Visual Arts

Week 8

Thursday 3^rd May 2012

In my first art lesson, we were to describe, analyse and compare artworks. We compared objects, focus, position of people, lighting, colour, background/foreground, shots and the medium of the artwork (photograph, painting etc). Not only is making art important in the development of students but appreciating is also essential as it allows students to learn about how artists work, how they develop creative ideas for their works and interpret the world (Board of Studies NSW, 2006, p.11). 

The activity, Art Alphabet also provides students with opportunities to look at, talk about and read about artists and artworks as they use Dover’s (1989) Art Map Compass to complete the alphabet. Before the students complete this activity, I would have people such as artists, photographers and designers visit the school or take students on an excursion to visit art galleries and museums. These experiences and opportunities are essential as it contributes “to students’ understanding of the value of the visual arts in times past and in contemporary societies… and also lead to culturally rich and imaginative learning experiences that assist students to enjoy and value the visual arts in their own lives” (Board of Studies NSW, 2006, p.11).

Week 9

Thursday 10^th May 2012

Today we enlarged a drawing of a wheel we sketched in the previous lesson and recreated our drawing using different kinds of paper such as telephone paper. This is great to use in the classroom because, firstly, students need to observe the painting or object they are drawing and consider the size and angle of view which helps students to develop “self-reflection and judgement, which will affect the choices and actions they make in developing their artworks” (Board of Studies NSW, 2006, p.11). 

Secondly, students can use different materials to represent different parts of the wheel and discover different uses of the paper such as scrunching into different sizes and cutting into different shapes to recreate their image. 

As Gibson (2011, p.131) describes, visual arts is highly beneficial to students as it a way of thinking through senses, it fosters confidence, creates sensitivity and develops responsibility, discipline, focus and concentration. Students are also able to reflect on how they manipulated paper in creating their artwork. And it is a great way for teachers to assess students’ learning.         

Week 10

Thursday 17^th May 2012

In today’s lesson, we created an artwork by dividing an A3 sheet of art paper into four parts. We then had to decide which of the four parts would include neutral colours (black/white), complimentary colours (such as purple and yellow), warm or cold colours (warm colours would involve: red, orange, yellow) or monochromatic (different shades of one colour). 

This would be a great activity to do with Stage 2 and 3. And students could also choose different themes, ideas and shapes in their artwork. For example, heart shapes were evident in my painting which symbolise love. 

Along with this activity, qualities such as colour, surface, light, volume, structure, shape, space, texture, perspective and spatial relationships can be explored with different paint media such as acrylics, watercolours, inks, dyes and oils (Board of Studies NSW, 2006, p.82). I could also introduce various techniques such as different-sized brushes, rollers, sticks, sponges and fingers to create qualities such as fluidity, transparency and opacity (Board of Studies NSW, 2006, p.83).