Title: Presentation and practical workshop with handout for a professional development for educators on an area of visual or media art
Due: Handout and presentation materials submitted Mar 28
For this assessment:
In consultation with academic, select a visual or media art technique presented in this subject. Select a visual or media art technique presented in this subject, refer to these following topics:
Topic: Visual arts principles and techniques
· Drawing techniques
· Sketching pencils
· Black and white and colour
· Charcoal
· Felt tip pens
· Acrylic paints
· Oil paints
· Water paints
· Painting techniques
· The use of colour, line, shape and perspective
· Sculpture
Prescribed text: Chalk, B., & Dinham, J. (2018). It’s art play: Young children belonging, being & becoming through the arts. Oxford University Press. (Chapters 5 and 11).
Recommended texts: Mayesky, M. (2015). Creative activities and curriculum for young children (11th ed.). Wadsworth Cengage. (Chapters 9-11, 13-14). Roy, D., Baker, W., & Hamilton, A. (2019). Teaching the arts: Early childhood and primary education (3rd ed.). Cambridge University Press. (Chapter 8). Reading: Eckhoff, A. (2008). The importance of art viewing experiences in early childhood visual arts: The exploration of a master art teacher’s strategies for meaningful early arts experiences. Early Childhood Education Journal, 35(5), 463-472
· Deliver a 10-minute presentation for your participants on the art technique. Ensure the presentation addresses the following:
1. Describes the selected visual art type/technique.
2. How does this visual art type/ technique will facilitate children’s higher-order thinking skills, including the elements of art?
3. Explains how this visual art type / technique will facilitate children’s imagination.
4. Explains how this visual art type / technique will facilitate children’s learning about belonging and culture.
5. What is the educator’s role in this visual art type/ technique?
· Deliver a 20-minute workshop with an A4 double-sided handout for educators to learn how to implement a chosen visual art type/ technique.
· Ensure the A4 double sided- handout addresses the following:
o List resources required for the visual art type/ technique.
o List instructions required to implement the visual art type/ technique.
o Include relevant and interesting visual images
o List any resources and/ or follow-up ideas to extend children’s higher- order thinking.
o For example of a handout, see PDF by Ropeyarn (2021) in Week 1 or at: Ropeyarn, T. (2021). Texture printing with Teho. 10125_Teho_Ropeyarn_online_PDF_activity_vFINAL.pdf (qagoma.qld.gov.au)
o You may want to include an artist/s. This must be different to what you did in Assessment 1.
· Ensure participants engage in the practice of the art technique themselves and produce their own artwork.
Your assessment should show evidence that you have read widely on the topic beyond the supplied readings and texts. Your assessment must use correct referencing, in APA 7th style.
The criteria for marking this assessment are given below.
Prescribed text:
Chalk, B., & Dinham, J. (2018). It’s art play: Young children belonging, being & becoming through the arts. Oxford University Press. (Chapters 6 and 12).
Recommended text:
Mayesky, M. (2015). Creative activities and curriculum for young children (11th ed.). Wadsworth Cengage. (Chapter 22).
Roy, D., Baker, W., & Hamilton, A. (2019). Teaching the arts: Early childhood and primary education (3rd ed.). Cambridge University Press. (Chapter 3).
Readings:
Beltchenko, L. (2016). Intellectual pursuits of young children through picture book literacy, focusing on Italian preschools. Gifted Child Today, 39(3), 145-153. Intellectual Pursuits of Young Children Through Picture Book Literacy, Focusing on Italian Preschools – Laura Beltchenko, 2016 (sagepub.com)
Craw, J. (2015). Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand. Journal of Pedagogy / Pedagogický Casopis, 6(2), 133-153. Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand (sciendo.com)
Boyd, W., & Cutcher, L. (2015). Learning from early childhood philosophy, theory and pedagogy: Inspiring effective art education. Australasian Journal of Early Childhood, 40(1), 91-98. https://doi.org/10.1177/183693911504000112
Lindsay, G. (2016). Do visual art experiences in early childhood settings foster educative growth or stagnation?. Art in Early Childhood.
http://artinearlychildhood.org/journals/2016/ARTEC_2016_Research_Journal_1_Article_2_Lindsay.pdf
McArdle, F. (2016). Art education in the early years: Learning about, through and with art. Art in Early Childhood. http://artinearlychildhood.org/journals/2016/ARTEC_2016_Research_Journal_1_Article_3_McArdle.pdf
McArdle, F., & Piscitelli. B. (2002). Early childhood art education: A palimpsest. Australian Art Education, 25(1), 11-15.
Stonehouse, A., Bonson, K., & Gujer, M. (2012). Nurturing creativity. NQS PLP e-Newsletter, (44), 1-5.
https://docplayer.net/20870715-Nurturing-creativity-setting-the-scene.html
Beltchenko, L. (2016). Intellectual pursuits of young children through picture book literacy, focusing on Italian preschools. Gifted Child Today, 39(3), 145-153. https://doi.org/10.1177/1076217516644636
Craw, J. (2015). Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand. Journal of Pedagogy / Pedagogický Casopis, 6(2), 133-153. https://doi.org/10.1515/jped-2015-0018
National Gallery of Australia. (n.d.). Australian Indigenous art triennial cultural warriors: Introduction. https://digital.nga.gov.au/archive/exhibition/niat07/default.cfm%3fmnuid=1.html
National Gallery of Australia. (n.d.). Search the collection. https://searchthecollection.nga.gov.au/landing
Walker Books Education. (n.d.). Walker Books classroom ideas: Found: The art of recycling. http://www.walkerbooks.com.au/statics/dyn/1366153311736/Found-Classroom-Ideas.pdf
Ward, K., (2013). Creative arts-based pedagogies in early childhood education for sustainability (EfS): Challenges and possibilities. Australian Journal of Environmental Education, 29(2), 165-181. https://doi/org/10.1017/aee.2014.4
Atkinson, K. (2014). Everything in my hand: Reflecting on meanings and processes of art in early childhood settings. Canadian Children, 39(2), 33-36.
Kindler, A. M. (1996). Myths, habits, research, and policy: The four pillars of early childhood art education. Arts Education Policy Review, 97(4), 24. https://doi.org/10.1080/10632913.1996.9935068
Kindler, A. M., Darras, B., & Shiang Kuo, A. C. (2000). When a culture takes a trip: Evidence of heritage and enculturation in early conceptions of art. International Journal of Art & Design Education, 19(1), 44-53. https://doi.org/10.1111/1468-5949.00201
McArdle, F., & Wong. K. (2010). What young children say about art: A comparative study?. Art in Early Childhood. http://artinearlychildhood.org/artec/images/article/ARTEC_2010_Research_Journal_1_Article_4.pdf
