Every year
we enter into a special ritual of completing art work for calendars, that can
be purchased by whānau (and make especially lovely Christmas presents). This is
a lovely time at Mairtown, and one that I really look forward to.
In today’s world,
there is so much emphasis reported on the quality of education, that many
teachers may conclude that concentrating on art-related activities in the
curriculum is unnecessary as well as too time consuming. There too are others,
who see art as a break from the ‘important’ things that children need to learn.
At Mairtown we engage in the arts daily, we recognise it as an extremely
valuable aspect of our programme planning. We don’t see art as a 'rainy
day' activity or set our children up to create art pieces that all look the
same and follow the same process, instead we cherish the arts. When we offer children
creative art experiences, we provide good quality resources and support
children as they begin their learning in the arts so they are successful,
competent and proud of their efforts and creations.
Whilst art
is fun, creative, relaxing and imaginative it also can provide so much more for
children. I see art as an additional means of communication for children and I
have also observed how completing art can drive understanding in our curriculum,
enabling children to construct their own knowledge, gain an appreciation for diversity,
foster imagination and critical thinking skills, encourage storytelling whilst
allowing children to openly express and share personal experiences.
We engage
in art all year round, every day at Mairtown, but one of the reasons I
particularly love supporting children, as they complete their calendar art
works, is that I get to work with every child, one-on-one. I get to experience
along with the children the wonder of looking and studying an artist – this
year we used a favourite of ours, Hundertwasser – of engaging in the social
aspect of looking closely, the in-depth conversations that take place, and then
the sense of pride that is always so evident as children create, over several days,
a piece of stunning art that is truly unique and reflective of that individual
child.
One of the reasons
we regularly use Hundertwasser, apart from the connection he has to the town of
Whangarei (see here) , is his wonderful use of line and colour. Hundertwasser’s works are bright,
colourful and inspiring. When I begin these art pieces with the children, we
always begin by sitting and browsing through some of Hundertwasser’s creations
in the many books we have. Invariably each child will be drawn to a particular
piece, which we then focus our attention on; we look closely, we wonder about
the story behind the picture, we dream and we imagine. When it comes to creating
their own art pieces, staring at a white, blank piece of paper can be extremely
daunting for many; I know as an adult that it is overwhelming as you wonder
where and how to start. Questions go through your head such as ‘Will I be good
enough?’, ‘What if I make a mistake?, ‘Will it turn out how I want it to?’,
which is why I encourage all the children I work with to think like an artist.
Artists often take
risks with their work since more will be gained by taking a risk than not. We
expose ourselves to risk any time we begin a work of art (Mulcahey, 2009).
As a teacher,
I see my role as one of support and I take time to reassure each child that has
these concerns, especially those that are new to art. As I talk about thinking like an artist I share with
children how creating art is risky, and that risk is a good thing. If you make
a mistake, that’s ok, think like an
artist and wonder what you can do next, what can your mistake become in
your picture, it's ok to change your mind half way through your work, there
is no right or wrong way to begin or to finish, and although art can sometimes be frustrating
to make, you learn many things about yourself in the process. Thankfully young
children listen to these concepts freely and willingly, they are non-judgemental
and can happily keep an open mind about their art. Many of these stunning
pieces I am sharing today started off as one thing, only to change into
something else, and at times something else again, as the children’s drawing
and/or painting progressed.
‘Children’s interest in making art is increased if
adults encourage them to talk about art and artists – who artists are and how
they make things.’ (Douglas, Schwartz and Taylor, 1981)
"As a child I dew like Raphael but it has taken me a lifetime to
draw like a child." Pablo Picasso (1881 - 1873).
Cat Face |
Lolly Pop Garden |
I hope you
have enjoyed reading just a small aspect of the wonder of art. I urge anyone
reading to take time to explore the world of art with children. Listen to the children’s
stories, follow their cues and their infectious enthusiasm; listen carefully,
the children are the experts.
“Art
is not what you see, but what you make others see” Edgar Degas
Hei konā mai,
Christine
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