By Linda Green
Geared toward non-specialist basic academics, this booklet deals aid for the 2 attainment pursuits of the nationwide cuuriculum in paintings: investigating and making, and data and figuring out. It makes use of examples and fabrics to discover a number of parts of kid's improvement in paintings making and figuring out, and in addition goals to equip lecturers with suggestions for constructing their very own knowing and appreciation of the topic. devices integrated conceal such components as: * kid's motivation to make artwork * constructing co-operative paintings with artists in faculties * studying approximately paintings from different cultures * studying approximately artwork from diversified old classes * 2nd and 3D artwork * assessing kid's artwork
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Studying these works by Cassatt, Picasso and the children helps us to understand how a selection from the wide knowledge base might be made. The selection could start in one of three ways: 1 2 3 The subject matter—which draws on a child’s direct or indirect experience, for example playing in the garden with a dog; eating ice cream; a stormy day at the seaside (Plate 5). Choosing an artist’s painting—looking at an artist’s work, which could relate to the child’s experience in some way, for example Mary Cassatt’s Woman with Dog or Renoir’s A dance at the Moulin de la Galette.
C) What is the value of an understanding of art to the individual, in school and in later life? (d) To what extent do the current orders for art correspond with your views in respect of the preceding questions? Models for learning in art 37 2 Key questions about reflecting on teaching art: (a) By what criteria do you decide that your teaching of art is more or less successful? (b) To what degree do your own likes or dislikes determine what the children do in art and the extent of their success?
The National Curriculum for Art has been outlined, including the interrelationship between the two attainment targets. Ways have been suggested whereby teachers may build their knowledge and skills in ‘reading pictures’ to enable them to plan similar activities for children. These ideas are further extended in Unit 3 where models for teaching and learning in art are developed. Unit 3 Models for children’s process of learning in art, and teaching strategies to support learning In this Unit we suggest some models that describe the process of children’s learning in art, and the necessary teaching strategies that will support that learning.