Hands On! Painting - Visual Arts In The Classroom, Grade 1-8

103 Pages·2017·33.016 MB·English

by  TDSB

HANDS ON! Painting
Visual Arts in the Classroom, Grades 1-8
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ISBN: 978-0-88881 -345-9
HANDS ON! Painting: Visual Arts in the Classroom, Grades 1 -8
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© 2017 Toronto District School Board
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Reproduction of this document for use by schools within the Toronto District
School Board is permitted. 4
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For anyone other than Toronto District School Board staff, no part of this publication 4
may be reproduced, stored in a retrieval system, or transmitted, in any form or by any 4
other means, electronic, mechanical, photocopying, recording, or otherwise, without 4
the prior written permission of the Toronto District School Board. This permission must
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be requested and obtained in writing from:
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Toronto District School Board
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Library and Learning Resources
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3 Tippett Road
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Toronto, ON M3H 2V1
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Tel: [phone]
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Email: [email protected] 4
Every reasonable precaution has been taken to trace the owners of copyrighted
material and to make due acknowledgement. Any omission will gladly be rectified in
future printings.
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This document has been reviewed for equity.
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Table of Contents
Introduction..................................................................................
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Painting Processes and Explorations
Why Do We Paint?......................................................................... .3
Learning Goals............................................................................... .3
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Painting in Kindergarten............................................................ .4
Colour Concepts and Painting Examples in the Curriculum . .6
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Looking at Art to Inspire Painting.............................................. .8
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Caring for Painting Tools and Materials..................................... 13
Painting Processes: Materials, Guidelines, Set-up, and Tips.. 15
A. Painting with Watercolour........................................ 16
B. Painting with Tempera................................................ 17
C. Painting with Acrylic................................................... 17
D. Colour Mixing and Exploration................................. 18
Studio Painting Techniques......................................................... 26
A. Texture Rubbings and Wax Resists........................... 26
B. Wet on Wet................................................................... 32
C. Stippling....................................................................... .35
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D. Effects with Salt and Plastic Wrap........................... .37
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E. Dry Brush.................................................................... .40
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‘I F. Painting with Bleeding Art Tissue Paper............... .42
1 Pulling It All Together................................................................ .46
* 1 Stories from the Studio............................................................... .52
r i A. Painting Neighbourhoods....................................... .52
B. Looking at Aspects of World Architecture............. .53
C. Music as Inspiration.................................................... .54
- i S D. My Imaginary Doorway............................................ .55
E. A Re-imagined Toronto............................................ .56
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F. Collaborative Painting: Creating Murals Together .57
- i Appendix 1: Professional Resources for Teachers................. .60
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Appendix 2: Literature Sources................................................ .62
■^1 o Appendix 3: Basic Materials forTeaching Visual Arts........... .64
I Appendix 4: Painting Apps....................................................... ..77
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Acknowledgements
HANDS ON! Painting is the culmination of many months of work by the Program
Coordinator and Visual Arts Instructional Leaders of theToronto District School
Board Arts Department between July 2014 and August 2016. It has been a pleasure
to work with such an inspiring team of writers, teachers, and students. We hope that
you will find this resource a helpful tool in planning and implementing your inquiry
and exploration-based art program. The Introduction provides a pedagogical frame
for Visual Arts, and the remainder of the handbook guides teachers and students
with processes and techniques for exploration. Throughout the handbook, we have
included photos of students engaging in inquiry, exploration, and meaning-making.
We hope that these visual stories will inspire new art investigations and discoveries in
your classroom. Enjoy!
Project Manager
Christine Jackson
Developers
Vanessa Barnett
Debbie Cheng
Christine Jackson
Jennifer Matsalla (Lead, Summer 2015)
Lisa Sanders
Thank you to the many teachers, artists, and students whose work is reflected
in this document.
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Visual Arts in the Classroom, Grades 1-8
Education in the arts is essential to students' intellectual, social,
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physical, and emotional growth and well-being.
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The Ontario Curriculum, Grades 1-8: The Arts, 2009
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HANDS ON!
