Top Banner
EDE 202 The Creative Arts e- Portfolio Jodie King – Student ID: 15203768 Art is a shadow of what a person is thinking... a small glimpse of what they hold inside. Little secrets, regrets, joys... every line has its own meaning. ~Sarah, Los Cerros Middle School, 1999 I certify that the attached material is my original work. No other person’s work or ideas have been used without acknowledgement. Except where I have clearly stated that I have used some of this material elsewhere, I have not presented this for assessment in another course or unit at this or any other institution. I have retained a copy of this assignment. I have read and understand the Curtin University of Technology document Academic Integrity at Curtin: Student
68
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Assignment 1 ePortfolio

EDE 202 The Creative Arts e-

PortfolioJodie King – Student ID: 15203768

Art is a shadow of what a person is thinking... a small glimpse of what they hold inside. 

Little secrets, regrets, joys... every line has its own meaning. 

~Sarah, Los Cerros Middle School, 1999

I certify that the attached material is my original work. No other person’s work or ideas have been used without acknowledgement. Except where I have clearly stated that I have used some of this material elsewhere, I have not presented this for assessment in another course or unit at this or any other institution. I have retained a copy of this assignment. I have read and understand the

Curtin University of Technology document Academic Integrity at Curtin: Student guidelines for avoiding plagiarism.

Page 2: Assignment 1 ePortfolio

Item 1: Drawing & Design Item 3: 3D Media

1.1 Rationale 3.1 Rationale

1.2 Classroom Connections 3.2 Classroom Connections

Drawing & Elements of Art 3D Media / Elements of Art

Representational Drawing Clay

Drawing as a Thinking Tool Found Objects

Story-Making Wire

Use of Different Art Media Box / Building Block Construction

1.3 Cater for Diverse Needs 3.3 Catering for Diverse Needs

Item 2: 2D Media Item 4: Documentation

2.1 Rationale 4.1 Observing children

2.2 Classroom Connections

2D Media & Elements of Art Item 5: Self Refection and References

Acrylic Paint

Water Colour Paint 5.1 Self Reflection

Oil & Chalk Pastels

Print Making 5.2 References

2.3 Catering for Diverse Needs 5.3 References Cont.

5.4 Notes

Contents

To read the information related to the headings above, please click on the blue square:

Page 3: Assignment 1 ePortfolio

Every child is an artist. The challenge is to remain an artist after you grow up

- Pablo Picasso

There are many reasons for children to learning how to draw and design. It allows children to have

fun while developing their cognitive, socio-emotional, motor development and creative skills. To

begin with, the activity of drawing and design is a source of much pleasure and satisfaction. As

explained by Pelo (2007, p.85) when children draw, they create representations of their experiences,

observations, theories, and emotions. Allowing children to express themselves visually, enables

them to show you what they have seen or done or who they have met, how they feel or what they are

thinking about. For young children, drawing is an important communication tool, providing

opportunities to explore their ideas and experiences.

The elements of design are the basic components used by the artist when producing works of art

and are the tools that artists use to make the art. These are the building blocks used to create a work

of art. The elements of design can be thought of as the things that make up a painting, drawing, or

design such as line, tone, colour, texture, shape, form, space and pattern.

1.1 Drawing and Design Rationale

Page 4: Assignment 1 ePortfolio

• Create an organized, visually rich environment * By displaying reproductions of the children’s masters pieces, instructional posters displaying concepts and techniques. Children will visually see how concepts and techniques can be performed. Also by teachers modelling techniques and sitting talking with children will encourage children’s creativity. * By display words on a wall with visual art vocabulary- for example: line, tone, colour, texture, shape, form, space and pattern, paint, pencil, chalk, clay, 3D, 2D, Box creation, observation, story telling, etc. Children will learn what words go with what concepts and elements of art. *By displaying a variety of interesting everyday objects for still life drawing- for example: vases, mirrors, toy cars, photos, natural objects, etc. Children can have a hands on approach with these elements as they can touch and look to see what textures, tones and shapes the objects are. This making it a real life exploration. * Area to display student art work- This can be anywhere in the classroom or centre. Children can look, see and comment on their peers creations. Giving children the sense of pride.• Store supplies in organized, convenient manner for easy access by students- make sure these are at a height that all children can access. Low shelves and plastic tubs are fantastic.• Create an area for storage of finished pieces of art. This may be a large portable plastic bin with a lid filled with paper portfolios or a storage unit of shelves and or drawers. Also children’s art work can be displayed for revisiting and as a art gallery.• Create a “drying” area. This could be by using a manufactured drying rack or hang a clothes line and using clothes pegs.• Assure plenty of “elbow” room for each student to successfully create.

• Before you attempt any art project in a class environment, create it yourself. As you are making the prototype, think like your students. See if you have a comfortable seat, is the table at the right height, can I access the elements needed for the creation.• Be aware of student clothing. Parents should know what days students will be creating art. Have paint shirts or aprons available for painting or clay work.• Sometimes, you just have to make a mess. Be proactive. Be prepared.• Develop a clear, easy clean up plan including storage of artwork, and supplies.• If students need to wash hands or equipment, be prepared with buckets and sponges or basins of water or procedures to use the sink. Baby wipes can be helpful too.

Setting up a Visual Art classroom

Classroom Management and Clean up

Page 5: Assignment 1 ePortfolio

• Create a safe environment physically and emotionally where ALL children and their work is honoured.• Balance the importance of following directions and creative expression.• Praise children for following directions AND for finding new ways to create art.• Encourage children to solve art problems uniquely and individually.• Honour children’s ideas by compiling them in an individual or classroom journal.• Consistently provide time for all children to tell about their artwork, their creative process and new ideas using visual art vocabulary.• Honour children’s artwork by displaying their work in an attractive, organized manner.• Develop self-confidence in children’s artistic ability by refraining from drawing, painting or marking on their work in any way. Demonstrate examples for individuals on separate pieces of paper or on a white/chalk board.• Have fun! The best way to create a safe environment for creative expression for children is to be free to creatively express yourself.• Make mistakes gracefully and turn them into new opportunities to create art.• Develop ways for children to comment about other children's’ works of art by orchestrating positive comments only, NOT criticism.• Remember there is not wrong or right way of doing art!!

The following slides are examples are of different elements of drawing and design.

Drawing & Elements of Art: line, tone, colour, texture, shape, form, space and pattern.

Representational Drawing

Drawing as a Thinking Tool

Story-Making

Use of Different Art Media

To read the information related to the headings above, please click on the blue square:

Creating a Positive Art Learning Environment

Page 6: Assignment 1 ePortfolio

Drawing and Elements of ArtDrawing is a visual art that makes use of any number of drawing instruments to mark a two-dimensional medium. Common instruments include graphite pencils, pen and ink, inked brushes, wax colour pencils, crayons, charcoals, chalk, pastels, and markers. Kolbe (2007, p.42) explains drawing as the quickest and most direct way of making ideas visible. It is a powerful tool – a language – that enables children to explain things to themselves and to others. Drawing is the activity of making marks on a surface so as to create an image, form or shape. A drawing is a product of that activity.

The elements of art are the parts of an artwork that an artist plans. They are line, tone, colour, texture, shape, form, space and pattern. The principles of art help artists plan their art and think about how other people will react to the artwork. As Herberholz (1995, p.21) explains both teachers and children need to become acquainted with and understanding the vocabulary of art: the verbal tools that will help them identify, describe, analyse and react to artwork.

Art skills develop in stages as children grow. These stages are the Scribble, Schematic and Preschematic stages. By teachers paying attention to these stages, they can plan activities that can engage all children. Teaching children the basics of art, allows children to express themselves artistically and by not restricting the subject matter, progression in their art will lead from basic shapes to representations of daily life.As children move from scribbling to drawings, that represent the world around them, encouraging children to practice their shapes, lines and colours could be done by simply suppling an easy-to-hold painting brush or drawing tool such as a pencil and a piece of paper. These tools are all children at this age need to practice these basic elements of art of drawing. Lessons at this age could also include modelling by the teacher and opportunities to practice drawing different shapes and lines. Time to identify shapes and lines in pictures and real life should also accompany these lesson. Colour identification may include a collage of pictures, in one colour, cut from magazines as well as paintings created in tints and tones of one colour. Making time for experimentation with mixing of paints, will assist children in identifying tints and tones of Colour.When art is taught, it can provide children with authentic learning experiences that engage their minds, hearts, and bodies. This learning experience can be real and meaningful for them. As Bullard (2010, p. 249) explains children who have rich art experiences continue to progress through additional art stages as they mature.

Page 7: Assignment 1 ePortfolio

1.2 Classroom Connections

It is important for teachers to develop an effective teaching style in order for children to be able to master the principles needed to create well designed works of art. Children need to be guided throughout the development of their works during the beginning stages of art education. Slowly children will learn to be more self-regulated and rely on peer critiques to guide them. As Bea (2004) describes teachers that plan activities in the preschool/kindergarten classrooms are considering a balance between freedom and structure. Art activities for children can included drawing time, large-group time, and art projects. Through these activities they can give children time to develop a variety of skills essential to good artwork. Through drawing it allows them to develop their spatial skills, while the large-group time can give children time to compare and contrast drawings and other art projects. Art projects give freedom and creativity because students can express themselves even at a young age. Pelo (2007, p.1) explains children immersed in a culture of drawing, painting, sculpting and writing, can represent and reflect on their encounters with the world and each other.

