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Introduction
It is not easy
to evaluate artworks of younger kids, but it is even more
difficult when the kids are creating their artwoks when they are
given an example of a real painting to copy or better to observe
it and then interpret it in their own way.
The only
criterion for evaluation is their effort, diligence or activity,
all the rest is only the kid’s ability
to observe and to interpret the artwok. But at this point it is
necessary to take in consideration:
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the age of
students and the growth of their art creation
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their
ability to observe |
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their
ability to interpret - the
younger students can observe very well, but then they interpret
in their own way. It is of no use to urge them to copy the
painting as it is in reality.
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the ability
to involve emotionally when observing the artwork.
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We consider it
right to introduce younger students into observing artworks and
certainly to point out certain art problems, but we have to do it
in the way they can understand. (Let’s point out for example the
problem of light and dark contrast in art. We shouldn’t explain it
as such, but we can help them observe it with some questions for
example: What kind of colours did the painter use when painting a
child – light or dark? What kind of colours did the painter use
when he painted the background of the picture? Etc…)
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Procedure
Choose the
artworks and present them to children by giving them a copy of the
paintings or project them onto the board. The images should be big
enough for students to observe them well.
Work with students
Analyse
different elements before starting working with students:
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the age of
students |
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are they
boys or girls or both (the sex)
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their
intellectual and emotional growth
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students’
characters |
When the
students have decided on the painting (have chosen one of the two
given) we ask them a few questions to
help them not only to observe the artwok but also to create their
own one. The questions should point out
the art problem in the painting which they would solve by
themselves when creating their own painting. We intervene just as
much as they ask and wish and we mustn’t force them to follow our
own (teachers’) ideas. We have to make possible that young
students solve the same art problems from their own point of view. |
Examples of questions:
(depending
to the chosen painting)
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What
do you see in the painting?
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Is there
anything else?
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What kind of
colours did the painter use?
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? (emotional
attitude)
Conclusion
Students then
paint their own interpretation of the chosen artwork. Teachers
help them only if they are asked.
At the end
students observe their classmates artworks and evaluate them from
their point of view.
Cross curricula value
Art is a school subject that is in close connection with other
school subjects.
Music is one of them. If we introduce appropriate and
contemporary music from the time the art was created it can help
children understand certain emotions, provide relaxing atmosphere
for creation and help them to concentrate on their work.
Mother tongue is also essential for them to discuss and
explain or ask about the paintings.
Science and environment help them observe the countryside,
learn important information about certain facts and process it for
further use.
Prepared by
Metka Miljavec
Viljenka Šavli |
