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Makerspaces are a natural extension of the art room.
Makerspaces are a natural extension of the art room.
the curriculum calls for a 'making' mentality.
the curriculum calls for a 'making' mentality.
The visual arts curriculum is rooted in the experience of art making
It is essential for students to be engaged in meaningful, open-ended art-making activities that enable them to express personal feelings, experiences, and ideas and develop the skills to use art tools, materials, and techniques that are appropriate for the grade
Students come to school with a natural desire for a wide variety of outlets for their creativity, individual interests and abilities, as well as diverse personal and cultural experiences, all of which have an impact on their prior knowledge about arts and about the world in which they live
Teachers should provide as many hands-on activities as possible, since many of the skills emphasized in the curriculum are best taught and learned through participatory, creative experiences with concrete materials
The Creative Process
As students and teachers become increasingly familiar with the creative process, they are able to move deliberately and consciously between the stages and to vary their order as appropriate. For example, students may benefit from exploring and experimenting before planning and focusing; or in some instances, the process may begin with reflecting. Feedback and reflection can happen throughout the process.
Virtual resources to support student making in visual arts:
Virtual resources to support student making in visual arts:
Here are some resources that can support student learning and making in connection with the visual arts program:
*Consider connecting visual arts and any other of the areas of making on this site!
Explore Crayola's DIY crafts and art projects for kids and adults
A family created youtube channel providing self contained art lessons for all ages
Learn to draw simply by following the sketching steps in each video tutorial.
A website of art, science, and tinkering activities that promotes creativity and innovative thinking
Drag & drop colour bulbs to create images
Virtual Connections to Support Student Learning
Virtual Connections to Support Student Learning
DrawnToLife-AnimationInNature-VideoSeries-Brochure2021.pdfSome additional considerations at home:
Some additional considerations at home:
We know that being at home creates certain limitations - reduced space, limited materials, etc. The following are activities that can support learning at home, by developing skills in observation, critical thinking, communication, and problem solving. Depending on the age and ability of the student, they will require different levels of supervision and support.
Scavenging (Invite students to look around their space and collect samples of 10 different textures, colours, materials, etc. that they can use to create a composition with based on a specific prompt or challenge (e.g. "Use your materials in such a way as to suggest a certain mood") )
Repurposing Challenges (using mason jars to create sensory jars or displays, using an egg carton to create a caterpillar, cutting up old socks and turning them into a collage, putting dried up markers into water and using the water as paint, etc.)
Perspective Taking Activities (Selecting an object and creating thumbnail sketches from a variety of perspectives based on student movement around the space, taking photographs of selected objects (inside or outside) from different angles, etc.)
Colour and Value Scales (Finding samples of different hues of the same colour or different shades to show the spectrum from black to white; playing with colour mixing in paints to mimic the items they found, or organizing the items, if possible, in a spectrum and taking a photo as evidence of their understanding)
Light and Shadow Play (Using a lamp or flashlight to create and draw shadows or casting and drawing silhouettes, or shining light on an object to consider impact on colour, translucence, or impression, etc.)
Safe Experimentation with Tools (collecting pens, pencils, crayons, and markers and playing with them to investigate what happens with saturation, width, indentation on page, etc. by pressing harder or softer; experimenting with line and shape, using play-dough to make impressions of objects like rocks, textured shoe soles, etc.)
Careers Exploration (challenge students to connect examples (items, media, etc.) around them to specific careers related to the visual arts: youtubers, pottery, tablecloth, interior design, etc. OR to consider the skills they are using and how those connect to different jobs/careers they might be interested in in the future)
reflection is key to learning:
reflection is key to learning:
Supporting students in reflecting on their process, decisions, and work allows them to make important connections to their awareness of self, the curriculum and between their learning and the world around them. Here are some ideas of prompts you might consider. Please note that when inviting students to reflect, the best questions are open ended, allow for students to think deeply, and don't expect a 'right or wrong' answer.
Questions to Support Understanding and Discussing the 'What':
Identify one thing about the piece/experience that you enjoyed/are enjoying.
What did you find/are you finding challenging about the process? What strategies are you using to help you move forward?
What are you finding/did you find puzzling?
What is standing out for you in this process/in this final piece/about this experience?
What did you/are you noticing about the materials/tools/composition/impact of light/colour/line, etc.?
Questions to Support Understanding and Discussing the 'So What' (Why is this important?):
What does this experience/composition remind you of?
Where else have you seen/experienced something like this?
Tell me about your decision making - what led you to use (this colour, this tool, etc.)?
How does the composition impact its audience (how might it be used, what feelings does it evoke?)
What strengths/skills are you noticing in yourself as an artist?
What areas would you like to keep working on/playing with?
Questions to Support Understanding and Discussing the 'Now What' (Where do I go next?):
If you were to do it again, what is one thing you would change/keep the same and why?
What other materials might you want to work with?
Identify a goal you have to support continuing to develop your skills.
How can you share your work with others?
Want to know more about Experiential Learning at UGDSB! Click here.
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