Notebook

Notebook, 1993-

MATERIALS & METHODS - A Perspective on Art Education - Activities for Children - Themes & Topics

Paper Activities - Many Kinds of Activities - How Long does it Take? - Odds & Ends -- The Dialogue

The Dialogue


Respond to the whole work when responding to children's work. Perhaps: "How clear and cheerful . . . . or . . . . "Such a strong image!" . . . . or . . . . "This is very dear" . . . . or . . . . "This is very complex", etc. Then - consider the content --what is there, why, and how everything contributes to the whole result.




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[Notes from: Smith, Nancy. Experience & Art, Teaching Children to Paint. New York: Columbia University Teachers College Press, 1983.]

Then, specifically, speak about what or how something does or does not contribute to that wholeness. "I like the way you [blend the colors . . . here . . . . ]" -- Regard exactly what is there and how it was done and why it helps or hinders the whole work. [Consider what's there!]



Be relatively in tune with the child - "You have choosen [to make the shape very big --------------- I wonder [about the texture of grass or why you decided to put the line beside the shape or what is about to happen here where there are so many colors ------------." [Consider what's there!]



In response to 'How to' questions --- be in tune with what they have done and work with that as you break the problem down to manageable steps . . . .



"See how you changed the colors by mixing them together ------------ This is almost the same color -------------what's the difference?"



"How did you do that? [be specific about what you are looking at --------------------] ?"



"How can you tell?" - This question always brings them back to what, specifically, they are looking at and responding to - what is there, and, perhaps, how it got there: Possibilities and other possibilities.



"Is it just the way you want it?" - This helps child to Re-View and stand back to reflect on the work - to make any necessary adjustments without suggesting that he do so. To invite questions about how to achieve what was not achieved. This also helps provide for a good foundation for self-evlauation and thoughtful attention to craft.



"Do you want to tell me about your picture?" [Building competence / confidence.]





[Notes from: Smith, Nancy. Experience & Art, Teaching Children to Paint. New York: Columbia University Teachers College Press, 1983.]




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