Drawing is also an important part of literacy development. As children draw together they will often discuss and tell the story of their picture to each other and add the start of scribbled letters. When the environment is set up in a way that children can have access to materials plus the time to make choices and explore processes, it is common for children to spend a long time on their drawings. Bullard (2010, p.250) says that art is often considered the child’s first written language. With this, children should be encouraged to experiment and take risks in both drawing and emergent literacy. When children are developing these skills, they are solving problems about how language works. Children’s drawing and attempts at writing should be encouraged and accepted, and never judged.

“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

- Chinese Proverb

Page 8: Assignment 1 ePortfolio

Line is an element of art that is used to define shape, contours, and outlines, and also to suggest mass and volume.  It may be a continuous mark made on a surface with a pointed tool or implied by the edges of shapes and forms. As Herberholz (2010, p.16) explains the tool a line is made with relates to its character. A line can be used to express various things or feeling. It also can be used to show various things in different ways, and has a number of characteristics such as direction – horizontal, vertical or diagonal, length – short or long, thick or thin, blurred or sharp, straight or curved, and so on.

Line

Element of Drawing Classroom Experience

Line:• Is a mark with length and direction. • Is a continuous mark made on some surface

by a moving point. • May be three dimensional such as wire or may

be implied such as the edge of a shape or form.

• Different lines: Experiment using different mediums. For example draw thick, thin, zigzag, straight, vertical, horizontal, swirly, etc.

• Draw from observation: By looking around the classroom looking at the different shapes that you can find. For example, today we are all looking for squares. Once children have found something representing that shape, look, touch and then draw using different elements, such as chalks, paints, charcoal.

• Multi foot drawing: By tracing the outline of children’s feet it can develop the awareness of natural lines from unlikely sources.

Page 9: Assignment 1 ePortfolio

The above examples of different lines were down in a variety of lead pencils( 2B, 3B, 5B, 2H, H and HB), brush texta pen’s, and fine tip markers on white A4 paper.

Page 10: Assignment 1 ePortfolio

ToneIn art, tone refers to the degree of lightness or darkness of an area. Tone varies from the bright white of a light source through shades of gray to the deepest black shadows. How we perceive the tone of an object depends on its actual surface lightness or darkness, color and texture, the background and lighting. As explained by Watt (1999, p. 38) tone of a colour is how light or dark it is. Tone in a picture can change the feeling or mood of it. Tone is the range of lightness and darkness within a picture. Tone is created by a light source that shines on an object creating highlights and shadows. It also illuminates the local or actual colour of the subject.  Tone creates depth within a picture making an object look three dimensional with highlights and cast shadows, or in a landscape where it gets lighter in value as it recedes to the background giving the illusion of depth.

Element of Drawing Classroom Experience

Tone:• Is simply the difference between the light and

dark areas in a painting or drawing. • The greater the difference the more attention

the area attracts.• Refers to relative lightness and darkness. • It can be perceived as various levels of

contrast.

• Black and white: Give children black paper and white pencils or white paper and one colour crayon, ask children to seeing how light and dark they can get their colour to appear.

• How bright: Have a object such as a bowl and shine a light towards it showing children the different shadows the light forms. Get children to draw what they see (This also can be use for form).

Page 11: Assignment 1 ePortfolio

The above examples of tone was done with a HB, 3B, 5B and 2B pencil on A4 white paper.

Page 12: Assignment 1 ePortfolio

ColourColour is another important element of art. It is a wonderful medium that can create in a piece of art. As explained by Pelo (2007, p. 35) colour anchors us to our world. It calls on our sense of sight as well as our other senses.Colour always has three characteristics, which are hue, value and the intensity. Hue means the shades (Red, yellow or pink), value refers to the lightness or the darkness and intensity refers to the brightness or dullness of the work of art. Colours can be warm or cooling and not only affect the expressive qualities of a picture or painting, but also can give the sense of space in artwork. For example warm colours are advanced and cool appear to recede.

Element of Drawing Classroom Experience

Colour: Colour wheels are a tool used to organise colour. It is made up of:• Primary: Red, Yellow, Blue – these can not be

mixed, they must be bought in some form.• Secondary: Orange, Violet, Green, these

colours are created by mixing two primaries.• Intermediate: Red Orange, Yellow Green,

Blue Violet, etc.; mixing a primary with a secondary creates these colours.

• Complementary: are colours that are opposite each other on the colour wheel. When placed next to each other they look bright and when mixed they neutralise each other.

• What colour do you see: Let children observe the different colour leafs collected from the yard. Get children to draw and then let them choose the medium that they would like to colour their picture in with. This will deliver different shades, tones and texture of their creations.

• Rainbows: Colour the hole page in different colour crayons. Paint the whole page over top of the crayon with black paint. Wait for it to dry and then etch a drawing in the paint using a match stick. Watch the colours come through.

Page 13: Assignment 1 ePortfolio

This example of colour was done by blowing through texta's onto A4 white paper.

This is a drawing of a map of a bedroom. It was first drawn in pencil then painted in water colour paints on A3 white paper.

Page 14: Assignment 1 ePortfolio

TextureTexture is an obvious and important element in a painting. To save confusion it can be broken into two parts.Physical Texture is the texture you can actually feel with your hand. The build up of paint, slipperiness of soft pastel, layering of collage - all the things that change the nature of the papers surface. Herberholz (2010, p.16) explains actual texture as one that we are able to feel with our eyes closed.Visual Texture is the illusion of physical texture, created with the materials you use. Paint can be manipulated to give the impression of texture, while the paper surface remains smooth and flat. Lines and shading can be used also to create different textures as well. For example, if one is portraying certain fabrics, one needs to give the feeling of the right texture so that it closely resembles what the artist is trying convey.Element of Drawing Classroom Experience

Texture: • Is the surface quality of an object.• Refers to the way a picture is made to look for

example: rough or smooth.• Different elements of surfaces to use to create a

texture: such as sandpaper, bark, cement, bricks.

• Shaving cream prints: By adding shaving cream and different colours of paint onto a board. Finger paint a pattern into the mixture and then place a piece of paper to make a print. These prints make a interesting textured background for further works of art.

• Sandpaper drawings: This is using a different textured surface to draw on. Children can create drawing with crayon’s, pencils or chalk.

• Crayon rubbings: By rubbing with a crayon on different surfaces or objects gives the paper a different texture. For example drawing a tree and then rubbing with a crayon on bark give the tree the texture it needs.

Page 15: Assignment 1 ePortfolio

The above examples of texture were done in coloured chalk on ash-felt and rocks.

Page 16: Assignment 1 ePortfolio

ShapeShape is when a line crosses itself or intersects with other lines to enclose a space it creates a shape. Herberholz (2010, p.16) describes a shape with no details inside is flat and may be called a silhouette. Shapes can be geometric (e.g.: square, circle, triangle, hexagon, etc.) or organic (such as the shape of a puddle, blob, leaf, boomerang, etc.) in nature. Shapes are defined by other elements of art: Space, Line, Texture, Value, Color, Form and always has two dimensions, length as well as width but no depth.

Element of Drawing Classroom Experience

Shape: • Geometric shape- circle, square, triangle• Organic shape- leaf, seashells, flower• Positive shape- solid forms• Negative shape- space around the positive

shape• Static shape- appears stable and resting• Dynamic shape- appears moving and active• It is the external outline of an object• It is two dimensional

• Geometric shapes: By having different geometric shapes to trace, see what pictures you can create.

• Winter puddle’s: After looking at what a puddle looks like, let children draw their puddle shapes on paper but explain that they need to cover the hole page in different shaped puddles. Then colour in different colours.

• Flowers: Let children look at different flowers and their shapes. Have different mediums for children to draw these in.

Page 17: Assignment 1 ePortfolio

This example is of a pair of scissors that are over lapping. It was then painted using acrylic paints that were watered down on A4 white paper.

This example of shapes is of geometric triangles. The first stage was drawn using a HB pencil, then outlined using a fine tip black pen. To finish it off it was coloured in using 3 primary colours Red, Blue and Yellow on A4 white paper.

Page 18: Assignment 1 ePortfolio

FormForm may be created by the forming of two or more shapes or as three-dimensional shape. For instance shapes such as cubes, pyramids, spheres or even cylinders are all examples of different forms of elements. Therefore, form has depth as well as height and width. It may be also enhanced by tone, texture and colour. Herberholz (1995, p.28) explains form has to do with three dimensional artworks- sculpture, architecture, and craft objects. You can hold a form; walk around a form and in some cases walk inside a form. Form can be open – that can be looked into, closed- self contained, geometric- sphere, cube, pyramid, cone, cylinder or free- non geometric , irregular in shape.

Element of Drawing Classroom Experience

Form:• Is a shape that is three-dimensional of an

object• It has depth, length, and width and resides in

space.• It can come in many different forms, such as

cube, sphere, pyramid, etc.• In drawing or painting using value can imply

form, such as shading a circle a certain way turns it into a shape.

• Solid shape: Have examples of cubes, spheres, pyramids, cones for children to look at and touch. Have children draw pictures of one object and them colour and shade it using pastels or charcoal’s to create depth.

