CECmisc.43 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.