Chapter 7 Power Point Outline: Painting

Chapter 7: Painting At the Heart of the Studio Experience II
by: Rhonda Clark

Introduction
*Marks of drawings and paintings are found everywhere
*Children grow their artistic expression as they manipulate, explore, and control color
*Children produce paintings that say something about their reaction to experiences
*Some children enter school with a wide range of experience in art, while some have none at all

Painting Media & Techniques
*Tempera is most suitable for beginners
*Powdered tempera is the most inexpensive
*Powdered tempera has textual qualities that can be varied
*Use a variety of paper and brush sizes
*Large sheets of paper allow for large strokes
*Acceptable paper: newsprint, manila, Bogus and kraft
*Paintbrushes range from very stiff to very soft and are usually round or flat

Painting Media & Techniques continued…
*Purchase larger bristle brushes for young children (10-in handle, ½-in flat bristles)
*The more children experiment with art media, the longer their attention span becomes
*Start students with only one color
*Accidents with mixing colors should be encouraged
*Paint should be distributed in small containers

Teaching Painting Media & Techniques
*Attempt to enlarge student’s color vocabulary by naming colors as they’re used
*Children’s first experiments in painting is during the manipulate and symbolic stages and likely brush drawings
*Accept the strategies that students use and get them to talk about their work during the evaluation period

Teaching Painting Media & Techniques continued…
*Background music helps improve rhythm of lines and color areas
*Ask students to imagine a scene or an experience to provide a painting direction
*Also provide children with real-life experiences
*Encourage students to talk about their painting

Developing Color Awareness
*Children may be concerned with the relationship of background to foreground at the early preadolescent stage
*Children increase their choices by learning more about mixing colors; this can also save paint
*The ability to mix tints and shades broaden students’ ability to use color

Color & Art History
*Use works of art as a frame of reference to study color
*Types of color use:
Symbolic: like symbols on a shield
Realistic: based on actual color of subject
Flat: as in minimal or hard-edged painting
Moods: like in theatre set designs

Perspective
*Perspective is similar to teaching sensitivity to color
*Works by painters such as van Gogh and Braque can show students examples of ways artists have distorted, adjusted and exaggerated principles of perspective
*Space can be studied by examining color in nonobjective paintings (no objects exist to distract viewer from perceiving the art’s use of color in the painting)

Examples from the history of art
*Chinese or Persian placement of objects
*Renaissance use of linear perspective
*Cubist dissolution of Renaissance-type space
*Photographic techniques using aerial views, linear perspective and usual points of view in landscape subjects
*Renewed interest in spatial relationships

Linear Perspective
*A system developed during the Renaissance that provides a set of rules or guidelines for rendering objects and buildings with an appearance of three dimensions
*Keep in mind that many children produce successful work without using linear perspective

Ideas for Older Children
*Study political and social issues
*Study the universal themes through the history of art across cultures and centuries
*Use fantasy or imagination
*Recognize styles of painting and historical influences
*Use internal thought processes and moods to work from introspection