• How bright: Have a object such as a bowl and shine a light towards it showing children the different shadows the light forms. Get children to draw what they see. (This also can be use for tone).

• Sculpture: Visit a Art Gallery with the children and get them as a group to chose their favourite sculpture to draw. There will be different aspects of the sculpture as the children will all see it differently.

Page 19: Assignment 1 ePortfolio

This example of form is done on A4 white paper using a graphite pencil. The shading gives the objects shape and depth.

This example is done in charcoal on A4 white paper. The shading and angles give these two objects depth, height and volume.

Page 20: Assignment 1 ePortfolio

SpaceSpace is the area provided for a particular purpose. It may have two dimensions (length and width), such as a floor. Space in a two-dimensional drawing or painting refers to the arrangement of objects on the picture plane.  The picture plane is the surface of your drawing paper or canvas. As explained by Schirrmacher (1998, p.160) an artist’s ultimate space is determined by the size of the canvas, be it paper, cardboard, wood or a shoe box. Space may also have three dimensions (length, width, and height), such as a box. To give a box a three dimension shape can be created with the help of shading and perspective to give a feeling of depth. Space can also include the background, foreground and middle ground, and also can refer to the distances or areas around, between or within components of a piece. There are two types of space: positive and negative space. Positive space refers to the space of a shape representing the subject matter. Negative space refers to the space around and between the subject matter.

Element of Drawing Classroom Experience

Space: • Refers to the area in which art is organised,

for example how it is placed on the page.• Gives the illusion of depth.• Real space is three dimensional, for example length, width and height.• Two dimensional is length and width.

• Through the looking square: Have frames of cardboard for children to look through. Get them to see what fits in that square and then transfer the observation onto a piece of paper. Remind the children that the whole piece of paper is to be used (filling all of the space).

• Down the garden path: Get children to draw the front of their house. Do they have trees, a driveway, plants, grass? The house will be the base line of their drawing.

• Different sizes in space: Have round objects of different sizes for children to look. Get them to place them in correct size order and draw them on the paper using the correct size and space.

Page 21: Assignment 1 ePortfolio

The above example of space is done in oil pastels on A4 white paper. The positioning of the circles give the elusion of space.

Page 22: Assignment 1 ePortfolio

Pattern

Element of Drawing Classroom Experience

Pattern:• Refers to the repetition or reoccurrence of a

design element, such as a line, shape or colour over and over again.

• Repeat design: Get children to draw a repeated pattern on their paper in different coloured crayons, then in a black wash paint over the top.

• Line Patterns: With a ruler draw three lines at a time in different coloured texta’s. repeat this pattern at different angles until the page is full.

• Grid Pattern: Place a solid object under paper, for example a jig saw piece, and with a crayon rub. Repeat this with different coloured crayons until the pattern has filled the page.

A Pattern is created when there is a regular repetition of particular forms, it shows a pattern of movement. Schirrmacher (1998, p. 161) explains patterns as having their own identity. They can be ornate, fancy, plain, regular, irregular, symmetrical, asymmetrical, sequenced or alternating. Pattern can also refer to the treatment given to a surface, suggests flow, rhythm, motion or movement. It can also be made with forms, shapes, lines, colours, textures, or symbols that move across a surface in a recurring sequence.

Page 23: Assignment 1 ePortfolio

This example of pattern is done by using different shaped sponges and acrylic paints on A4 white paper\.

This example is done on wet wipes. One was dried and the other was wet when done. The top one was dry and bottom wet giving different effects. It was done using ink in eye droppers and then folded over to make a pattern.

Page 24: Assignment 1 ePortfolio

Representational Drawing

Classroom Experience

• Self portraits: This can be done on mirrors with fine tip whiteboard markers.

• Photo gallery: From a photo they can observe and reproduce the picture or drawing using different mediums.

• Snap shot drawings: With a partner observe each others face and draw using coloured pencils.

• Neighbourhood watch: Walk around the local neighbour hood and observe something you like. From memory draw your favourite choice of observation. This can be done using any medium.

Representational drawing is essentially about close observation, and learning how to draw accurately is a long, complex and often frustrating process. It is a cluster of skills that, once acquired, can be useful. Bullard (2010, p.254) says children need the real object as well as representations of the object for inspiration while drawing. Simply put, a representational drawing can be how children sees and draws a certain subject, although the subject may not look identical to the actual item, animal, or person originally referenced for the drawing. Despite this, one can still tell what the drawing subject is. By incorporating representational drawing in the classroom, it can help with the development of eye hand co-ordination, fine motor skills, and help with the beginning of math, reading and writing skills.

The above drawing is a representation of the coloured sun flower picture. It was done in graphite pencil and charcoal on A4 white paper.

Page 25: Assignment 1 ePortfolio

Drawing as a thinking tool involves drawings that conveys children’s thinking through a poster, pictorial brainstorm, observational drawing journal, murals etc. For example, We may ask children to draw what they know about a topic before and after it has been studied in a class subject. Schirrmacher (1998, p.280) explains art gives children the opportunity to represent what they know nonverbally or graphically. With encouragement, they may also choose to talk about what they have created.Another explanation for a thinking tool used in a educational environment is mind maps. These can be the means of presenting information visually so that relationships between ideas can be clearly seen.

Drawing as a Thinking Tool

Classroom Experience

• Draw a plan: of your bedroom or create a bedroom that you would like. This could be done using pencil first and then coloured in using crayons or coloured pencils.

• Make a map: for the ideal playground for the school or community. This could be done as a group discussion first then as individuals.

• Make a poster: explaining how to use something or how something works. Children can create the poster using crayons or texta’s.

• Drawing a view of what they think a farm might look like from above. This can be done using pencil and coloured in using different mediums.

The above examples is of map of a child’s bedroom and a piece of furniture out of the child's bedroom. They then had to write a list of what they would need to make that piece of furniture that they had chosen to reproduce in a box making activity.

Page 26: Assignment 1 ePortfolio

Wright (2003, p.24) says communicating via drawing and storytelling gives children the opportunity to create and share meaning using two modes- non verbal and verbal. As story making is a powerful motivation for visual arts and language arts for children, it is an important part of human life and a natural and effective way to communicate thoughts, insights, and experiences of the arts. Story making in children involves drawings that conveys their knowledge of stories. For example, they may retell a story through drawing or inventing an ending of their own story. As Schirrmacher (1998, p.280) explains when children draw, they are not simply communicating about their experiences, they are also solving visual problems. Story making can also take on many forms of narrative and dialogues to relate either personal or social perspectives. For example, children can use stories as a channel to understand and find out about themselves and the world around them. With this, children can create a scenario that is suited to their needs and desires in their art work which symbolically represent their immediate concerns and thoughts.All arts encompasses a story in one way or another; even art works that initially do not seem to be narrative do have stories behind it. Normally, children will use both visual and verbal forms of expression in explaining their art work.

Story Making

Classroom Experience

• Different story endings: Children could use this method by listening to a story in a group session, then finish the ending off in a different way through drawings.

• On the weekend: Ask children to draw what they did on the weekend. This could be done in a comic strip format.

• Puppet show or performance: Once children have rewritten a different ending of a favourite story, children could perform a stage show or make puppets to retell their ending.

This is a drawing of a family snow boarding, Mum, Dad and son. There is the snow slop that they went down and the car that they travelled in. He was very excited as he was explaining his adventures with his family.

Page 27: Assignment 1 ePortfolio

Use of Different Art Media

Classroom Experience

• Oil pastel resistant paintings: Draw a picture with oil pastels then with water colour paints paint over top.

• Dry clay drawing: Let some clay dry in long strips. Use this on black paper to draw with.

• Inky wet wipes: Dry out wet wipes and with droppers drop ink onto them. Watch the colours blend(Could also be used for colour observation).

Sartorius (2004) explains that some artists stick with one medium throughout their artistic careers and other artists use many different media to express themselves. Picasso, for example, painted, made ceramics, did printmaking, and used found objects to create his work. Mixed media is an open-ended term that includes an infinite variety of materials, processes, and techniques used in combination in a work of art. Any traditional drawing tools, materials, and substances, for example graphite, watercolour, brushed ink, oil pastels, chalk pastes, conte, texta markers, paper Mache, sculpture, clay, contour lines (often done in pen and ink), prints, and poster paints. acrylic, pencil, pastel, charcoal, ink, and crayons, etc., may be incorporated in a mixed media artwork by traditional, non-traditional, or unconventional means involving 2D and 3D media. Visual media that could incorporate mixed media processes include ceramics, computer-generated imagery, photography, painting, papermaking, printmaking, and sculpture. Common mixed media processes include collage, construction, and shaping.  The goal of mixed media is to improve an artists creative outlook, a goal that can be achieved for children if they are willing to experiment, explore, combine, embrace, unearth, and reconstruct. Forman (1994, pg. 3) explains different media allows children to express some meanings more easily than other meanings. Mixed media work can be successful for children no matter what level of artistic experience is required.

The first example is a picture drawn with a piece of clay that was dried out on Black A4 paper.

The second example is ink used on a wet and dried wet one.

