join a group of four to support the process of creating lay-out to front-pages of individual books to be developed.
Cutting out
Selecting focus
Adding/removing
Working, experimenting, discussing and supporting each other in groups of four
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Drafting
Guidelines
NUAE & UCSJ
Teacher Education in Art for Primary Schools - draft
7. Individual Works in a common Presentation
Aims/ objectives
Outcomes
This element will:
At the end of this element the student will be able to Arrange inspiring and educative
Stimulate the student to develop different approaching to exhibiting and
presentations during the aesthetic
presenting artworks
process Arrange exhibitions of all art works at the end of the process
Continuous assessment
Final presentation
Teacher reflections: How did I facilitate the process and quality in form and expression?
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NUAE & UCSJ
Teacher Education in Art for Primary Schools - draft
Making books Aims/ objectives
Outcomes
This element will
At the end of this element the student will be able to Take initiative to plan cross-curricular
Stimulate the student to develop ideas to combine art works into cross-curricular
processes
activities
Arrange a process of making books
A. Children make drawings of “My Sunday in Hanoi”. The texts and the pictures are gathered into a book printed professionally.....
B. Grade 0 make drawings of “What I like very much”. They tell the class about their picture and their story is recorded and written by the teacher to follow the picture. When the children start in grade 1, this “homemade” book becomes their very first reader.
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NUAE & UCSJ