Art in the Primary School (Subject in the Primary School by John Lancaster

By John Lancaster

All fundamental university lecturers need to train paintings yet few have enough formal education to consider convinced with the topic. This ebook exhibits how academics and their scholars can get the main out of paintings classes.

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Working with plaster of Paris calls for some expertise on the part of the teacher. An old shed or unused classroom, with water to hand even if this is only placed in buckets so that the material can be controlled, would be ideal for children tend to find that using plaster can be rather a ‘messy’ business. Invigorating 3D work is invariably stimulated by classrooms containing collections and displays of both natural and man-made phenomena; photographs and slides of great cathedrals, churches, skyscrapers, oil rigs, bridges, space rockets, aircraft, small shells, grasses, spiders’ webs, fruit, ferns, rocks and feathers; by a range of 3D tools, equipment and materials; and possibly by ideas cards which have been produced for classroom use.

All that is required is an inventive thought or two, and incredibly interesting work will result. In doing two-dimensional work children in primary schools will: • experience and gain an understanding of a range of materials used in its production • learn relevant manual skills and techniques in using materials and basic equipment competently • experience how to use the basic elements of a visual grammar • become increasingly proficient as young designers • learn how to draw and paint (from observation) all manner of environmental phenomena • experience the joy of self-expression through 2D forms of visual communication 42 Planning what to teach Figure 3 A record card.

So in devising a structure for art teaching in the primary school, we need to keep in mind a number of interrelated aspects. It may be helpful to attempt to summarise the most important of these: 1 Child development: Stages in the creative and mental growth of the 2 3 4 5 28 child—our teaching must be related to the child’s capabilities and needs. ) The motivation of the child: What moves him/her to want to draw, paint, model, etc. There should be scope for the children’s personal ideas as well as work stemming from group or class projects.

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