Art: Elect, Dicuss and Present a 20th or 21st Century Work of Art as a Starting Point for a Developmental and Sequential Four Lesson Scheme of Artwork for F/Ks1/2 Children.
Educational Studies (Primary) with Art
Select, dicuss and present a 20th or 21st century work of art as a starting point for a developmental and sequential four lesson scheme of artwork for f/ks1/2 children.
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Table of Contents Front cover 1 About my choice of art work 13 Methods of assessment 16 Bibliography…………………………………………………………………………20
References………………………………………………………….…………...…21-22
Appendix…………………………………………………………………………………23
What can art do?
‘Art is a time traveller; art is an omnipresent teller of story. It’s more effective than CNN, the BBC and Sky News put together. Art is all the poems read, at all the funerals and weddings that happened, on every day of every year of your life, from every class, gender and sexuality of human being. The freedom to write is a sign of a free society. Art is the greatest symbol, the greatest expression of freedom. No wonder writers are a threat to repressive regimes; it’s because of the greatness and importance of books. Art bridges the gap between the spiritual world and the physical one; at times of great need, trauma, loss, celebration, union, hope, introduction, we need the bridge, we need art. It’s why there is song, it’s why there is poetry, it’s why there is dance, and it’s why there is music. What can art do? Art can save lives; people need the bridge over their troubled waters, because art is life. This is not an exaggeration; take away those songs those poems, paintings and music and leave citizens bereft of expression. Art offers a quality of life and of experience, a fundamental power of art is to articulate. If aliens visited us, they would get a truer representation of the human being through art than through anything else. Art is as close to the environment as human beings can get. What art can do is what it does. I have seen homeless men and women speak, who have not spoken before, due to some unspeakable trauma. I have seen poems bring the invisible into focus on national
Select, dicuss and present a 20th or 21st century work of art as a starting point for a developmental and sequential four lesson scheme of artwork for f/ks1/2 children.
19016833
Table of Contents Front cover 1 About my choice of art work 13 Methods of assessment 16 Bibliography…………………………………………………………………………20
References………………………………………………………….…………...…21-22
Appendix…………………………………………………………………………………23
What can art do?
‘Art is a time traveller; art is an omnipresent teller of story. It’s more effective than CNN, the BBC and Sky News put together. Art is all the poems read, at all the funerals and weddings that happened, on every day of every year of your life, from every class, gender and sexuality of human being. The freedom to write is a sign of a free society. Art is the greatest symbol, the greatest expression of freedom. No wonder writers are a threat to repressive regimes; it’s because of the greatness and importance of books. Art bridges the gap between the spiritual world and the physical one; at times of great need, trauma, loss, celebration, union, hope, introduction, we need the bridge, we need art. It’s why there is song, it’s why there is poetry, it’s why there is dance, and it’s why there is music. What can art do? Art can save lives; people need the bridge over their troubled waters, because art is life. This is not an exaggeration; take away those songs those poems, paintings and music and leave citizens bereft of expression. Art offers a quality of life and of experience, a fundamental power of art is to articulate. If aliens visited us, they would get a truer representation of the human being through art than through anything else. Art is as close to the environment as human beings can get. What art can do is what it does. I have seen homeless men and women speak, who have not spoken before, due to some unspeakable trauma. I have seen poems bring the invisible into focus on national
References: Arts council England. (2010) Achieving great art for everyone: A strategic framework for the arts. London. Gavin Martin Colournet Ltd. Barnes, R Barone, E, T., & Eisner, W., E. (1988) Arts-Based Educational Research. Washington D.C: American Educational Research Association. Barone, E, T., & Eisner, W, E. (2011) Art Based Research. Sage Publications. Callaway, G., Kear, M Calouste Gulbenkian Foundation. (1989) The Arts in the Primary School: Reforming teacher education. London. Davis, H., J Department for Education and Employment (DfEE). (1999) The National Curriculum HMSO. QCA. London. Dewey, J. (1934) Art as Experience. New York: Minton, Balch. Eisner, E Ford, R., Penny, S., Price, L., & Young, S. (2000) Teaching Arts in Primary Schools (Achieving QTS). Learning Matters. Gombrich, H Hurwitz, D. (2006) Children and Their Art. Wadsworth Publishing Co Inc; 8th Revised edition. Margaret, M. (1988) Art 4-11 Art in the early years of schooling. Oxford. Basil Blackwell Limited. Prince, S Sandler, I., & Panczenko, R. (2003) Judy Pfaff: Tracking the Cosmos. Hudson Hils Pres Inc. U.S Sissay, L Skelton, T., & Joy, E. (2001) How to Teach Art to Children. Evan-Moor Educational Publishers. * Website Art 21. (2001) Judy Pfaff. Retrieved from http://www.art21.org/artists/judy-pfaff/videos. Accessed 16.02.2012. Learning Skills. (2010). Howard Gardener: seven intelligence model. Retrieved from http://www2.wmin.ac.uk/eic/learning-skills/cognition/learning_styles/howard_model.html. Accessed 12.04.12. Online Colleges. (2011) 10 Salient Studies on the Arts in Education. Retrieved from http://www.onlinecolleges.net/2011/09/06/10-salient-studies-on-the-arts-in-education/. Accessed 16.04.12. The College of Saint Rose. (2009) Judy Pfaff Inaugural Exhibition. Retrieved from http://www.strose.edu/about_saint_rose/massry_center_for_the_arts/esther_massry_gallery/test2. Accessed 16.04.2012. Appendix D: Lesson plan 4: Dancing at the edge of chaos Appendix E: Copy of Judy Pfaff: N.Y.C./ B.Q.E., Whitney Museum of American Art, New York, 1987.