Page 28: Assignment 1 ePortfolio

1.3 Catering for Diverse Needs in Drawing & Design

The arts are a major way of meeting needs of diverse learners.(Jones (2005), as cited in Isenberg & Renck, (2010,p.139))

Many children who may be unable to communicate or express their feeling verbally, can easily do so by creating works of art. Isenberg & Renck (2010, p.139) says in order to make art accessible to all children, teachers need to make appropriate adaptations for students with additional needs. By providing these children with paper, crayons and paints can lead to valuable experiences for both the child, peers and the teacher who are working with them. For this reason, teaching art to children with diverse needs can be a rewarding experience for both child and teacher. As explained by Allen & Cowdery (2009, p.81) experiences in art should be available every day, as this with exploration, spontaneity, self-expression and appreciation. Children's stage of development in art must be acknowledged, regardless of their age as their visual imagery is a way of expressing their understanding of the world and they must be allowed to develop through it. Activities and guidelines should therefore be adapted to suit individual needs and should be appropriate to the child’s ability. Where relevant activities should be planned, and children should be allowed sufficient time to complete. Brief, one lesson art activities may be more suitable for children with a short attention span, and kinaesthetic, multisensory activities may sometimes be appropriate. With support, interest and praise for their efforts, children will respond enthusiastically.Teachers are the best judge of what the children in their care are capable of. By remembering to always have patience and encourage students to do ask much as they can on their own can give children the tremendous amount of satisfaction that comes with being able to complete tasks on their own. The key is to keep levels of ability in mind at all times and remember to be supportive - every step of the way.

The following slides outline some of the modifications in each of these areas that can be made to support the different learning needs.

• Teaching Drawing & Design art to Children with Visual Impairments. • Teaching Drawing & Design art to Children with Hearing Impairments. • Teaching Drawing & Design art to Children with physical impairments. • Teaching Drawing & Design art to Children with behavioural / emotional difficulties.

Page 29: Assignment 1 ePortfolio

For children with visual impairments, tactile activities are imperative such as clay masks, puppets, gloop, play dough, etc.

Teaching Art to Children with Visual Impairments could be by:• Choose an alternative strategy depending on the child’s specific level of vision. For example,

by using large art images, students with some or low vision may be able to see a limited amount. On the other hand, students with no vision may require a different sensory strategy. For example, having solid objects for students to touch, smell and feel or music to draw too. These playing to their sense of touch or hearing.

• Clearly explain each step of the art project out loud as you go along (working step by step). Make sure that the child knows where each art material is. This could be done by placing all item needed for the lesson in a shallow tray and in arms reach of the child.

• Also using a peer buddy system is a great way for children to participate in the activities. This gives the children a chance of typically developing their social skills between them and their peers.

• Stick large pieces of paper to the table for the child to draw on. This will enable the child to draw without loosing their piece of paper. This could also be done on a light box using texta’s or crayons. Children with some vision will be able to see what they are drawing from the outline being enhanced from the light underneath.

• Drawing can be done also by using a raised line tactile drawing boards. Through this board pictures can be created by placing sheets of paper inside the frame and with a normal pen or pencil, simply draw whatever you like but make sure you are pressing firmly. Instantly, you'll be able to feel a clear outline of what you've drawn. And when you flip the page over, you'll have a perfectly-raised diagram on the reverse side - and every detail will easily be felt. Children then can colour in by touch between the lines they have created.

Ways to cater for Children with Vision Impairments in Drawing & Design

Page 30: Assignment 1 ePortfolio

Ways to cater for Children with Hearing Impairments in Drawing & Design

Children who have difficulty hearing need opportunities to learn how to listen and speak. By providing activities that encourage communication and language development, can help children develop important language skills with practice. Activities with very little verbal interaction are also very important., such as art activities and block play. Through these activities, they can offer good opportunities for satisfying play without heavy demands on language or communication. Enjoyable activities for hearing impaired children such as drawing and colouring to painting and weaving can also help promote creativity and expression. Hearing impaired children need extra help when learning new concepts . When explaining things, try to use short, clear sentences and draw or use pictures, as required to illustrate what you mean.

Teaching Art to Children with Hearing Impairments could be by:• Make eye contact before you start to speak. A gentle tap on the shoulder usually will get a child’s

attention.• Talk in a normal voice. Use gestures and facial expressions to clarify your message.• Ensuring there is good lighting to reinforce clear sight of visual aids.• Use as much visual information as possible to reinforce auditory information provided. For

example, label shelves with a picture of the item to facilitate easy clean up time or by using pictures to illustrate the steps of the procedure or activity.

• Using peer tutoring. • Using compic cards and routine story boards.• Labelling all items with the names of what they are, for example paint brushes, paint pots,

painting easel will help students to recognise and understand these art elements and to reinforce reading and writing skills.

Page 31: Assignment 1 ePortfolio

Children with a physical disability may need to use art materials in different ways, for example such as lying on the floor over a bolster pillow to draw. Some children may need you to help them manipulate the materials or even to physically carry out their ideas. By making sure the child controls the creative process as much as possible can be done through encouraging them to communicate specifically what they want you to do. The key to successfully teaching art to students with a physical disability is by making the classroom environment accessible.

Teaching Art to Children with physical impairments could be by:• Select art materials that are appropriate for the student's abilities. This may call for

adaptation from typical art materials. For example, students who have fine motor issues may need larger materials or those that can be gripped more easily. For example, this can be done by making the grip of a pencil larger with wrapping plasticine around for extra grip.

• Clearly explain the art lesson or activity to the student and making sure that all necessary materials are within easy reach.

• Encouraging and allowing the children to try the art project by themselves and staying close by to help if needed.

• Promote creativity by offering a variety of materials.• Make objects more steady. For instance, securing the paper to the table or floor with tape

so that it remains secure as the child paints, draws, or glues.• Plan activities to encourage exercise and movement of all body parts. This can help with

gross and fine motor skills.

Ways to cater for Children with Physical Impairments in Drawing & Design

Page 32: Assignment 1 ePortfolio

Ashman & Elkins (2002, p.353) say in today’s schools, many teachers work with a wide range of children with diverse learning and adjustment needs. Students with learning disabilities, such as behavioural and emotional, have a harder time understanding and memorizing. They tend to have low self-esteem and are unsure about their abilities when it comes to school. Because of this, art education can be beneficial for students with learning disabilities. As creativity is not impaired by learning disabilities, by doing good at art, children can become more confident in their academic path. They will need correct guidance however, which means teaching children with learning disabilities, you should always motivate them and compliment all their achievements.

Teaching Art to Children with behavioural / emotional difficulties could be by:• Set clear rules and guidelines for the students. This may include appropriate use of art

materials, classroom procedures (e.g., raising a hand to ask a question), acceptable approaches to talk to peers about their art work, and clean up requirements.

• Provide appropriate materials for the project such as paints, paper, or pencils. Items such as painting, with gently painting brushstrokes can be soothing or calming. Additionally, tearing small pieces of paper for collage art can help an inattentive or hyperactive child to focus.

• Inviting a withdrawn child to join others in an activity by watching others. As the child becomes more comfortable, demonstrate how to use the materials.

• Peer teaming. This can give focus and needed support for the activity.

Ways to cater for Children with Behavioural/Emotional Difficulties in Drawing & Design

Page 33: Assignment 1 ePortfolio

2.1 2D Media Rationale

Two dimensional (2D) art includes pictures , painting or drawings that are flat, without depth

and offers only one perspective. Objects are usually drawn without the subtle soft shadows

we see in real life and colours have few varying shades. Children’s paintings and drawings

can be executed with ready-mix paints, watercolours, oil pastels, charcoal, chalk, powder

paints, chalk pastels and acrylic paints, to name a few and each physical medium has its own

characteristics. A child determines what areas of focus of the art will be, and composes the

work accordingly. Pelo (2007, p.110)says a child can give an idea form by drawing, or

painting. In doing so, they begin to clarify their ideas and consider detail. The eyes of the

viewer will then tend to linger over these points of focus. The illustration can be arranged in a

harmonious whole that works together to produce a statement.

Because objects of art are expressive, they are a language.Rather they are many languages.

John Dewey,(2008, p. 111)

Page 34: Assignment 1 ePortfolio

2.2 Classroom ConnectionsThis involves giving significance to children's everyday experiences and developing imagination, and organising ways of meeting their learning needs through art.The teacher should have some understanding of children's visual imagery and some practical experience of the processes of making art with the materials the children will use. An understanding of the stages of development in art will enable the teacher to plan ways of meeting individual learning needs in accordance with the agreed objectives of the school plan. Practical experience in handling materials and tools is essential to understanding their expressive possibilities and the challenges they pose for children at the different stages of development.A child's record may indicate insufficient or inadequate experience in looking and seeing, or insufficient experience in handling and exploring the possibilities of materials and tools in one or more media. Children at infant level may require more time and greater depth of experience in some of the strands. Older children may need to re-interpret the activities outlined for a level or more below that recommended for their age to help them find their present level of visual expression.An accepting and supportive working environment is essential to the development of children’s creativity. The acceptance of individual children's ideas and the value place on activities and on the completed work all contribute to creating a suitable classroom environment. Pelo (2007, p.110) says using art as a tool for thinking, children can make their theories and questions visible; take new perspectives; represent and explore emotions; study properties of the physical world; and deepen their relationships with each other. Children that can develop confidence in their ability to communicate ideas visually and verbally, will enable them to develop their own personal and highly individual forms of expression.

