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Art for Children, Fall 2002, Marvin Bartel, Instructor
most recent updates are in yellow areas
|these are matching
words and phrases
After media work
Art Materials (media)
Ask accretion questions
Before media work
Changing habits of work
Copy from each other
During media work.
I and My topics
Mark Making or Preschematic
Similar to prior success
Surrealism or Fantastic
Symbol Making or Schematic
Topics for assignments
The Final is over material from the whole term, the whole book, all
the handouts, videos, all class and studio sessions.
Review chapters in the text from earlier tests.
Study Chapter 8, and 9 in the text. Know the terms at ends of chapters.
See an Analysis
(comparison) by Marvin Bartel of Paul Duncum's "What Elementary Generalist
Teachers Need to Know to Teach Art Well"(Art Education. November,
1999) and "Drawing Is Basic" by Jean Morman Unsworth, A response
to “What Elementary Generalist Teachers Need To Know to Teach Art
Well” Art Education. November, 2001, pages 6 to 11. https://www.goshen.edu/art/ed/duncum-review.html
Review the work of the art history pages presented in our class for
exemplars related to the art work made in our class.
In Chapter 7, and our class notes, what are the characteristics of creative
children, problems they face, how do we kill creativity and how do we foster
In your opinion, what are the pros and cons
of "profiling" highly creative children in the classroom?
Review your handout on Developmental Stages to
be able to tell the differnences for a first grade and a forth grade, etc.
Study the National Visual Arts
Standards, appendix A in text. Can you say which standards
or categories you covered in the lessons you taught in Field Teaching?
Study Questions. Find other students in the class and ask each
other these "jeopardy" questions.
How would it be different to teach thinking strategies
to do problem finding compared to problem solving?
What ways can you think of to teach idea finding
for subject matter in art work?
What ways can you think of to teach new art skills
in observation and with art materials?
What ways can you think of to teach imaginative thinking?
What ways can you think of to enhance and motivate
work done from memory?
What would be the aesthetic implications of multi-use
space in a school vs. single use space designed for one function?
What are some ways to teach and learn visual literacy?
What kinds of art materials and processes are more
and less appropriate at various developmental stages?
What would be subject matter (topics) for art that
would be more appropriate for first graders than for fifth graders?
What criteria would be good to use when selecting
art exemplars to study after media work? How and where could you
find these exemplars?
What subject matter is more appropriate for fifth
graders than first graders?
What are the steps of idea creation (not craft methods)
you could use for students to create a weaving?
How could you teach the craft of weaving without
doing a weaving demonstration? By what criteria could these be fair
questions since the class has not had any weaving lessons?
What kinds of criteria would you use to group a fourth
grade class into synectic
groups for the purpose of designing and creating school murals about the
neighborhood in which they live?
What kind of Visual Arts Standards could be addressed
by a third grade poster assignment dealing with neighborhood beautification?
What is the definition of an artful teacher (not
an art teacher)?
In what ways is teaching similar to creating artwork?
How can children be helped to accept and benefit
In what ways is the teaching of art, when done correctly,
also apt to help students learn other things even though the other things
are not part of the art lesson?
What formal compositional choices are made by students
arranging colored shapes in a collage?
Review your e-mail messages from the term - looking for content.
Review handouts from the term.
Compare Claudia Cornett's "Creativity Squelchers" (POST
IT PAGE 1-7 from Creating Meaning Literature and the Arts
page 30) with Bartel's "Creativity
How could Cornett's Pantomine Possibilities be used as motivational topics
and techniques for artwork (see A-to-Z Pantomeme Possibilities, page 262,
IT PAGE 8-1)?
For the complete list of webpage
links about art education
of the Creative Process (including Elaboration)
to Creatively Solve Problems
Review sheet for How
To Judge Photography
Review sheet for Types
ON RESERVE IN LIBRARY, DECEMBER 2002
For lots of examples and ideas for photography
see: Secret Games: Collaborative Works with Children 1969-1999 by
Ewald, Adam D. Weinberg, Urs Stahel
Select and study one idea that you feel you could
use as a point of departure to creatively develop a photography lesson
for children in an elementary school classroom.
For photographic categories and types.
Criticizing Photographs: An Introduction to Undertanding
by Terry Barrett