Level F-2
Foundation Painting class
(Source: Caudullo, E, 2016)
Young in Art
Developmental look at child art
Australia is my home
Humans of your school
​
By the end of Year 2, students identify where they experience visual arts. They describe where, why and/or how people across cultures, communities and/or other contexts experience visual arts.
Students experiment with visual conventions, visual arts processes and materials. They make and share artworks in informal settings.
​
By the end of Year 2, students identify where they experience media arts. They describe where, why and/or how people across cultures, communities and/or other contexts experience media arts.
Students use media languages and media technologies to construct representations in media arts works. They share their work with audiences safely and in informal ways.
By the end of Foundation, students make artworks using different materials and techniques that express their ideas, observations and imagination.
Students identify and describe the subject matter and ideas in artworks they make and view.
By the end of Level 2, students make artworks using different materials, techniques and processes to express their ideas, observations and imagination.
Students describe artworks they make and view, including where and why artworks are made and viewed.
By end of Foundation, students describe the media art works they make and view.
They make and share media artworks representing stories with settings and characters.
By the end of Level 2, students describe the media artworks that they make and view, and describe where and why media artworks are made.
Students use the story principles of structure, character, intent and setting, media technologies and the elements of media arts to make and share media artworks.
​
Young children have a natural curiosity about their physical, social and technological world. They have a strong desire to make sense of their world and to represent and communicate their experiences and understandings through language and various art forms. They develop their understandings through their relationships and interactions with others, indoor and outdoor environments and the use of their senses. Young children learn through a variety of means - including play and experimentation - to observe, manipulate and explore objects and ideas, materials, technologies and other phenomena.
In the early years of schooling, children should be provided with a holistic curriculum through which they are able to build, design, problem solve, represent and reflect on new learning in ways that are meaningful to them. This learning is supported through intentional teaching in planned and unplanned experiences to extend learning. They need frequent opportunities to develop shared understandings and dispositions as well as content knowledge. The emphasis on literacy and numeracy is encapsulated in a holistic approach to learning where key ideas and concepts in a range of learning areas are presented in phase appropriate ways. They should have opportunities to develop their control and understanding of the symbolic representations associated with written language and mathematics. Social and emotional development is emphasised so that children build strong relationships, can work with others and develop a positive sense of self.
Curriculum experiences will typically integrate knowledge, understandings, skills and values and attitudes across learning areas. Learning programs should be appropriate and connected to the child's current thinking, interests and ways of learning. They should encourage children's autonomy, intellectual risk-taking, responsibility, agency and control of learning. Effective teachers use a variety of strategies, including structured and unstructured play and explicit approaches with whole-class, small-group and individual encounters. It is important that learning experiences build upon each child's current understandings, skills, values and experiences.
Young children are intimately connected to their families so teachers need to foster strong relationships with families and communities and draw upon these strong relationships to provide culturally appropriate programs. Learning and teaching programs must be responsive to children's continuing growth and development.
(Source: https://k10outline.scsa.wa.edu.au/home/principles/guiding-principles/phases-of-schooling)
GET HANDY WITH FORM
Levels P-3
An introduction to form. Explore three-dimensional geometric and biomorphic shapes in sculpture, then experiment with plasticine to create your own 3D shapes to assemble abstract sculptures.
Learning objectives
-
Define the term ‘form’
-
Differentiate between ‘geometric’ and ‘biomorphic’ 3D shapes
-
Identify different ways artists have used 3D shapes in creating abstract sculptures
-
Apply and practise modelling techniques to create geometric and/or biomorphic shapes to create a makeshift sculptural piece
Resources & materials
• Plasticine or playdough in one colour
• Craft matchsticks
• Modelling tools like a cutter or roller
Create
-
Start forming the base of your sculpture. Squeeze the plasticine to warm up your hands and fingers, and to make it easier to work with. You want your base to be a geometric form, like a cube or a rectangular prism, and about the size of a matchbox. Pinching and squeezing the plasticine will help mould the shape.
-
Create some more forms to add to your sculpture. These should be smaller than your base. Don’t forget to use your tools to help define your forms.
-
Start to assemble your shapes on top of the base. Use matchsticks to hold your shapes together (making sure they can’t be seen).
-
Continue this process, making and stacking your shapes on top, or next to, one another until you have around five to ten forms.
-
Once you are finished, look at the back, sides and front of your sculpture.
-
Are there any parts that need to be more defined or smoothed over?
-
Are all the matchsticks hidden in the plasticine?
-
Have you added enough 3D shapes to your sculpture?
-
Is it holding well together and can stand on its own?
