Still_Life_Essay

Justification for the art lesson. Still life. Our learners are encouraged to collect, sort and group a collection of visually interesting objects to produce a piece of artwork. They are asked to apply their experience of materials and processes, developing their control of tools and techniques for drawings. Record observations, experiences and ideas in forms that is appropriate to intentions. * Talk about the use of perspective. * Explain, by referring to artists’ work or through demonstrations, how to: * Make objects that are further away from the viewer smaller, to give the idea that they have receded into the distance. * Make parallel lines appear to converge as they get further away from the viewer. The 'Drawing' in art involves providing students with opportunities to develop their own drawing skills. Students are given the opportunity to do some ‘blind drawing ‘this is a fun activity which will develop their skills in observations Drawing * Students will learn how to control a pencil for shading and detail They will develop their skills in tonal Shading, They will develop their skills in using Line, Students will be taught about building Compositions from simple shapes, They will be taught how to do ‘approximate measuring’ for drawing objects, They will be taught simple Perspective, Students will have the opportunity to be creative with drawing mediums. arrange objects to create a visually interesting composition for a still-life drawing, to collect visual and other information to help them develop their ideas Literacy can be improved by using art as a stimulus, displaying famous Artist work on the whiteboard and starting a discussion that can build on their self esteem and confidence. Student’s ability to understand the methods and techniques of artists and to understand the concepts behind their work can develop knowledge and understanding and can be helpful in getting them thinking about their work and how it might be improved. This is important because it will determine whether or not our students will remain motivated and want to complete the work. The most common forms of stimulus are: Pictures, Movies and Artifacts. We can use pictures on the whiteboard. I will be monitoring each learner’s progress through their art work so that at each stage of the learning process, I can see and measure their progress. It will involve, experimenting with materials, doing research on the internet, planning their still life scene. I will try to keep my lessons as open as possible. I do not want to set tasks such as: We are all going to paint a bowl of fruit and this is how I want you to do it. I prefer to get our students involved and allow them the opportunity to develop their still life scene with things that are of interest to them. * I will set out the art room with a range of art materials such as: Wax Pastels, Coloured Pencils, Felt Pens, Chalk Pastels, etc and a variety of papers. Students will be then free to select art materials of their own choosing, rather than this being forced upon them by me. This makes experimentation with materials more fluent and I can do small demonstrations on techniques if required. * Our students have BESD and at times can find it difficult to concentrate in lessons, this may affect the outcome of the lesson, but they will all be encouraged to join in with the activities. * All work is differentiated in the lesson. . Each task is open ended to enable students to work at their own level of ability. I will also be available to support those students who are struggling to access the lesson. There will some students who will be able to draw shade and colour skillfully without much input from me. To develop this work further I could ask them on how they could build on their work.What would happen if they used different colors’' Questioning can be more important than just extending the more able learner, because it is challenging all our students to do better. Some of our learners just want to finish their work as soon as they can and then move on to something new, but knowing how to push them further. Look at their use of tone; can it be improved' Can they work in some more colours' Can they add some texture or more detail' Do they need to strengthen the outlines or add some background' Low ability students will struggle to draw imaginatively. They lack confidence and they are usually embarrassed about their artwork. They may lack the fine motor skills that are required to use with a pencil to be able to draw successfully. They may need more input because they will try to complete the task as quickly as possible. I will need to work on raising their basic motor skills of drawing and also raise their confidence and it may take a few sessions to build on their confidence and self esteem. This can be difficult to do if they are constantly feeling that they are 'not as good' as their peers. I can encourage and build on their confidence by using some different techniques and allowing them to use some pre printed pictures that they need to colour and cut out and stick to a back ground, they could also print some images off the internet and they could do some more cut and stick activities. They could also produce their work in pairs (with mixed abilities). Provide one to one support where possible and do small demonstrations on scrap pieces of paper. * Break each task up into smaller sections. * Provide good resources on the whiteboard and/or handouts. * Show them how to draw shapes on the paper to help them. * Show them how to sketch lightly with a sharp pencil. * Help them to build the drawing from simple shapes such as circles, squares. * Encouraging them to practice their fine motor skills. I do not want to do too much for them, but just enough to get them going. Art is one of the subjects in the school curriculum where students are able to express their ‘creativity’ or are allowed to ‘release their feelings. Art can also enhance student learning. As stated the goal of today’s lesson is to encourage our learners to produce a piece of ‘still life ‘ drawing with having a better understanding of how to use lines, shading and texture to produce their artwork. When looking at the theory and practice that stresses the intrinsic value of learning about art. Students are encouraged to reflect upon their own artwork; to respond in a thoughtful manner to the art of others.