ABSTRACT
This dissertation has been motivated due to previous experiences of initiating material objects used in art and design to children of KS 2 range, employing the basic methods (instructional and non-instructional) and cognisance of children level of art creative interests. Through careful enquiry of the possibility of mixed-media application in elementary painting as well as approaches, the researcher considered the need to further develop the technique and understanding with children. As an art educator, it is interesting to examine personal art practice and preparation in a critical, somewhat flexible and strange situation for learning. This aspect implies searching for comprehension of the nature of representing form, shape and colours to create images in a two dimensional painting, a workshop based content of the artistic practice or learning in relation to children art experiences.
The researcher drew upon a plan of action for painting activities, method on application, discussion of mixed-media techniques and representations linking to the issues and practice which concern painting. Some of the issues may encompass how teaching painting is perceived and the interpretation placed on painting technique at elementary age level. The approach, selection of activities, and the nature of presentation require some examination of the context of skill development and art education practice, in manner which it is delivered, applied or considered by art teachers, animators or researchers.
Analysing the creative values presented, the relevance to the reality of children creative capabilities will be put to test by seeking the children opinions of their experiences. The entire activities posited as a mean of responding to the essential, practical, historical and creative aspect of material objects in learning painting, using different methods which they may be ignorant, an integrated new skills awareness.
INTRODUCTION
Mixed media use in painting, is one of the essential and most fascinating aspect of creative art since the beginning of artistic styles to the present time. Painting with material objects entails a broad spectrum, as well as an expression of creativity in abstraction, talents and emotion of many great artists. Mixed-media is a useful technique in making art like in painting; it can be a fine art which embraces the use of the familiar material objects in unfamiliar way to make a piece of artwork. It aids and create from imagination the make-up and the construction of idea that can be appreciated.
Mixed-media has been one of the major conquest of creative artists who apply technique to painting and other artworks to communicated ideas of lasting beauty to the audience. Those who adhered to the method see it as a rewarding experience, whether it is a landscape, portraits, or abstract symbols, view mixed-media as delightful.
Many artists have developed various techniques and some of these techniques were relevant to the personal style of the artists. They portray historical background that influences material objects painting of today which can be identified by names, period of time and movement. It is evident to the present time the influences these styles impact on various artist manner of expressions otherwise refers to as present-time painting techniques; with little or no effort to align itself with past preferring an ephemeral link with the present, Wilson (2004) due to decades of development in methods, application and appreciation with its’ evolution.
In some cases, any art activity begins by stating the purpose and it involves the process, idea and objective as well as the interest of the learner. These brings to mind the questions of what is mixed-media? And what does mixed media implies? what does the approach and how helpful can it actually enhance creativity? Below shows an introductory note on these questions and other basic issues which should at least indicate the terrain to be addressed and why it is significant. There appears to always be a teacher/animator or researcher implicit to give the direction which is not independent of the entire art process. What make material objects different from other methods of painting is the technique, often particularly noticeable. This can be palpable even as it unfolds an idea apparently arrests attention of the children interest in the art creation. Thereby, they may have attention shared between the material objects and painting event, and what may be realized.
Thus, a look at Chad, (2016) painting, what could be read is the activity of mixed-media experience, expressing and scrutinizing to diffuse and disconnected anecdote. His work depicted the use of material objects in unfamiliar way in painting. His artwork appears abstract, also look forward to the future. Also, the exploration how communication between humankind and technology ultimately affects aesthetic awareness. Taaffe (2006) concentrate on dual essential focus , create and communicate different ideas with materials. The possibility of achieving effect of full attention exploits the basic characteristics of mixed- media painting. The combination of material objects can be represented as follows
(communication/objective/ outcome)
This present the children the access to new topic. There may be a sense, actually in which the idea may entail making a connection between the familiar with the unfamiliar material objects and present a two unite to create harmony as a whole. This can further be explained as:
However, since the children can become intensely absorbed in the imaginative process they are relating, addressing the essential to their creative thinking. They become fully involved in the activity. In order words, mixed media always involves idea and communication and these can place conceptually at certain degree of mutual harmony. Markov (1913-14) mentioned a progression of thoughts through direct creativity which is at once central and related to the experience of the topic that represent the consciousness of children drive to an outcome.
