Teaching Today, Art Classics 2, In-service training for primary schools BBC2, December 1. Teacher’s notes, Pounds 3.50. BBC Education, tel: 0181 746 1111.
Focusing classroom activity upon a specific work of art can be a daunting task, especially at primary level, when teachers may be unsure about underlying meanings behind a painting.
Often young children are much more perceptive than we imagine and, led well, can come up with very pertinent points. Teaching To-day Art Classics 2 shows four teachers tackling the important, but sometimes ne-glected, area of the national curriculum knowledge and understanding.
Four paintings, in-troduced eloquently by the artist Peter Blake, are the starting points. Class discussion is shown to be lively and worthwhile with pupils encouraged to look hard and respond positively to the painting.
One exercise which we see being used to develop observation and understanding is for the class to be divided into two groups, with one half describing a painting to the other half. The painting used is “Orthodox Boys”, a portrayal of two Jewish boys in an American street scene.
Having looked at the painting, the group recorded their descriptions and emotional responses on tape, a process which produced some articulate observations. When describing the graffiti in the background of this double portrait one astute student suggested that “graffiti is like cats . they leave marks where they have been . their territory”.
The tape is then played back to the other half who have to make notes and then discuss and articulate their ideas about the painting, as they consider the techniques they might use to reproduce what has been described to them.
In another section in the programme we see seven-year-olds discussing “The Woodman’s Daughter” by Millais. An exceptionally good dialogue shows just how observant young pupils can be. “Making Music” by Molenaer was the subject of another case study, with the pupils’ discussions leading to project work in which the children posed with instruments, leading to some careful observational work. Analytical skills are also developed in such a way as to reinforce both looking at paintings and creating their own images.
The colours, mood and form used by the painter were discussed, as junior school pupils approached Picasso’s “Child With a Dove”. Prompted by this example, the pupils are seen experimenting with mixing colours and exploring how facial expressions can be distorted in mirrors, and how unexpected shapes can be abstracted from familiar images. In some cases this led to three-dimensional work.
The quality of discussion about the paintings was impressive, leading to a variety of different approaches and practical outcomes. I am sure that all art teachers at primary level would benefit enormously from watching this programme.
The national curriculum for art has got it right. We certainly owe it to all children to give them the ability and desire to begin looking at and understanding art and artefacts. Any strategy which encourages visual awareness in pupils should be applauded.
Eyes and minds which are genuinely opened to looking at art works, will have an enriched perception of the world.
