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.

Topics: Visual arts, Arts, Art Pages: 25 (8451 words) Published: January 12, 2013
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.


Table of Contents
Front cover1
About my choice of art work13
Methods of assessment16



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 radio. I have seen crying children smile. I have seen poems change lives. It’s why poems are read at weddings, funerals, births, on royal occasions and personal occasions, when soldiers are at war, and in peacetime. We turn to art because it is the greatest expression of humanity available to all.’

(Sissay, L., 2010)
The essence of good art teaching is to harness the creative ability, which is already part of every child. We are catalyst, enquirer, developer and delegator to the creative young minds we try to teach.

(Barnes, R., 2002, p.180)

This art assignment will analyse a piece of work by chosen artist Judy Pfaff and her role in my project called ‘Dancing at the edge of chaos’, aimed at KS2 children, which consists of four developmental workshops, with the theme of ‘installation art’. (Appendix A-D)

Judy Pfaff was born in 1946 in London, England. Her impressive career spans more than thirty-three years of making art across the globe. She began as a painter at Yale, but soon became recognised for her highly original sculptures laden with emotional impact. Pfaff explores space and matter and all that lies between painting and sculpture, two dimensions and three dimensions. Her work is laced with an intense physicality and exhilarating sense of chaos that continues to evolve throughout her art. Besides the ambitious sculpture installations for which Pfaff is renowned, she is a talented engineer, builder, welder and fabricator who tackles huge projects hands-on from start to finish. Her repertoire includes drawings, collages, prints and mixed media constructions, as well as highly complex multi-layered prints. Her prints incorporate collage elements and cut papers. She employs a variety of media including photogravure (a method of printing high quality images in large editions, using photographic and etching techniques) encaustic (hot wax painting), lithography (a method of printing that used from a flat stone or metal plate with...

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 Accessed 16.02.2012.
Learning Skills. (2010). Howard Gardener: seven intelligence model. Retrieved from Accessed 12.04.12.
Online Colleges. (2011) 10 Salient Studies on the Arts in Education. Retrieved from Accessed 16.04.12.
The College of Saint Rose. (2009) Judy Pfaff Inaugural Exhibition. Retrieved from 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.
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