Page 35: Assignment 1 ePortfolio

2D Media and Elements of Art

Mayesky (2012, p.309) explains two-dimensional media as drawing or picture making, painting

with a brush, using crayons, pasting, making collages, murals, and printmaking. Picture

making and drawing are terms that refer to any and all forms of purposeful visual

expressions, beginning with controlled scribbling. Painting is a method of picture making and

can be done with a brush or with the fingers (finger painting). Collage and montage activities

involve the selection, organization, and arrangement of materials and attaching them to a

surface. In printing activities, the child learns that an object dipped in or brushed with paint

makes its own mark or relief print on paper. This process can be repeated over and over to

create a design. In all of these two dimensional activities, the early childhood teacher

encouraged children’s creativity by helping them recall their experiences and record these in

two dimensional media. Motivation can involve reading children's books with noteworthy art

to inspire children in their own creations.

Page 36: Assignment 1 ePortfolio

Line

Classroom Experience

• Combining paint: Thicken different colour paints with wallpaper paste. Drop paint onto paper with spoons and then spread it with a comb or fork. This will give the effect of lines through the paint. The paint will dry in different heights giving a texture.

• Pulled string painting: Dip string into paint then lay the string on paper in any design. Place another sheet of paper on top and pull the string out. See what happens!

This example of line was done on a canvas with watered down acrylic paint in spray bottles on stream spray. It was a very exciting and interesting experience.

Page 37: Assignment 1 ePortfolio

ToneClassroom Experience

• Leaf college: By placing different colour leafs onto contact then sticking to a window. Children then can see the different tones and colours of the leafs.

• Finger painting with ice cubes: using glossy paper, place dots of paint onto the paper. Give each child an ice cube with which to spread and dilute the paint to make different tones of colours while making a design on the paper

These examples are done on two different elements and by different mediums. The both show how tone can be created in colour and pencil.

Page 38: Assignment 1 ePortfolio

ColourClassroom Experience

• Paint combing: Thicken different colour paints with wallpaper paste. Drop paint onto paper with brush and then spread it with a comb or fork. The paint will dry in different heights giving a texture.

• Fire works: Place a piece of paper into a shallow tray. Dip 4 golf balls into 4 different coloured paints and place on paper. Tilt tray slowly. Watch the colours that are made with the paint lines over lap. These examples are done in two different

mediums. The top is done on A4 white paper by blowing through texta’s and the bottom is done on a canvas by acrylic paint in a spray bottle.

Page 39: Assignment 1 ePortfolio

TextureClassroom Experience

• Painting with texture: painting with different household elements such as forks, combs, old toothbrush, string, toy cars, sponges. Try different motions such as pulling the objects across the paint or quickly dabbing the paint.

• Crayon rubbings on different surfaces: This gives the paper a look of roughness depending on what you rub it on, for example cement, tree bark, vegetable grater.

This example of texture was done in a blue crayon on A4 paper. There is a rubbing of a food grater, house render, tree bark, cement and a ten and twenty cent piece.

This example of texture is done using oil pastels and water colour paint on A4 whtie paper. The sky was a rubbing of house render and the hills on a concrete sleeper.

Page 40: Assignment 1 ePortfolio

ShapeClassroom Experience

• C = caterpillar: with sponges cut into circles, dip into different coloured paints and make a caterpillar in the shape of the letter C, then with a black texta trace around the outside to frame the circle shapes. Don’t forget to draw legs as well.

• Easy shape house: Draw a template of a house on a piece of paper made of shapes(eg. Square, rectangles, triangles) Have pieces of other coloured paper cut out to match and stick. Once shapes are stuck, get the children to finish the picture by decorating the outside around the house. (eg. Tree, followers, sun, clouds).

This example is of a sunflower. The children were asked to look at a picture of a sunflower in a vase. They had to reproduce it with water colour paint, paper, and crape paper.

Page 41: Assignment 1 ePortfolio

Space

Classroom Experience

• Black & White: Fold a piece of black paper in to half and then half again. With white paint, flick the paint onto the 4 different areas with a toothbrush. See what patter in the spaces you can make.

• Empty space picture: In a piece of paper cut a shape. (square, circle, triangle, etc.) Give children a sheet and ask them to decorate the paper (by colouring it, or drawing a picture) You will be quite surprised how they incorporate the empty space into their picture.

This examples are done on A4 black paper using oil pastels and white charcoal. The show you were objects can be positioned on a piece of paper using different effects and space.

Page 42: Assignment 1 ePortfolio

PatternClassroom Experience

• Symmetrical Butterflies: Mix corn syrup and liquid water colour together. Fold a piece of paper in half. Then with eye droppers, drop the paint on one half of the paper. Fold the paper over and press gently. When unfolded, you will have a symmetrical pattern. When dry, get the children to trace around the picture with a coloured texta of choice for definition.

• Grid pattern: With coloured crayons, a small flat shape to rub and a ruler, and a piece of paper folded into half and continue until there are sixteen boxes. Place the shape under the first box and rub. Repeat this using crayons in alternate colours to fill all the boxes. Add a boarder. Place the ruler un the folds and rub to form a grid.

These example are of different mediums used to make patterns. The top two are in clay using fingers and a fork. The bottom is done by crayons on A4 white paper.

Page 43: Assignment 1 ePortfolio

Acrylic Paint

Classroom Experience

• Marble Painting: By placing different size marbles dipped into different coloured paint onto paper in a shallow tray. Tilt the tray to roll balls and watch the paint mix and combine to create different colours.

• Straw blowing: Place different colours of paint onto paper. Blow the paint in different directions to combine and make patters. Use two colours or as many different colours you like.

• Sponge painting: Different cuts of geometric and abstract shapes out of sponges. Pattern stamping can be encouraged or individual decoration.

Nontoxic acrylic paint are available in tubes and squirt bottles. These paints are available in many colours that are compatible with the types of projects children enjoy doing. This medium can be used with different types of art supplies, for instance paint brushes, rollers, stamps, fingers are to name just a few. The ease of application and quick-drying feature make acrylic paint one of the most desirable art products for children to use. It has an easy clean-up quality. It works well for painting on three-dimensional products such as plaster of Paris figurines, wooden boxes and clay pots.

These examples show you two different contrast of acrylic paints. The top one shows the elements of blending and tone were as the bottom shows different textures when dried and repainted repeatedly.

Page 44: Assignment 1 ePortfolio

Water colours can be a good choice for a more independent painting as there is a need for

water but the paint is not as fluid as acrylic or as likely to spill. Like acrylic paint water colours

too can be used with different utensils. For instance paint brushed and rollers.

Setting a routine would still involve instruction on adding water, washing the brush and moving

form one colour to another. Mixing happens more often on the paper with this medium. Water

colours provide bright, intense, transparent colours.

Water Colour Paint

Classroom Experience

• Drawing then paint: Get children to draw a picture and then with water colours paint in the picture drawn.

• Creature painting: Wet a piece of paper. Then paint over it using water colours and letting the colours blend together. Wait for it to dry, then with a texta find shapes or let the imagination go wild.

This example is a picture of a bedroom painted in water coloured paint on A3 white paper.

Page 45: Assignment 1 ePortfolio

Oil and Chalk Pastels

Classroom Experience

Chalk pastels: • Side walk ally: By drawing

pictures on the ash felt or side walk. This is done by using a different medium besides paper.

• Shading: Very easy to combine colours in a drawing .

Oil pastels:• Resident drawing: Like

crayons oils can be used to draw a picture then washed over with water colour paint.

• Dark as night: Draw with the pastels on black paper a night scene. The effects are fantastic.

Oil pastels are an oil based medium, more of a oily substance compressed into a solid. Oil pastels are similar to wax crayons, but softer, and also due to the binder can result in the effect of an oil painting. Like the chalk pastels, it also comes in a variety of colours and they are less dusty and are convenient for carrying.Chalk pastels are chalk based mediums, more of a powdery substance that is compressed. Chalk pastels are generally dusty just like a piece of chalk. they very easy to work with in the sense, blending two colours and also come in a variety of colours. They however require a fixative, otherwise the painting will simply dust off.

These examples are done on two different medium elements. The top one is a drawing in chalk on ash-felt and the other two are oil’s on sand paper. .

Page 46: Assignment 1 ePortfolio

Print Making

Classroom Experience

• Texture: Varying the amount of paint used in printing. By using objects that create different textures, such as sponges, corrugated paper, cloth, stones, vegetables and sandpaper.

• Patterns: By printing a shape in a straight row or zig zag, repeat the design to create an all over pattern. Use different shapes for each row and add a an second colour in alternate rows.

• String printing: By sticking string to small blocks of wood with glue. Wait for glue to dry then dip in paint to create a mirror image of the design.

Printing is an extension of painting. Printing involves stamping paper with an object dipped in

paint or ink. Printing involves less whole-arm activity and greater concern for placement and

overall design. Items that can be use whilst printing are Ink pad printing, Sponge printing,

Food prints, Corn on the cob printing, Roller prints, Nature printing – cones, leaves, other

interesting textures, Foot and hand prints, Shoe prints, Folding prints, Finger prints.

This example is a pattern created with house hold sponges cut into different shaped dipped into acrylic paint on A4 white paper.

