TITLE: ART AND ART APPRECIATION FOR YOUNG CHILDREN:
AUTHOR: Mary L. Nisewander, London School, OR
GRADE LEVELS/SUBJECT: Multi-aged or mixed aged,
kindergarten through second. The primary subject area is
art, when possible, integrated with language arts, math,
social studies, and science.
OVERVIEW: In design the elements are visual properties. The
principles are ways of using and combining the elements to
get a desired effect. The organization of the elements and
principles in space is called design.
Elements Principles
1. Line 1. Balance
2. Shape 2. Movement
3. Form 3. Repetition
4. Texture 4. Emphasis
5. Value 5. Contrast
6. Space
7. Color
In this series of activities the primary focus will deal
with the element of line. All or a combination of principles
of design will be presented in the line activities.
PURPOSE:
"The early years, when children are so
fascinated with picture books, are the
naturally sensitive years for them to become
familiar with paintings" (Wolf, 1990).
In working with young children they are natural artists,
therefore providing them with high-quality tools and
materials that are worthy of their efforts allows them to
develop their own natural progression.
OBJECTIVE(s):
1. Identify and demonstrate the element of line in their
designs.
2. Identify the principle(s) used in their line design.
3. Demonstrate correct and safe use of art materials.
4. Identify and use the primary colors.
5. Explore and use mixed media to complete a project.
6. Identify and experience completing a project influenced
by the style of an artist.
ACTIVITIES:
Line Collage
Materials: 1"-3" wide strips of various lengths of
colored construction paper, 1 sheet of 9"X18" white
drawing paper per student, glue, scissors.
Process: students glue the strips of construction paper
to their piece of drawing paper, using the edge of
their strip to demonstrate the element of line. e.g.
twisting, looping, chaining, rolling, curling, folding,
pleating
Line Printing
Materials: 2" wide strips of various lengths of manila
tag paper, 1 sheet of 9"X18" white drawing paper per
student, paper clips, staplers, 3 plates of tempera
paint per group (e.g. hot/cold colors).
Process: students fold, curve, pleat, etc. their strips
of manila tag paper and either paper clip or staple the
form. Students dip each strip form into different
colors of tempera paint, then print onto their drawing
paper to demonstrate the element of line.
String Painting
Materials: 2-9"X12" white drawing paper per student,
tempera paint in bowls, 12" length of string (at least
3 per student).
Process: provide several lengths of string for each
bowl of tempera paint, Hold one end, dip string into
paint. Lay string onto paper to create design. Redip
and relay, or use a new string and a new color.
Variation: try dropping string onto paper.
NOTE: for a strongly imprinted design, press a second
sheet of paper or several sheets of newspaper on top of
your string design.
Pulled String
Materials: yarn or string, bowl of tempera paint,
construction paper or drawing paper, damp rag or
sponge.
Process: dip string or yarn into bowl of tempera paint,
do not squeeze paint out of string. Lay string on a
sheet of paper in any design, leaving the tail end of
string off the edge of the paper. Place another piece
of paper over this. Lay hand gently over paper and
string. Pull string from paper, keeping hand pressing
gently. Remove top paper and observe designs.
Variations: try a folded sheet of paper and place
string inside. Try several colors, one at a time,
adding each color after the first is done. Try a rope
dipped in paint and place between very large sheets of
paper (many hands can help).
TYING IT ALL TOGETHER:
Art Postcards
Materials: 2 identical sets of postcard-size
reproductions of artwork (e.g. van Gogh, Renoir,
Matisse, Degas).
Process:
Step one - students match identical paintings of a
variety of subjects. First begin using only three
identical pairs, then gradually add more pairs of that
particular artist. Do not introduce the name of the
artists or the titles of the paintings unless the child
asks about them. Now each pair has the same subject
matter as every other pair (e.g. mother with a child).
This level of identical matching can also be done with
many other subjects. For the advanced level, select
extremely similar pairs to every other pair. All six
pairs are painted by the same artist, feature the same
style, and have the same subject matter.
Step two - students pair similar paintings by an artist
that are not identical but similar in both subject and
style (e.g. two different paintings of ballet dancers
by Degas, two different paintings of birds by Audubon,
two different geometic abstracts by Mondrian).
Difficulty is gradually increased by selecting subjects
that more closely resemble each other. For the advanced
level, the subjects of the paintings are all the same
(e.g. twelve portraits of children - two different
children by Cranach, ...Holbein, ...Renoir,
...Lawerence, ...Picasso, ...Millais).
Step three - students begin grouping four paintings by
each of three different artists. At this point,
introduce writing the artist's name under each
painting.
Step four - learn about artists and their times.
Continue to increase the challenges that are age
appropriate for each student's level of experience.
Can be integrated with language arts, math, social
studies, and other academic areas.
"Cray-Pas" - van Gogh
Materials: Cray-Pas, van Gogh art postcards, 1-9"X18"
white drawing paper per student.
Process: each student chooses their favorite art
postcard by Vincent van Gogh. Students duplicate the
artwork onto their drawing paper.
RESOURCES
Cole, Elizabeth and Schaefer, Claire (1990). "Can Young
Children Be Art Critics?". Young Children, 45 (2), 33 - 38.
Kohl, Mary Ann F. (1985). Scribble Cookies And Other
Independent Creative Art Experiences For Children. Bright
Ring Publishing. P.O. Box 5768, Bellingham, WA 98227.
Olshansky, Beth (1990). Portfolio Of Illustrated Step-
By-Step Art Projects For Young Children. The Center For
Applied Research In Education, Business and Professional
Division, West Nyack, New York 10995.
Wolf, Aline D. (1990). "Art Postcards - Another Aspect
Of Your Aesthetics Program?". Young Children, 45 (2), 39-43.
Click here to return to OFCN's Academy Curricular Exchange
Click here to return to OFCN's Academy
Click here to return to OFCN's Main Menu
John Kurilecjmk@ofcn.org