“We do not expect all children to become poets, writers or essayists, but we teach all children to read and write because we want them to be confident and expressive communicators. We also do not expect all children to become professional artists. However, we teach children how to use a range of art media to communicate their ideas, experiences, emotions, questions and insights in many languages, and we want children to know beauty, creativity and expressive emotions. ”
(Pelo, Ann. The Language of Art, p. 3)
For the past four years, 30 minutes have been reserved once a week for a time called Sketching Time. During the Sketching Time, children are introduced to new art techniques and the use of new art materials and receive a guided model lesson to support their understanding and learning.
For a month, the children have been learning and practicing how best to sketch their friends. With a pencil and the work in their individual sketchbooks, the children became aware of lines and shapes. With encouragement, the children felt more comfortable looking closely at their friends’ facial features and sketching what they saw. The first time they tried to sketch, the children were made aware of the missing elements, e.g. B. Eyelashes, ears, short / long hair, etc. After the pencil drawing was finished, the children learned that they could trace over their elements with a felt pen. Pencil marks highlighted their sketch and drew attention to the lines and contours used. The introduction of colors using watercolor paints included another guided lesson. The children learned to use only certain colors that were reflected in their friend’s facial features. Mixing and blending colors were other important skills that were learned when the children soon realized that some of the colors they needed were not included in their color choices.
In the classroom, many items are sorted by attribute, including the brush. Sorted by the size of the bristles I noticed, it encourages the kids to make a more thoughtful choice when creating. During another guided lesson, the children experimented with the different brush sizes to familiarize themselves with the type of markings they created. For the friendship sketch project, the children practiced the different brush sizes and learned the technique of immersing the brush in water, wiping it on the side of the glass and then dabbing it into the watercolor of their choice. Depending on the property they painted, they became more confident in choosing the appropriate brush size.
As already mentioned, the children have individual sketchbooks. These books are used to practice certain art techniques and to use new art materials. The children used oil and chalk pastels, watercolor pencils, pens, charcoal, watercolor and acrylic paints and snipers. Sketching is not just about sketching. During this time, the children also had the opportunity to explore plasticine and clay, wire and natural materials to produce art.
Below are some snapshots of the kids working on their friendship sketches.
“Art exploration is a rich experience for children. They inspire scientific research as children try to understand the qualities and uses of an art medium. They foster collaboration and strengthen relationships between children as children share discoveries and each other through strategies to try them out coach an art medium and work together on a creation. They require targeted attention and physical finesse. They stimulate the senses and emotions and delight the eyes, hands and heart. ”
(Pelo, Ann. The Language of Art, p. 13)
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