Page 47: Assignment 1 ePortfolio

2.3 Catering for Diverse needs in 2DThe aim of art is to represent not the outward appearance of

things, but their inward significance. 

- Aristotle

Many diverse needs students struggle to engage in free thinking necessary for success in learning art. While these students struggle, with additional instruction they can experience success in creative fields. As an art teacher, we are more likely to encounter students with disabilities throughout our career. By working closely with these student and providing specialized lessons, we can help these student experience the joy of success and the thrill of artistic creation. As Mac Naughton & Williams (2000, p.285) explains important teaching techniques are to help build the self esteem of children with diverse needs in the group through increasing their sense of competence and confidence. Before we can successfully plan art lessons for children, we must understand what they can and cannot do. This can be done by looking through their records and talk with their previous teachers to learn about the child. If a child’s disability is not too severe, we may be able to modify the standard art lessons that we may present to the rest of a class with some minor changes. If possible, give the child the same assignments, but ask for less written work or provide more hands-on assistance.

The following slides outline some of the modifications in each of these areas that can be made to support the different learning needs.

• Teaching 3D art to Children with Visual Impairments. • Teaching 3D art to Children with Hearing Impairments. • Teaching 3D art to Children with physical impairments. • Teaching 3D art to Children with behavioural / emotional difficulties.

Page 48: Assignment 1 ePortfolio

Ways to cater for Children with Vision Impairments in 2D ArtOne goal of 2D art with vision impaired children is to learn to be creative in the world and not just in the classroom. Through exploration children begin the understanding of potential of materials. This process also helps the children with impairments to understand that it is safe to touch and interact with the world, and that this interaction is pleasurable and rewarding.

Teaching 2D art to Children with Visual Impairments could be by:

• Clearly explain each step of the art project out loud as you go along (working step by step). Make sure that the child knows where each art material is. This could be done by placing all item needed for the lesson in a shallow tray and in arms reach of the child.

• Also using a peer buddy system is a great way for children to participate in the activities. This gives the children a chance of typically developing their social skills between them and their peers.

• Choose an alternative strategy depending on the child’s specific level of vision. For example, by using large art mediums, students with some or low vision may be able to see a limited amount. On the other hand, students with no vision may require a different sensory strategy. For example, having solid objects for students to touch, smell and feel. These playing to their sense of touch or hearing.

• There is an enormous variety of paint. Explore as many types as you can. Finger-painting, watercolour, tempera are just a few. With these mediums. Use a variety of implements to manipulate the paint; sponges, brushes hands, sticks, etc.

• Ask children to feel the finished product and verbally describe it. By letting them describe their master piece is a fantastic way to observe and understand their interpretation of their art.

• Pegging or taping their paper to the table as this will keep their paper in one place.

Page 49: Assignment 1 ePortfolio

Ways to cater for Children with Hearing Impairments in 2D Art

Partial hearing loss or deafness does not affect a child's intellectual capacity or ability to learn. Evan as teachers we often forget that communication includes movement and facial expression , as well as sound. It is therefore important that we communicate in ways that seem natural for us, using all modes of communication, movement, facial expression, sound and words.

Teaching 2D art to Children with Hearing Impairments could be by:

• Make eye contact before you start to speak. A gentle tap on the shoulder usually will get a child’s attention.

• Talk in a normal voice. Use gestures and facial expressions to clarify your message.• Ensuring there is good lighting to reinforce clear sight of visual aids.• Use as much visual information as possible to reinforce auditory information provided. For

example, label shelves with a picture of the item to facilitate easy clean up time or by using pictures to illustrate the steps of the procedure or activity.

• Using peer tutoring. • Using compic cards and routine story boards.• Labelling all items with the names of what they are, for example paints, brushes, sponges,

rollers, paper will help students to recognise and understand these art elements and to reinforce reading and writing skills.

Page 50: Assignment 1 ePortfolio

Children who experience difficulties with verbal or written communication due to their physical impairment will benefit from art mediums.

Teaching 2D art to Children with physical impairments could be by:

• Plan activities to encourage exercise and movement of all body parts. This can help with gross and fine motor skills.

• Also using a peer buddy system is a great way for children to participate in the activities. This gives the children a chance of typically developing their social, emotional, and academic development skills, which is mutually enriching.

• Clearly explain each step of the art project out loud as you go along (working step by step). Make sure that the child knows where each art material is. This could be done by placing all item needed for the lesson in a shallow tray and in arms reach of the child.

• Choose an alternative strategy depending on the child’s specific level of physical impairment. For example, by using different art mediums. Students with physical disabilities might need help to hold onto these medium. For example, having solid objects for students to touch, smell and feel. These playing to their sense of touch or smell. Using paint brushes that have large handles make it easier for children to grasp. Having paint in in small spray or drip bottles will help children with the fear of spilling paint.

• Placing paper on the ground or taping it to a wall helps children that are wheelchair bound. This enables the children to participate in either floor or group activities.

Ways to cater for Children with Physical Impairments in 2D Art

Page 51: Assignment 1 ePortfolio

For children who needs social / emotional healing, art has a potentially immense therapeutic value as it cab provide non threatening opportunities for learning. Teachers can use these media to provide children with opportunities to build self esteem, to relate positively to peers, to express feelings in a safe, structured way and simply to have fun without fear of failure. In the classroom, art can be used by teachers to involve children with social and emotional problems positively.

Teaching 2D art to Children with physical impairments could be by:• Plan activities to encourage exercise and movement of all body parts. This can help with

gross and fine motor skills.• Also using a peer buddy system is a great way for children to participate in the activities.

This gives the children a chance of typically developing their social skills between them and their peers.

• Clearly explain each step of the art project out loud as you go along (working step by step). Make sure that the child knows where each art material is. This could be done by placing all item needed for the lesson in a shallow tray and in arms reach of the child.

• Choose an alternative strategy depending on the child’s specific level of physical impairment. For example, by using large art mediums, students with physical disabilities might need help to hold onto these medium. For example, having solid objects for students to touch, smell and feel. These playing to their sense of touch or smell. Using clay can explore the tactile side of art by allowing students to paint a picture using their fingers or to form shapes and objects using clay.

• Getting the children on the floor with 3D art mediums, such as boxes or natural items, give them the feel of inclusiveness. Children will immerse themselves amongst these for a person experience.

Ways to cater for Children with Behavioural/Emotional Difficulties in 2D Art

Page 52: Assignment 1 ePortfolio

3.1 3D Media RationaleThree dimensional (3D) art can help young children to explore and discover spatial relations, learn about the artistic process, develop fine motor skills and finger coordination, and work with exciting new materials. Through moulding, modelling and construction types of activities, children can build sculptural creations that delight the senses. Pelo (2007, p.57) describes 3D art media as a way in which children take up lots of room in the world by inviting them to build and sculpt in three dimensions.

3D art give tactile stimulation and provides an emotional outlet through touch because of the versatility of the material. Mayesky (2012, p. 335) explains three dimensional art as any art that has at least three sides. Examples of 3D art are modelling with clay and play dough, assemblage, cardboard construction and other forms of sculptures. Children grow physically as they use their hands, fingers and arms creating three dimensional objects. Their hand eye coordination also develops as they work with clay and other 3D materials.

3D art activities are also important for children to learn about spatial concepts. Pelo (2007, p. 57) explains 3D art media calls attention to shape, line, and form. Block play and other building toys are early ways for children to learn about spatial awareness and other math concepts. Once children are in school, 3D art activities, such as modelling with clay or play dough, are methods for children to better understand spatial relationships, such as how on object looks from all sides, as Pelo (2007, p.79) explains children can explore balance, symmetry, weight, height an stability through hand on experiences. In an world increasingly dominated by two-dimensional computers and television, it is imperative to offer children hands-on activities to grasp spatial concepts.

Page 53: Assignment 1 ePortfolio

3.2 Class Connections"The real voyage of discovery begins not in seeking new landscapes,

but in having new eyes." - Marcel Proust

With 3D media art, the environment can really help out as the third teacher. As a teacher, you can look for ways to set things up which will help maximise independence. Formal instruction can also be used when introducing a new concept or technique, yet children are also encouraged to explore and experiment with materials and individual ideas. This can be achieved by offering children a variety of art media and mediums to handle and explore. Pelo (2007, p. 57) explains when we offer children 3D media, we are inviting them into an expanded definition of art.By providing various necessity art materials in the classroom, children will gain pleasure when making contact with these tactile and sensuous materials. Especially working with different kinds techniques, processes and tools. Through this, children will learn to solve different kinds of problems through exposure to situations, discover unexpected possibilities and results. Pelo (2007, p.57) also explains 3D art in the classroom can expand a child’s vocabulary, this can be seen as they learn the names of new tools, techniques, and materials. This expanded vocabulary, in turn, allows the children to speak with increased nuance and insight. Also through a complex art process and a prolonging art project, children can better develop discipline since making meaningful art piece require time, thoughts, intuition, inspiration and good efforts.3D media for modelling and construction activities can provide children with stimulating and pleasurable experiences.

Page 54: Assignment 1 ePortfolio

3D Media Elements of Art

The elements of three dimensional (3D) art can be defined as the totality of its mass, as defined by its contours. Contours include the outer contour of the shape, which will change as the object or the observe move. There are also secondary contours, which further define the shape but generally are not the outer edge that is observed.

