ARTISTIC LEARNING FRAME

1. “I use to draw like Raphael, but it has taken me a whole lifetime to draw like a child.” Pablo Picasso ARTISTIC LEARNING FRAME

2. Artistic Learning • Belief that children can learn and develop artistic knowledge, skills and reasoning leading to enhanced visual literacy • Guided art explorations provide interaction with the physical and social aspects of artistic thinking and creating • Utilize Visual Art Standards as a guide for curriculum organization and explorations • Adults provide models, scaffold learning and jointly pose and solve artistic problems • Opportunities are needed to work in depth with media, images and ideas over time within the learning cycle • Utilize a variety of works of art a models, connections, information and inspiration! Visual Verbal Meaning Making

3. How is this memory like learning to teaching? I was remembering how she taught me that everything, even ink, had a purpose and a meaning: Good ink cannot be the quick kind, ready to pour out of a bottle. You can never be an artist if your work comes without effort. That is the problem with modern ink from a bottle. You do not have to think. You simply write what is in swimming on the top of your brain. And the top is nothing but pond scum, dead leaves, and mosquito spawn. But when you push an inkstick along an inkstone, you take the first step in cleaning your mind and your heart. You push and you ask yourself, What are my intentions? What is in my hear that matches my mind? The Bonesetters Daughter by Amy Tan Visual Verbal Meaning Making

4. Artistic Learning • What can young children learn about the visual arts? • What do the visual arts include? • How do you guide learning in and through the visual arts? • What are ways to value and document artistic learning? Visual Verbal Meaning Making

5. Learning Cycle Awareness Exploration Elaboration Utilization Visual Verbal Meaning Making

6. Artistic Learning Observing, Assessing & Valuing Artistic Learning • Process and Product Portfolios • Checklists, Rating Scales, Rubrics • Documentation Panels • Individual conferencing • Student Demonstrations • Games, quizzes, library research Visual Verbal Meaning Making

7. Artistic Learning Frame Artistic Learning Needs: • Belief in child’s ability to grapple with artistic ideas and processes • Opportunities to work in depth with media, images and ideas over time • Perceptual exposure to the visual world and a variety ofart models Artful Dialogue: • Engage in joint problem-posing and solving I’m not sure how to connect these pieces, what could we use? These colors are very bright, how would we make them softer? This idea is taller that our paper, what could we do? • STRETCH visual literacy by looking together I’m not sure how to draw that either, let’s get a picture of one. Shauna painted one of those last week, let’s ask her how she did it? What lines do you see in the outside edge of the sculpture? On the surface? Visual Verbal Meaning Making

8. ORGANIZATIONAL IDEAS for ART EXPLORATIONS & CURRICULUM DESIGN Elements & Principles . . . Art Modes and Media . . . Periods of Western Art . . Art from Various cultures Themes in Art . . . . . . . . . Aesthetic topics . . . . . . . Landmark Artworks. . . . Artists & their work . . . . . Art Styles. . . . . . . . . . . . . Line, color, texture, shape, form, value, space, unity, rhythm, pattern, movement, contrast, emphasis Drawing, painting, printmaking, collage, ceramics, weaving, architecture, photography, new media Prehistoric art, Renaissance, art of the Middle Ages, Baroque art, Modern art, Post-Modern art Art of China, Native Americans, art of Africa, Egypt, African-American, Hispanic Folk art The sea, art and nature, Mythology, Animals in art, Landscapes, Portraits, Images of Women, Music Beauty, Artist’s intent, Creative process, Art vs. Nature O’Keeffe’s Black Hollyhocks, van Gogh’s Starry Night, Egyptian Pyramids, Hokusai’s The Great Wave Miro, Mary Cassatt, Romare Bearden, Pablo Picasso, David Hockney, Michelangelo, Goya, Frieda Kahlo Rococo style, Impressionism, Surrealism, Pop Art, Chinese Ming period, Dadaism, Fauvism Visual Verbal Meaning Making

9. “Do not train youth to learn by force or harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” Plato PERSONAL MEANING MAKING FRAME

10. Personal Meaning Making Understanding and Imagination • Child makes visual language work for herself, to construct and make meaning, to solve a problem, or share imaginative ideas • Demonstrates creative thinking and problem posing/solving • Spark! Ideas for exploration by connecting visual/verbal languages, challenge aesthetic judgments and imaginative ideas • Encourage intersubjectivity- the coming together of teacher and child knowing • Take time for reflection, self-discovery, and re-representation • Discover what and how children “know” - Share with parents! Visual Verbal Meaning Making

11. Personal Meaning Making Understanding and Imagination Observe, Assess & Value Personal Meaning Making • Process/Product Portfolio • Story making to accompany work • Interpretive responses/ open-ended questions • Pair-share dialogues • Celebrations/Art Show Visual Verbal Meaning Making

12. Personal Meaning Making Understanding and Imagination Meaning Making Needs • Look for “grappling”, frustration, processing through • Encourage co-mingling of ideas between child and teacher, child and child • Talk through problem posing and solving aloud, take pictures throughout the process, record comments, feelings Artful Dialogue • Spark! Ideas for exploration by connecting visual/verbal languages “Tell me why you created this work” “It looks like there is a story in this painting” • Validate the powerful images and ideas “This work has some important feelings in it” • Challenge aesthetic judgments and imaginative ideas Visual Verbal Meaning Making

13. “A difference unaddressed becomes a disability.” James Collins MODIFICATIONS IN THE VISUAL ARTS

14. Modifications for Art The more you know about the individual child the better you will be able to assist him or her in learning. • Strategies to accommodate diverse student needs: • Curricular or Goal Modifications where assignment is simplified or modified for some students, enriched or enhanced for others providing differing outcomes to the same basic assignment • Same assignments, same goal with modifications of techniques tool and/or media to meet a specific need • Alternative goals, same materials and techniques will be explored, but final product is altered for student success • Benefits of the arts : Social-emotional, Motor, Sensory Awareness, and Cognitive development • The arts nurture a sense of inquiry, discovery, delight and build feelings of awareness, independence, and success as a creator! Central Instructional Support Center - http://www.cisc.k12.pa.us Visual Verbal Meaning Making

15. The Hundred Languages of Childrenby Loris Malaguzzi No way. The hundred is there. The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking. A hundred always a hundred ways of listening of marveling of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream. The child has a hundred languages (and a hundred hundred hundred more) But they steal ninety-nine. The school and the culture Separate the head from the body. They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and Christmas. They tell the child: to discover the world already there and of the hundred they steal ninety-nine. They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together. And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there. Visual Verbal Meaning Making