2 questions on this
1. How did the teacher discuss each child’s art before, during, and after they painted their pictures? What kinds of questions did she ask? How did these questions support each child’s development of aesthetic sensibilities in art?
2. Think about how you experienced visual art as a child both inside and outside the home and as a viewer and a creator. Notice how the teacher has the children’s art displayed on the walls and how she has the students walk around the tables to look at each other’s finished paintings. How did the display of art help the children to appreciate the different qualities and uniqueness of the art? What other ways have you seen or used to display children’s art that was both aesthetically pleasing and demonstrated that their work was valued?
the video
I think every child is some kind of an artist. There’s many layers to the question of why art is important in early childhood. I think my first point that I’d like to make is that it’s children’s first access to communicating on a visual level. It’s like early literacy. They have a lot in their art that they create that expresses what’s going on in their life and how they’re feeling that they can’t communicate in other ways. The learning objective for my class today was around color. And learning the primary colors, the science of color. And then mixing the primary colors to create the secondary colors. And the secondary colors are…you can see them in the color wheel here. Here are the primary colors. This is the science of color, right here. Red, blue, and yellow. And in between the yellow and the blue, what do you get? Green. Can you hold that for one second? In between the yellow and the red, what do you get? Orange. In between the blue and the red, you get…purple. We could see the science of the color wheel. And how in the center of the color wheel there’s the primary colors and the secondary colors. Can you actually make red from, like other colors? That is such a great question! The primary colors are called ‘primary colors’ because you can’t make red. You have to have it. You have to. And that’s a law of the universe. I painted a rainbow for them, mixing the primary colors to create the secondary colors. What I’m going to paint is a rainbow. Because I love rainbows. I’m going to let you guys choose what you want to paint. You can paint your rainbow if you want to. Wait. Yes? What are we going to paint? Like, whatever we want? You can paint your rainbows, I know a lot of people like to paint rainbows. I’m going to let you paint what you want. But one of the things you have to do is you have to mix the orange, the purple, and the green in your picture somewhere. But you’ll be able to paint what you want. I had to come up with an original painting sketch quickly so that they could paint something they really wanted to paint. I got an idea. What’s your idea? You will see. It’s a surprise. Informal assessment is walking around, having brief conversations with children, finding out where they’re at, what they’re doing, if they understood what I was talking about. And then also where are they going to go with it? I need to make, like, all the primary colors in the picture here. You mean like, a wooden boat that’s painted? Yeah. What did you say, D.J.? I’m asking Adrian if he’s, like, making a boat that’s made out of wood, or if he’s making a wooden boat that’s painted. Oh. What are you going to do, Adrian? Um, a boat that’s painted with all the primary colors. Oh, excellent. And a little bit of brown. A boat that’s… Children do a lot of problem solving and thinking when they do artwork. If you watch children doing artwork, you can see them making all sorts of decisions, what, where are they going to do this? How…and it’s personal, it’s sort of open-ended decision making. Nicholas, you might want to think about using a smaller paintbrush, too, okay? Just ’cause you have a lot of detail in here. So it’s one of the decisions you have to make as an artist-how big a paintbrush do you need? You make a lot of decisions as you work. How do you make green? Well, this green right here. How did that green get there? Like it’s all together. Yeah, there’s a little green there. While we were working, different kinds of things came up with the colors. I do not know how to make black with the primary colors. You know, black’s a hard one. You can make a nice, dark brown. Making black, you kind of have to buy it. But she’s got a nice dark purple. And if you were to add a little bit…you can try. Mix some of the colors together and see how dark you can get it. I’m adding a little bit of purple to my, like, blue. So are those the waves? Yeah. Oh. Good job. That’s…that’s, a lot of artists will do that, they’ll use a little bit of a darker color to make the waves…show the way the wave is moving. You know, sometimes at my house, I just go blah, blah, blah, just mix all the colors together. And what happens? I’ll mix green, I’ll just mix yellowish green with all the other colors. And it just makes beautiful colors like violet red, or stuff. You just don’t know what’s going to happen. Yeah. I sat with one child and I asked her what she did. Can you show me the secondary colors that you mixed? I mixed, I mixed orange, green, and purple. Excellent, you’ve got the secondary colors. These little blue… Pardon me? These little blue drops are raindrops. Raindrops, excellent. If she understood how to mix the different colors…And how do you make orange? Red and yellow. Excellent. How do you make green? Blue, blue and yellow. Excellent. And how do you make purple? Red and blue. Excellent. If you’re a visual artist, it means you’re looking at fruit. What do you like to look at about fruit? That would, that would make you want to do a painting of it? Um, what do you mean, like? I mean what do, what do you find beautiful about fruit? It has different colors. You like the colors of the fruit. Excellent. Another child might say some totally different things. I was originally… originated. Um, I was originating…Originally? Originally a dragon, but…I love your idea. He’s doing a dragon, so. You know, you really want to see, think about what you’re interested in painting. That’s the ultimate goal. So you never know what kinds of information you’re going to get when you talk to kids directly about what they know. I’m looking at your picture. I find it very interesting. Can you tell me about some of the subject matter, why you painted what you painted? I see you’ve got many of the colors we talked about, the primary colors and the secondary colors. Why did you paint…What did you paint? And why did you paint it? I like boats. And I just wanted to paint boats, because it’s like, boats are interesting to me and I want to, like, paint them. Sort of like a research boat, and a ferry boat? Yeah. The next time I meet with the class, we can go on to the next thing. Maybe talk about warm colors and cool colors. At the end of each lesson, I often have kids share their artwork. Push in your chairs, stand behind your chairs. And what I would really like you to do is to walk around very…push in your chairs…walk around the room and take a look at each other’s work. It’s a time to encourage the looking at each other’s artwork. And that’s part of being an artist, is looking at each other’s artwork. And talking about it. And celebrating it somehow. Whoa! What’s this one? If you like one, remember it, ’cause I’ll ask you then. This is Adrian’s, I guess. I’m always amazed what I hear from kids. And I’m always amazed what they are capable of in visual art. They might struggle in writing or using words. But their art always has original thoughts and ideas.
Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount