Art Assignment Essay Example

essential component of this unit, and the skills' sequence correlates closely with the book's order.

The unit starts by examining monochrome line drawings, similar to those in the book. The assignment involves creating a line drawing of the classroom corner using only pencil. This is a straightforward task with a definite goal that all students can accomplish. Various pencils are available to experiment with, allowing for the discovery of which pencils are best for creating different effects.

Additionally, in the later part of the unit, it became necessary to have appropriate paints for mixing and producing diverse shades of a particular colour. This emphasized the importance of providing students with the correct supplies to achieve their desired outcome. The unit progressed from pencils to charcoal, which introduced the concept of tone as the second objective. They spent ample time mastering dry media like charcoal and chalk to create tone before moving on to using paint. Lastly, the unit introduced colour as the final objective by initially highlighting only one part of the drawing and experimenting with different shades of one colour before exploring various hues and tones. These three objectives interconnected seamlessly and displayed a coherent advancement.

Although the book provides excellent examples for the three main objectives, it was deemed important to include a variety of artists' works such as Picasso, Klee, and Rothko. This allows children to broaden their awareness of past and present artists while demonstrating how different techniques produce varying moods and effects. The unit took place within the classroom, but there were missed opportunities to incorporate outdoor lessons. For example, when studying different tones, pupils could have collected evidence of various

tones found outside on a color hunt. This activity would have fostered an awareness of color variety and quality in the environment and linked to Science as they noted how the colors and tones of leaves change throughout the year. Additionally, music was used in this unit as a cross-curricular link that caters to audio learners.

The boy's imagination was sparked while listening to music, as inspired by a book. To encourage individual and personal creativity, an unfamiliar song was played for the class. This proved to be a highly effective lesson, as each pupil was inspired by the music to reflect their thoughts and feelings on paper. As the lesson was timed perfectly, with prior development of fundamental skills like line, tone and colour, pupils were able to make use of their imagination and put their learning into practice. Overall, this lesson was one of the most inspiring and productive of the unit.

Some students may find it challenging to paint a real-life object on a blank canvas, feeling unable to capture an exact representation. However, this task allows for individual interpretation based on personal experiences and emotions, making it a level playing field for all students. For special needs students who may struggle with verbal or written communication, this could be especially beneficial. Prior to each session, question and answer sessions were utilized to gauge student comprehension levels. These were followed by brief discussions that reflected on past work. This helped reinforce learning objectives and provide greater insight into progress and how current work fits within a broader context.

In order to enhance the effectiveness of the unit, it would be beneficial to incorporate

similar discussions as those in the plenaries, allowing for more opportunities for assessment. As stressed by White (1994), it is imperative that children engage in interactive experiences with art, in order for it to hold authentic educational significance. Therefore, it is recommended that ample time is dedicated to discussing completed artwork, progressing from initial reactions to exploring how and why it was created. Additionally, pausing periodically throughout the lesson to review the success criteria would ensure all students are on task and given the chance to evaluate their own work and that of their peers to identify areas of improvement. While differentiation can be difficult to achieve in art instruction, utilizing various resources has proven successful.

Lesson 4 involves painting a candle, which has fewer tones than a flower that more advanced students paint. Completing the activities in real-time was valuable, as some tasks seemed short on paper but took longer in reality. During my art placement, I noticed that children required an entire afternoon to finish each lesson. Timing is an issue across all subjects, as students complete assignments at different paces.

It is risky to make students who complete a task quickly repeat it or allow them to create a picture that lacks educational value. To address this issue, every lesson should include an additional activity for faster learners and extra time for those who work at a slower rate. This is crucial for individual future planning. The group expressed satisfaction with the presentation because it was not just visually pleasing, but also conveyed the progression from reading the book "Once Upon An Ordinary School Day" to exploring line, tone, and color.

According to

Jackson (1998, p27), the importance of displays goes beyond merely adding visual appeal to a classroom. They serve as a means of showcasing pupils' high standards of work, as well as serving as a learning resource and assessment tool. Therefore, it was crucial to present the work in an eye-catching and informative manner. To this end, the display's background was painted with blue tones, representing one of the unit's three objectives and reflecting the book's illustrations. The display's components were arranged on the floor in various ways to determine the best method for presenting information. A straightforward structure and layout were ultimately chosen to ensure information assimilation was easy.

To avoid overcrowding the display, only a few pieces of artwork were chosen from each lesson, arranged to reflect the lesson sequence and demonstrate the unit's starting point and progression. The addition of musical notes and leaves suspended from string created an interactive mobile-like effect. To showcase the range of students' abilities and nurture self-esteem, a selection of each individual's work was mounted. It is important to note that displays can impact learning positively or negatively, as they can either enhance or inhibit children's perception of the value of their work (Morgan, 1998, p.131).

Displaying pupils' work not only shows that they are valued but also provides them with the chance to evaluate their own work. In school, it is important to encourage students to participate in arranging displays so that they learn to present their artwork with care and pride, which can translate to other areas of study. The National Curriculum objectives were successfully met through this unit, as it expanded pupils' knowledge and understanding

of visual and tactile elements like line, color, and tone while also developing mastery of tools and techniques. Additionally, pupils' ability to evaluate other artists' work and compare it to their own was enhanced, allowing them to express their opinions and thoughts on how to develop their own artwork further.

(DfEE, 1999, p120) The unit of work was meticulously planned, organized, and taught, with a clear and focused structure for each lesson. Pupil activities were challenging and enjoyable, and relevant resources were provided, including examples of artists' work. Objectives were linked in a sequence that allowed for a smooth flow of lessons. Sufficient time was allocated for the development of each new skill before progressing to the next level. Each piece of work vividly demonstrated the thorough teaching and understanding of the lesson objectives by the pupils. Finally, it would be both interesting and beneficial to implement this unit in school to observe the children's reaction and their output.