Elements of 3D art:

Line: Can be scribed or incised by tools, moulded by rolling of clay, or painted on the form’s surface. Line qualities can vary in width, length, gesture, colour, and direction.Tone and form: Tone is the amount of light that is being reflected. Form can be made to crate its own shadows, which are seen as part of the aesthetic as well as sculptural form. The greater the projections and the sharper the forms edges are, the more value contrast will be created.Colour: The elements of value and colour can be very much entwined, but it is best for these to be considered separately when creating 3D work. Colour should compliment and work to enhance the subjects matter, content and form.Texture: Texture enriches the surface of the form and compliments and helps create value. Texture can also inform and enrich the interpretation of the subject matter. Shape: A 3D object’s shape can be defined as the totality of its mass, as defined by its contours. Contours include the outer contour of the shape, which will change as the object or observer moves. Space: Space is the limitless are abounding and surrounding the shape of the form. It is the area between, around, above, below, or contained with an object. Spaces are areas that are defined by the shape and form and within the object, just as shapes and forms are defined by the space around and within them. Pattern: Pattern is a design, image, or shape that is repeated in a predictable combination.

“Only those who look with the eyes of children can lose themselves in the object of their wonder” - Eberhard Arnold

Page 55: Assignment 1 ePortfolio

Clay

Classroom Experience

• Rolling snakes and balls: Let children explore the texture and feeling of the clay through rolling. This will help with children's fine motor skills.

• Pinch pots: Helps with building muscles in fingers and wrist.

• Coils snails: Get children to roll coils and make snails.

• Clay printing: Get children to roll out a small piece of clay flat into any shape they would like. With different objects press into the clay to make a impression of the object. Let air dry and then paint.

• Simply play: let children explore the texture and elements of clay through exploration.

Clay has a distinct texture, colour, and smell. Children enjoy working with clay for many reasons. For one, it is a natural material and has the same appeal that water, sand, and wood hold for young children. Schirrmacher (1998, p.260) says by manipulating and handling clay, children will discover that it can be pulled, torn, cut, rolled, and so forth. This is a medium that children while working with and will foster large muscle and fine motor control. Clean up is simple as buckets of water can be set next to tables for easy cleaning of hands and equipment.

These examples are of children exploring the texture and tones of clay.

Page 56: Assignment 1 ePortfolio

Found objects can be anything that is found which includes both natural items and regular household/junk items such as leaves, sticks, rocks, keys, forks, egg cartons, boxes are just a few. Putting together a found object piece can be done fairly easily and children do not need any specific skills. Having a bit of creative flair will help children to consider the positioning and use of the found item. Pelo (2007, p.74) explains sorting and displaying the materials in a way can create a visual feast: the shape, texture, size and colour of each material leaps forward, offering themselves to the imagination. Children can learn about concepts and principles behind art created with found objects. They can learn the process of planning for artwork by sketching found objects in a sculptural design and then discuss how it could actually be assembled. Cleaning can be quick as all cut items can be thrown into the bin. Other items can be either stored in boxes or returned to were they where original found.

Found Objects

Classroom Experience

• Stamping: Children can experiment by dipping found objects such as sticks, leafs, rocks into paint and then stamp or sweep onto the paper to crate unique designs. This can be done by either using one surface to paint on or individual pieces of paper.

• Egg carton critters: Using one or more sections from an egg carton, pipe cleaners, and string, you can make spiders and suspend them from the ceiling. This can be linked to looking at insects.

This examples are made out of shoe boxes and paper rolls. This was a follow activity after drawing their bedroom and a piece of their furniture in it to make.

Page 57: Assignment 1 ePortfolio

Wire

Classroom Experience

• Animal Sculptures: After looking at different pictures of animals at the Zoo, get children to develop sculpture's out the wire. This then can be extended by visiting the zoo.

• Action sculptures: Look at different ways we can bend our bodies. Draw pictures and then make sculptures out of wire to represent these pictures.

Wire is a element that is hard, resistant and strong willed. Working with wire can be quite challenging as it tends to have a mind of its own. Pelo (2007, p.80) explains working with wire is a study of line and form. It challenges us to attend to shape, angle, and curve, undistracted by colour, texture, or fluid movement. Wire art can be used for jewellery, crafts and sculptures. To create wire art, you bend and twist wire until it takes a shape, such as a beautiful flower, a figure or letters. Wire can be used by children when they are investigating lines and silhouettes or structural forms. Cleaning up is simple, small cuts of wire can be thrown out and cutting tools and left over wire can be stored on the shelve with other art items.

This example is a representation of the sunflower in a previous activity.

Page 58: Assignment 1 ePortfolio

Box/Block ConstructionForman (1994, p.2) explains blocks can be stacked, counter balanced, and arranged in patterns. Block construction can help build fine and gross motor skills through the placing of blocks to make structures and by lifting, carrying and staking them. Children also increase eye and hand coordination as they reach and carefully place the blocks into a structure. Children also increase their vocabularies as they have conversations about their structures with their peers. These words are describing words such as size, shape and position. Children can also develop skills across a wide variety of content areas. For example, they learn about, size, shapes, order, patterns, weight, length. These all help towards their math skills. Tokarz (2008, p.70)) says children that create structures resemble the world around them. Cleaning up time can be viewed as a positive learning experience by recognising its value as a matching and sorting activity. Cleaning up time should no be considered just a necessary. Storing on shelfs is the easiest way.

Classroom Experience

• Bridge building: Develop a bridge using certain shaped blocks or boxes. Once finished draw the structure on paper. If you have used boxes, gluing them together for display or for the use with small plastic cars and trucks can extend the block. These also can be used in the sandpit or outside usage.

• Box construction making: Get children to bring in empty boxes from home, all different sizes. These can be decorated with paints, pictures, contact, etc and added to the block corner for further exploration of different sized blocks.

These are bedroom pieces of furniture in the creation stage before decorating.

Page 59: Assignment 1 ePortfolio

3.3 Catering for Diverse needs in 3D

Catering for the learning needs of all students within the one class can sometimes be easier said than done. Allen & Cowdery (2009) say inclusion is about belonging, being valued and having options. Teaching and learning programs need to include appropriate challenges for all students in the class, to support them to achieve a level of success comparable to their knowledge and skill levels. To help cater for the different learning needs of students, teachers can offer modifications to what students learn (content), how students learn (process) and how students demonstrate what they have learnt (product).

The following slides outline some of the modifications in each of these areas that can be made to support the different learning needs.

• Teaching 3D art to Children with Visual Impairments. • Teaching 3D art to Children with Hearing Impairments. • Teaching 3D art to Children with physical impairments. • Teaching 3D art to Children with behavioural / emotional difficulties.

What art offers is space - a certain breathing room for the spirit. 

-John Updike

Page 60: Assignment 1 ePortfolio

Ways to cater for Children with Vision Impairments in 3D Art

Teaching 3D art to Children with Visual Impairments could be by:

• Clearly explain each step of the art project out loud as you go along (working step by step). Make sure that the child knows where each art material is. This could be done by placing all item needed for the lesson in a shallow tray and in arms reach of the child.

• Also using a peer buddy system is a great way for children to participate in the activities. This gives the children a chance of typically developing their social skills between them and their peers.

• Choose an alternative strategy depending on the child’s specific level of vision. For example, by using large art mediums, students with some or low vision may be able to see a limited amount. On the other hand, students with no vision may require a different sensory strategy. For example, having solid objects for students to touch, smell and feel. These playing to their sense of touch or hearing. Using clay can explore the tactile side of art by allowing students to paint a picture using finger paints or to form shapes and objects using clay. If the child has a high visual impairment, clay and other tactile mediums are very important for allowing the student to explore art.

• Ask children to feel the finished product and verbally describe it. By letting them describe their master piece is a fantastic way to observe and understand their interpretation of their art.

There are many reasons to teach children art. For instance, art allows children to free their imagination. Pelo (2007, p. 3) says we invite children to explore a new art medium with all their senses so that they come to know it intimately in their bodies.

Page 61: Assignment 1 ePortfolio

Ways to cater for Children with Hearing Impairments in 3D Art

Educational programs such as art for the hearing impaired rely heavily upon a visual and tactile presentation of linguistic information in order to facilitate development in both the cognitive and affective domains. Pelo (2007, p.2) says by providing coaching techniques for the use of art media is a way to help children build skills.

Teaching 3D art to Children with Hearing Impairments could be by:

• Make eye contact before you start to speak. A gentle tap on the shoulder usually will get a child’s attention.

• Talk in a normal voice. Use gestures and facial expressions to clarify your message.• Ensuring there is good lighting to reinforce clear sight of visual aids.• Use as much visual information as possible to reinforce auditory information provided. For

example, label shelves with a picture of the item to facilitate easy clean up time or by using pictures to illustrate the steps of the procedure or activity.

• Using peer tutoring. • Using compic cards and routine story boards.• Labelling all items with the names of what they are, for example glue pots, sticky tape, scissors

will help students to recognise and understand these art elements and to reinforce reading and writing skills.