Mixed-media technique is one of the most impressive painting that artists yet have invented. By considering this creative activity, it is an idea of seeking the children to enjoy themselves and discover other sense of painting. It is a demanding endeavour that entails concentration, restraints, dedication and patience. It requires creative thought that show flexibility as well as behaviour that are sensibly controlled. It is an activity that serves as a continue process with thought in mind, approach a new knowledge or experience. The researcher interrogated, what happens if children visit places relevant to art and non-art activity, through a process of visual training, identify and engaging in group willing to share their wisdom and gain knowledge in open creative process? In this way the children could choose topic they intend to demonstrate through painting, offer comments and develop dialogues that would continue up to the point when each child feel satisfied.
The researcher is well aware that important information is there dispersed in library books, journals and internet that aims to convey the message of the technique. The researcher soon realized that if there is a need to develop a substantial new level of knowledge in elementary painting, therefore, demand different suggestions and rules with which the children agreed in order to set out on a creative and intellectual journey together while unaware of what or whom will be met along the way. What the information to get, what would include and when the experience will end? Here, the researcher admits that organising a journey of adventure is creative and reflective one, though may appear less complex but involve clear objective to aid in clarifying the process underlying this project. It is an exciting creative intellectual experience which apply to creating balance between finding, experimenting, between dialogue, definition and outcome.
Planning the research process, connecting through a network were the foremost step toward beginning a research in the domain of art education and it is a kind of study itself. Contacting potential contributors gave a nice idea of what is ought and what is not ought, who has interest, and who is concerned in developing the topic. Initial approaches were made as a matter of great importance to have access to young children so that they can be involved in a project of art creation. The intention is to create a learning situation to include children, well determined or may have some ideas as they could think and act collectively, and independently to make the research effort true and real with an outcome much encouraging.
The commencement progressed with the response to the proposal sent on march 2016, subsequent to the approval of the research in practice topic. The encouraging helpful reply indicated a real urge and interest in the field to explore. The idea of creating painting activity with children in an inspirational manner aroused from my experience working with children and in-depth knowledge of their talents. Also, by easy access to offer to them the occasion of new experiences. Perhaps, a suggestion of approach to learning may provide the potential to ‘’liberate the minds of learners’’ Eisner(2004) to alternative as opposed to the generally accepted practice in art learning that give rise to conventional methods, difficult to communicate, apply, limit dialogue and interaction during the art making process. This inspirational and shared approach of creative learning and dissemination is wort noting as against to that of inattention and established set of attitude held by policy planner(s); recommended for elementary art in schools more often than not applied and its’ relevance.
As earlier suggested, mixed media technique relatively need to be encouraged in the light of ideas which is considered significant to children painting. The length of each phase was determined in advance. Each activities carries between half hour to one hour thirty minutes. The activities were arranged to correspond to the basic interest of the children who want to learn, know the important concept that make material objects painting interesting and enjoyable in the sphere of art education.
However, to such endeavour, there exist pros and cons; and most of these were discussed initially in the comments of the researcher were unfolding. Also, there is time limit, uneasiness, uncertainty about the overloaded timetable schedule and the potential participants as well as professionals who indicated interest to take part. The researcher being bothered about these, is to respond to some problematic aspects of creating virtual group of individual who truly want to share, contribute and capture the moment to give of their time, also, their minds to cultivating the experiences. In a relatively short time an inspiring group of enthusiasts who were fully committed to the standards and the process were helpful. The project clearly shows that the children as learners have created their own interpretation with their understanding and lucid styles that can be appreciated from which, going through practical knowledge could extract a profound discourse or narrative.
As regard to endeavour, it is a manner of building new knowledge. It is in the sense that the subject and idea highlighted are the results of researchers’ own initiatives. Each participants chooses what appeals to them as an important aspect of the activity. An aspect they don’t know, want to know about and wants to share from their own viewpoint. In addition, as mentioned above, children chose their favourite topic and this aspect demonstrates they have imaginative mind that enables them to be different and yet part of the creative process. The ensuing activities showed some success by analysing the outcome of multi-coloured layered with material objects; interesting, provocative and non-conventional, portraying fascinating varying creative thoughts. Children described what interest them; and thus collectively they communicate their experiences, what the scope of interest is and what is the technique of mixed-media painting about. These issues also reflect the directions, observations, application and motivation most art teachers consider to be essential. this shows a considerable achievement.