Visual Arts in the Classroom, Grades 1-8
The HANDS ON! documents are designed to support the generalist classroom teacher
with the development of essential Visual Arts knowledge and skills. The possibilities for
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creativity and art expression are endless. As students learn the techniques outlined in
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the HANDS ON! documents, they gain an expanded repertoire of tools for representing
and communicating their thoughts and ideas. Imagine the high-quality, differentiated-
assessment data that will be at your fingertips as you observe closely and listen deeply
to your student artists.
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How to Use the HANDS ON! Documents
HANDS ON! outlines detailed instructions related to specific art techniques. You will
become familiar with a range of practices and procedures for establishing effective
routines and for demonstrating specific techniques. However, the subject matter—
topics and themes for exploration—will be determined by you and your students. This
is the true art of art teaching: designing tasks that animate the curriculum and activate
learning by engaging students in purposeful, meaningful inquiry and discovery.
Art spills out of the studio and into children's lives as the language of art becomes the
language of learning. Art can become a tool for investigating, asking questions, forming
and testing theories, collaborating, and exploring an idea from a range of perspectives. Art
can encourage a culture of inquiry in your programs.1
The art of teaching the HANDS ON! techniques in your classroom involves two key
dimensions of teaching and learning. You must KNOW YOUR STUDENTS and KNOW
THE CURRICULUM.
KNOW KNOW
YOUR STUDENTS THE CURRICULUM
Learning Styles HANDS ON! The Pedagogy
and Interests
Purposeful Selection Arts Curriculum
Readiness of Art Techniques Components
Cultural Knowledge Cross-Curricular
and Experiences Connections
' Pelo, Ann. The Language of Art: Reggio-Inspired Studio Practices in Early Childhood Settings.
Redleaf Press, 2007, p. 107.
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Know Your Students
1. Learning Style
Through observations, conversations, and the use of learning-style or multiple­
intelligence inventories, your students can learn a great deal about how they like to
learn. This information will help students understand themselves as learners and will
help you design activities that are differentiated and responsive to the range of needs
and interests in your classroom. It can be highly motivating for students to be offered
choices that align with their preferred learning style and their particular interests.
There's a radical and wonderful new idea... that all children could and should be inventors
of their own theories, critics of other peoples' ideas, analyzers of evidence, and makers of
their own personal marks on the world.2
2 Meier, Deborah. The Power of Their Ideas: Lessons for America from a Small School in Harlem. Beacon Press,
2002, p. 4.
©2017 Toronto District School Board -iii- HANDS ON! Painting
2. Interests
Personal interests must also be taken into account. How will you come to know what
interests your students have and what they are curious about? How will you ignite
that interest and curiosity? Conversations, interest surveys, and regular check-ins with
individual students and small groups can provide you with a wealth of information,
and telegraph a message that you are genuinely interested in who they are and what
they care about.
The creative process of the arts begins with "challenging and inspiring"our students.
There are many ways to stimulate art making, and the key is that the inspiration be
relevant to and reflect the children in front of you. It could be a discovery of a bird's
nest in the tree by your class, a fabric from a student's clothing, or a question raised
in response to a storybook. Whenever possible, follow the interests and natural
curiosities of your students. You will always be able to connect their interests to the
curriculum.
3. Readiness
All students come to school with background knowledge and experiences that
are unique to their lived experience. When selecting topics and techniques for art
explorations, it is important to consider the prior knowledge and varied experiences
of your students. Draw upon stories, artworks, issues, and topics of relevance to
them. When students see themselves and aspects of their lived experiences reflected
in the learning materials, their sense of readiness and connection to the learning is
significantly increased.
You can activate prior knowledge and create a collective point of connection for all
of the students through a minds-on activity that is culturally relevant and responsive,
such as a slide show of artists'work, an anticipation guide, a class brainstorm or mind
map, a neighbourhood walk, or by sharing the kind of art they have seen at home and
in their communities or classroom picture books.
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4. Cultural Knowledge and Experiences
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Culture is about ways of knowing.
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Culture goes much deeper than typical understandings of ethnicity, race, and/or faith.
It encompasses broad notions of similarity and difference, and it is reflected in our
► students' multiple social identities and their ways of knowing and of being in the world.
Coming to know and understand our students is a very involved and complex process.
It requires sensitivity, respect, acknowledgement, and a readiness to challenge one's
own assumptions and biases. It involves opening up space for multiple perspectives,
honouring difference, and celebrating the rich diversity of knowledge and experiences
that fills our classrooms.
Get to know your students. In what community do they originate and how do they self­
identify? What types of print, video, audio, and other experiences motivate them?
Art is never created in a vacuum. When our students make art, they are saying
something that has cultural significance. How will you use HANDS ON! to open up
conversations about culture and invite diverse representations of experience into your
classroom?
© 2017 Toronto District School Board - v - HANDS ON! Painting