Page 62: Assignment 1 ePortfolio

Art helps students develop strong foundational skills that help them interpret art in a way that is more personal. This can assist children in honing their artistic talents as well as their ability to interpret and analyse art and the process of creativity. Pelo (2007, p.3) explains art as a tool for investigation. We want all children to know beauty, creativity, and expressive emotion.

Teaching 3D art to Children with physical impairments could be by:

• Plan activities to encourage exercise and movement of all body parts. This can help with gross and fine motor skills.

• Also using a peer buddy system is a great way for children to participate in the activities. This gives the children a chance of typically developing their social skills between them and their peers.

• Clearly explain each step of the art project out loud as you go along (working step by step). Make sure that the child knows where each art material is. This could be done by placing all item needed for the lesson in a shallow tray and in arms reach of the child.

• Choose an alternative strategy depending on the child’s specific level of physical impairment. For example, by using large art mediums, students with physical disabilities might need help to hold onto these medium. For example, having solid objects for students to touch, smell and feel. These playing to their sense of touch or smell. Using clay can explore the tactile side of art by allowing students to paint a picture using their fingers or to form shapes and objects using clay.

• Getting the children on the floor with 3D art mediums, such as boxes or natural items, give them the feel of inclusiveness. Children will immerse themselves amongst these for a person experience.

Ways to cater for Children with Physical Impairments in 3D Art

Page 63: Assignment 1 ePortfolio

Ways to cater for Children with Behavioural/Emotional Difficulties in 3D Art

West (2005, p.49) says we can think of art as an integrated component of all children’s educational experiences. It is extremely important to maintain order and balance in a classroom, at any stage. Students with emotional or behaviour difficulties deserve a safe and flexible environment.

Teaching 3D art to Children with behavioural / emotional difficulties could be by:

• Set clear rules and guidelines for the students. This may include appropriate use of art materials, classroom procedures (e.g., raising a hand to ask a question), acceptable approaches to talk to peers about their art work, and clean up requirements.

• Provide appropriate materials for the art creation. Items such as clay can help with stress. With this it can be squeezed and manipulated for stress release. Additionally, tearing small pieces of paper for collage art and box creation can help an inattentive or hyperactive child to focus.

• Inviting a withdrawn child to join others in an activity by watching others As the child becomes more comfortable, demonstrate how to use the materials.

• Peer teaming. This can give focus and need support for the activity.• Providing a quiet, calm, controlled environment. This enables for observation and can help

defuse behaviour issues quickly.

Page 64: Assignment 1 ePortfolio

Observing childrenIt is also important that children receive feedback from their teacher. It has been proven that immediate feedback is the most effective way to help children improve and correct mistakes. This is evidenced by teachers that agree that “children spend more time at the art table and sustain their interest in the art activity when teachers stay with children and have conversations related to their artwork” (Bea, 2004). Children have intrinsic motivation to receive praise from their teacher. Therefore they are more likely to work on their art projects longer if the teacher is there to guide them. Teachers can make this process more efficient by grouping children together at group tables. This allows the teacher to rotate around the groups, but while the teacher is absent the children can give feedback to one another. When art is taught, it can provide children with authentic learning experiences that engage their minds, hearts, and bodies. This learning experience can be real and meaningful for them. The challenges of the assessment of young children' growth, development, and learning can be overcome by integrating documentation of standards into the planning of classroom experiences. Teachers can teach in ways that young children learn best, can provide critical experiences for intellectual growth, and can assess that growth at the same time. Standards have become a part of classrooms for young learners, and these process have become a natural part of active, engaged teaching and learning.

Please Click on above to see an example of the documentation.

Page 65: Assignment 1 ePortfolio

Self ReflectionWhile creating this ePortfolio of Art I have gained a new understanding and the benefits that children can gain in art creativities. Through this I believe my philosophy of Art will change continuously over time as I learn and have new experiences during my career and I look forward to having these new experiences that will shape me as a teacher. I believe that all children can learn from art and I look forward in being their guide and helping them through this process.I now have had my eyes open to the creating of artwork that may lead children to connect with their inner voice that may not have been heard before. Through this, I feel that an art room should be where a child feels free to express themselves creatively and feel comfortable in doing so. With this, I will encourage children to think like artists by keeping in mind the elements of art and principles of design. I will also structure children’s art experiences around their strengths, interests and needs. By doing this, I believe will purposefully set the children up for success to help them gain confidence. Then together we can build on that success to achieve even greater success.I believe the aim of art education is to enable children to explore, clarify and express their ideas, feelings and experiences through a range of art activities. By providing for aesthetic experiences I believe will lead children to develop aesthetic awareness in art and in literature. This can develop awareness of, sensitivity to and the enjoyment of visual, tactile and spatial qualities in the environment and enabling them to develop natural abilities and potential. This too will lead to acquired techniques and skills necessary for creative expression and joyful participation. Throughout making this ePortfoilo, I have also gained the knowledge that through art you cannot make a mistake while creating art. I have given a go at all elements wether it has been a good piece or not. To my family they have been master pieces. Through these experiences I have gained confidence and self-esteem, showing me that I can do anything. I also believe by enabling children to see and to solve problems creatively through imaginative thinking encourages individuality, confidence and self-esteem. I believe now that I will make learning for children in art an emotional experience and I will make the learning fun.

Page 66: Assignment 1 ePortfolio

ReferencesAllen, K.E., & Cowdery, G.E. (2009) The exceptional child: Inclusion in early childhood education (6th ed.). Clifton Park. New York: Delmar Learning.

Bea, Ji-Hi, (2004). Learning to teach visual arts in an early childhood classroom: the teacher’s role as a guide. Early Childhood Education Journal Vol. 31 Iss. 4 retrieved from http://www.springerlink.com.dbgw.lis.curtin.edu.au/content/nn3u4l7gr686j360/fulltext.pdf

Boydston. J., & Kaplan. A., (2008) The Later Works of John Dewey, Volume 10, 1925 - 1953: 1934, Art as Experience. USA: Southern Illinois University Retrieved from http://books.google.com.au/books?id=PI1LFwvly84C&pg=PA111&lpg=PA111&dq=Because+objects+of+art+are+expressive,+they+are+a+language.+Rather+they+are+many+languages.+John+Dewey&source=bl&ots=7ZdRlF5Khk&sig=ftKPJzZtSgL7iZDXWjgGOPSu56k&hl=en&ei=ee4gTp_KIMnjmAWF39zNAw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBwQ6AEwAA#v=onepage&q&f=false

Epstien. A., 2001., Thinking about art: Encouraging art appreciation in early childhood settings retrieved from http://www.li.suu.edu/library/circulation/Gubler/eced3930rgThinkingAboutArtOnline08.pdf

Forman, G., (1994). Different media, different languages, p.4-15, retrieved from http://www.eric.ed.gov/PDFS/ED375932.pdf

Herberholz, B., (2010). When we review the elements of art: Arts & Activities. Vol.148(2), p.16.Retrieved from http://vnweb.hwwilsonweb.com.dbgw.lis.curtin.edu.au/hww/results/results_common.jhtml;hwwilsonid=SLJTI2MQTQFUZQA3DILCFGGADUNGIIV0

Page 67: Assignment 1 ePortfolio

ReferencesIsenberg. J. & Renck. M., (2010). Creative thinking and arts-based learning: preschool through fourth grade (5th ed.). Upper saddle River, New Jersey. USA: Person Education.

Kolbe, U. (2007). Rapunzels supermarket: All about young children and their art (2nd ed.). Byron Bay, NSW: Peppinot Press.

Mac Naughton. G., & Williams. G., (2000). Techniques for teaching young children: choices in theory and practice. Frenchs Forest. NSW: Pearsons Education

Pelo, A. (2007). The language of art: Inquiry based studio practices in early childhood settings. St. Paul: Redleaf Press.

Sartorius, Cady, T. (2004, March 01). Classroom Use. Arts and Activities, (2), 25, Retrieved from http://elibrary.bigchalk.com

Schirrmacher. R., (1998), Art and creative development for young children (3rd ed.). Albany, New York. USA: Delmar Publishers.

Watt. F., (1999) The Usbourne book of art ideas, Saffron Hill, London.

West. N., (2005) Art for all children: A conversation about inclusion, p.47-51. Redmond. WA: Child Care Exchange retrieved from https://secure.ccie.com/library/5016547.pdf

Wright, S., (2003), Children, meaning-making and the arts(ed.): Ways of knowing in the arts. p. 1-35. French Forest: Pearson Education

Page 68: Assignment 1 ePortfolio

Click the blue square to end slide show:

Slide 1: Sarah, Los Cerros Middle school quote retrieved from http://www.quotegarden.com/art.html

Slide 3: Pablo Picasso quote retrieved from http://www.quotegarden.com/art.html

Slide 7: Chinese Proverb quote retrieved from http://thinkexist.com/quotation/tell_me_and_i-ll_forget-

show_me_and_i_may/10546.html

Slide 48: Aristotle quote retrieved from http://www.quotegarden.com/art.html

Slide 54: Marcel Proust quote retrieved from http://www.quotationspage.com/quotes/Marcel_Proust /

Slide 55: Eberhard Arnold quote retrieved from

http://thinkexist.com/quotation/every_child_is_an_artist the_problem_is_how_to/143237.html

Slide 60: John Updike quote retrieved from http://www.quotegarden.com/art.html

Notes