Page 1

Teacher Education in Art for Primary Schools - draft

Painting to music An expressive integrated approach to storytelling, picture drawing and decoration

-1-

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

-2-

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.

-3-

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!

-4-

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!

-5-

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.

-6-

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

-7-

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?

-8-

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.

-9-

NUAE & UCSJ

Painting to Music  

Teaching Material made by Kirsten Fugl

Painting to Music  

Teaching Material made by Kirsten Fugl

Advertisement