Art in the Primary School (Subject in the Primary School by John Lancaster

By John Lancaster

All basic institution academics need to train artwork yet few have adequate formal education to think convinced with the topic. This e-book exhibits how lecturers and their scholars can get the main out of artwork classes.

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By John Lancaster

All basic institution academics need to train artwork yet few have adequate formal education to think convinced with the topic. This e-book exhibits how lecturers and their scholars can get the main out of artwork classes.

Show description

Read Online or Download Art in the Primary School (Subject in the Primary School Series) PDF

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Extra resources for Art in the Primary School (Subject in the Primary School Series)

Example text

I would therefore advocate that occasionally a teacher must give a child top-quality materials with which to work, using the maxim that it is only possible ‘to bake a good cake with good ingredients’. One or two good-quality artist sable brushes could be held by the teacher so that children could experience their use. I sometimes did this when I taught in schools and found children—even those with little interest—responding in an amazing way. Their respect for ‘real’ artists and ‘proper’ artist’s equipment soared and they tended to have an increased pride in using good brushes.

Work of this kind is obviously valuable and through it the young person will learn about the interrelationships of three-dimensional forms and structures. In later adult years he may find these experiences helpful when he designs, makes and fits a set of bookshelves in his house, or when he makes a rabbit cage or Wendy House for his own children. The educative value of designing and making project work is not always immediately apparent but can become meaningful in the most unexpected ways. Constructional apparatus is used extensively in the infant sector.

It should contain ‘play’ structures. The following stages must be followed: 1 Preliminary research (A) Study the gerbils in their cage for periods of ten minutes, three times each day for five days and make notes and drawings based on your observations. These will be used in discussions as to how your design will proceed. 2 Discussion Discuss, as a small team of designers, what you intend to do, what materials you will require and how to set about making the new environment. 3 Planning Draw plans of the proposed living environment, to scale, as well as elevations and sketches.

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