However, a plan can be created by looking at the key question still resonate upon which this research was engaged:
How can inspirational approach help children become more confident painting with mixed-media and using familiar in unfamiliar ways?
The answer to this probing question, already partly explained and further by looking at: The rational which is building on research issue; such as children in KS 2 struggle with experimentation unless guided in creative process. Secondly, from the researcher experience, remarked that children paintings are flat. Theses brings to focus the aims of the research as stated below by examining various methods in which learning material objects painting for inspiring children works:
1. To widen the children ideas about what mixed media can be.
2. To get the children connect the familiar with the unfamiliar.
3. The children could be able to differentiate painting with material objects from, without material objects.
A prelude to the methods applied in learning with the learners are some distinctive characteristics of mixed-media painting:
• Made up of a degree of composition and construction usually in spontaneous creative artwork. It is worked upon, flexible, sequential with emphasis, usually unplanned but elaborate application of material objects to create a meaning.
• A creative engagement. In order words, seem to include bits of familiar material objects seen or thought about, feel or heard before (used chunks, plastics, bits of fragments, layered paints etc. refer to as materials composition) is an alternative manner of expressive painting.
• Mixed-media technique appears to have approaches, purpose, and direction with sort of development even an aspiration or interpretation provided.
• Mixed-media is a functional mean for creation and communication in any art activity.
• It is richly exploitative of that creative features in painting. It includes addition, subtraction and placing items forming parts of the whole composition.
• Enable creative knowledge to be applied to naturals objects in art making.
• It involves memory, freedom, sense making that may endure through practice with materials objects and colours
• It portrays artist role as a perceiver.
METHODOLOGY
The basic method core to this research implies drawing out a program intended to create a platform for enabling learners to acquire these mixed-media fundamentals as mentioned above in an integrated way. The researcher has varying experiences and level of knowledge of material objects. Application based technique, allowing the children to freedom to determine and accustom to the procedure with relative understanding of integrating materials to painting. These activities consist of lesson plan, and guided visits to Museum, Gallery and (non-art activity) Mead Open Farm within the vicinity, offered in a thematic learning program.
Much of the experiences should be practical based learning approach. During each of the activities children have the opportunity to work together getting amused, ideal for involvement, encouragement and assistance by the researcher and parents.
AGE GRADE ADDRESSED: KS 2
CASE STUDY WITH 3 CHILDREN
WHERE THE RESEARCH TOOK PLACE: LUTON (LEA-GRAVE) UK.
LESSON PLAN FORMAT (PAINTING ACTIVITY)
The exercise is divided (Inspirational Approach) into:
• workshop
• Gallery visit
• Museum visit
• Non Art activity
• Workshop
The scope of the plan order contains a complete schedule design especially for the research, also to the suitability of KS 2 children. All the lessons plan share the same format as indicated below.
MATERIAL OBJECTS:
Sketches, journals, CD, photographs, tissues of cotton, gum, scissor, Douglas firs, colours and canvas, etc. Also, recommended instructional material (not essential)
ACTIVITIES: (lesson/ sequence)
Topic: principles of mixed-media painting.
Application of principles.
Museum visit with children.
Gallery visit with children.
Mead open farm visit with children and parents.
Material objects painting (applying the technique)
THERMATIC SCHEDULE:
THEME 1 2 3 4
A. FUNDAMENTAL PRINCIPLE IDENTIFICATION
OBSERVATION
SENSORY
EXPLORATION
WORKSHOP GALLERY VISIT
MUSEUM VIST NONE ART ACTIVITY APPLICATION
MATERIAL COMPOSITION
WORKSHOP
B. GENERAL APPLICATION OF FUNDAMENTAL PRINCIPLES INSTRUCTIONAL GUIDE- RESEARCHER’S FOCUS OBSERVATION AND COMPARISON REMARKS PLAY + OBSERVATION WITH DISCUSSION CHILDREN EXPERIMENT + LINK EXPERIENCE TO APPLICATION
C. GENERAL PRINCIPLES + EXPLANATION INSTRUCTION AND DEMONSTRATION PAINTINGS, OBSERVATION, SIMILARITY AND LINKAGE PAINTING OBSERVATION AND LINKAGE TRANSMISSION, TEXTURE DISPLAY REMARKS
CONCLUSION
The researcher has developed the scheme to establish some useful fundamental guidelines as basis to understanding elementary mixed-media painting. Through experience, attempt to identify and present some the familiar material objects, but there are no doubt other basic materials unfamiliar could be applied or included. While each aspect of the activity emphasizes certain procedures, it is obvious other approaches may be applicable in each activity.