-
TISSUE COLLAGE
INSPIRED BY IMPRESSIONISM
INTERNATIONAL LANDSCAPE PAINTING
In this activity students will create a layered tissue collage with painted elements, inspired by Impressionist artists such as Claude Monet. They will observe how the Impressionist artists used strokes of broken and layered colour to capture an impression of a scene, and experiment with different colour effects in their work.
Learning objectives
Students will:
-
Identify and discuss ideas and techniques used by the Impressionists, including quickly capturing an impression with paint and using layers of broken colour.
-
Experiment with mixing colour by layering coloured tissue.
-
Create a composition inspired by a painting or photograph of a landscape with layered and broken colour.
-
Share their artwork with their classmates describing the expressive choices they have made.
Students in Level F-2 are "beginning to understand that art is a way to communicate.
They consciously create symbols and their pictures feature bold, direct and flat images.
There is little detail shown to realistic, spatial concepts.
They are eager to share their art with others.
[Foundation], Grade 1 and Grade 2 Emphasis:
-
Establish self-esteem and self-confidence.
-
Improve hand-eye coordination.
-
Expand aesthetic awareness.
-
Begin the study of art heritage.
-
Begin to identify some of the elements of art (line, shape, color, texture, pattern).
-
Develop art-related skills.
-
Discuss design ideas and techniques.
-
Use a variety of materials to create art (tempera, finger paint, watercolor, collage, clay).
-
Use personal experiences as subject matter in artwork.
-
Communicate feelings about art."
https://kinderart.com/k-1-2-art-lessons/
​
​
​
​
Conventions and codes of Media Arts:
Media arts generally multimodal creations using some combination of sound, images and text. Over time, different media artform such as comic strips and movies have developed conventions and codes that create a language for communication. Children learn about and employ these as part of their engagement in Media Arts.
​
Conventions:
Conventions are the generally accepted ways of presenting a particular type of story or type of media product. The conventions of a science fiction film mean that we would expect to see strange creatures (aliens), spaceships, futuristic sounds, space settings, smooth metal surfaces and limited colours, encounters between humans and aliens in space, futuristic technology and weaponry.
​
Technical Codes:
Technical codes as ways of shaping the format to convey specific meanings. For example, an extreme close-up shot of a character's face is used to highlight their psychological state. The consistent use of these technical codes develops common understandings.
Codes include:
-
Framing: close-up shots used to show details; long shots used to show context
-
Cropping: the framing of the visual field to remove superfluous information and focus the viewer’s attention
-
Point of view: low camera angle looking upwards on the subject to create a sense of power and dominance; high camera angle looking down to make the subject appear powerless or insignificant
-
Lighting: strong side lighting used to create a dramatic effect; low lighting used to create a gloomy or brooding atmosphere; bright lighting used for happy scenes and buoyant atmosphere
-
Layout: banner headlines, columns, photographs and captions used as typical in newspapers and magazines.
​
Symbolic Codes:
Symbolic codes are based on our understanding of situations, behaviours and relationships in the real world. These codes include:
​
-
Clothing: uniforms and attire are used to indicate occupations (police uniform, doctor’s coat(; clothing can also be used to represent historical times (period costumes or futuristic attire), subcultures (surfies), status (bedraggled or stylish) or personality (flashy, subdued, old fashioned)
-
Facial and body expressions: used to reveal personality, thoughts, intentions and feelings
-
Colours: used to convey mood - bright colours used to convey happy, youthful and fresh; dull colours used for sombre, formal or serious situations
-
Audio: used to represent a character (a signature tune), support the action or create a mood.
​
Source: Dinham, Judith, and Beryl Chalk. It's Arts Play 2e EB : Young Children Belonging, Being and Becoming Through the Arts, P 271, Chapter 9 Media Arts, Oxford University Press Australia & New Zealand, 2022. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/deakin/detail.action?docID=7018679
"It's Arts Play"
Dinham, J & Chalk, B
https://research.ebsco.com/c/np77rt/search/details/qlgfrxdvuz?limiters=None&q=It%27s%20Arts%20Play
​
-
Chapter 9 - Learning experiences in Media Arts
-
Chapter 11 - Learning Experiences in Visual Arts
​
Abstract Self-Portrait Paintings
This fun self-portrait lesson combines art exploration in abstract art and color theory.
It is DEFINITELY one of my favourite lessons for 2nd grade!!
​
Learning Goals:
– Learn what abstract art is and can identify abstract art
-Learn about abstract artists and their artwork (Paul Klee, Kandinsky, William de Kooning, Jackson Pollock)
-Review and can identify primary, secondary and warm and cool colours
​