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[ Thread ][ Subject ][ Author ][ Date ]Didij
Sun, 14 Jul 1996 01:11:45 -0400
Hi Nancy - I use reproductions in my K-5 art classes for a variety of
purposes. Most often, I bring in large reproductions as motivators in
beginning a new unit. For example, Grade 1 does an architecture project which
begins with Frank Lloyd Wright's "Fallingwater" as an example of an unusual
house; we can learn about architects, sites, and architectural features.
When 4th graders explore their community in group collage, we look at parts
of Romare Beardon's "Block" and compare his neighborhood to our own.
Sometimes I bring in culturally diverse reproductions on a particular theme,
and show them after students have been working for a few weeks on a unit such
as portraits. Groups try to guess as much as they can about the subject,
culture and artist from clues within the artwork, and then we share our
information. It's really fun to work with Kindergarten, because they are
great observers. We often begin art class by looking at a work of art, just
to make the transition into art. Several times a year, each class works with
art postcards I have collected from around the world, in a variety of games
for pairs. I love showing slides - once the lights go out, I really have
students' attention! But the projector and accessories take up most of the
art cart, and have to be lugged in from home, so it's done on occasion. All
of this is really aimed at increasing comfort levels when looking at and
discussing art. I'd like to do more viewing exercises with the children, but
really more time to do this. I am hoping to pilot some aesthetic development
classes for 2nd grade next year, if I can get them for an additional 30
minutes/week. Everything I use belongs to me - I have no money in my budget
to buy reproductions. Hope this helps.
Ayers Ryalside School