LESSON 1: KS2 (PAITING ACTIVITY)
LENGTH OF ACTIVITY: 1 HR.
MIXED-MEDIA PAINTING PRINCIPLES
This involves identification, observation, manipulation, touch, shape, texture, uneven proportion, mass of colours characteristics. Also, visual relationships are determined by volume relief and contrast. Visual thinking is principal to awareness of application in painting.
MATERIAL OBJECTS FOR LESSON SUGGESTED:
Tape (scotch).
Scissor, Gum, Brushes.
Paper, cotton, CD.
Colours and Douglas Firs.
Canvas or art paper; A3
Example (no obligation, that show mixed-media artwork)
VOCABULARY (NEW WORDS)
Colour tone, mass, texture, scraps, splash, harmony, shape, volume, form, image, and contrast.
ACTIVITY PROCEDURE (lesson one continue)
• Introduce the basic two dimensional painting method.
• Get the children use the familiar material objects sourced for the workshop. Identify each and discuss what they could do with the materials. Repeat the names of the materials and identify the similarities and differences if any.
• Get children cut out shapes from materials.
• Show example if available (picture of mixed-media painting) attempt at demonstration and application could follow.
• Get the children place cut out shapes or forms on the canvas/space provided on the paper.
• Apply gum where necessary.
• Ask the children to repeat randomly as they wish with colours.
EVALUATION: (ACTIVITY 1)
Observe the children and their ability to find shapes, forms within the selected familiar material items and adequate use of paint and brush.
Examine and guide the children in application of the technique.
Children should be able to accurately, and independently recognize and identify shapes, materials, colours combination and usage according to their ability.
REMARK (LESSON 1):
1. Children were able to improve their painting by using variety of familiar and unfamiliar material objects to provide background information supporting detail in their works.
2. Children demonstrated competences in organization, variety of colour formations, and a good use of information.
3. Children can analyse the visual aspect of their work in relation to painting.
4. The children were able to interact and communicate effectively by experimenting with the materials and technique presented.
LESSON 2: (MUSEUM ACTIVITY)
LENGTH OF ACTIVITY: 30 MINS. – 60 MINS.
Museum is an architectural building for display or exhibition of artworks of any form and shapes. It is a sustainable place designated for and to protect art and design produce (objects and materials) by artists of various degree. Museum is design to conform to the element or approach whereby the form is determined by the function of its space and its parts- art objects exhibited or archived under the supervision of a curator. Museum visit with the participants, the environment could influence creative ability and awareness. The experience could satisfy children emotional, visual and conceptual needs. It promotes social interaction and enhance art and design culture.
MATERIALS:
1. Worksheet of vocabulary and observation.
2. Pencil or Markers.
VOCABLARY (NEW WORDS)
Museum, curator, nametags, rules, curb, passage, pavement, hall, sustainability, method, frame, colour-texture, glossy. Illumination, protection, etc.
ACTIVITY PROCEDURE: (LESSON 2 CONTINUE)
• Discuss with the children the need for a museum visit. Use vocabulary for explanation and definition.
• Get the children to visit a museum close the neighbourhood that may display few paintings of mixed-media method if available.
• Some probable questions:
1. How do we identify a mixed-media painting?
2. What activities takes place in a Museum?
3. What elements are there to help and encourage paintings?
4. Which time some paintings are made by some artists?
5. Whom are museum meant for?
6. Give some of the museum rules?
7. What impression do have about the paintings displayed?
8. Did you find any painting similar to the one you have created?
9. What can we do next to improve our painting?
10. Is the material objects technique different from the one we learned?
EVALUATION: (ACTIVITY 2)
Using a researcher master worksheet of vocabulary review the children worksheet responses for accurate comprehension of behaviour observed, each children participative role and learning experiences.
REMARKS: (AVTIVITY 2)
1. Work of art is a visual clue and form of communication to express meaning to children.
2. By examining work of art through learning to look or observation, allow children to explore other painting techniques, periods, (time and dates) ideas, ingenuity and creativity of artists of that period.
3. Open up a dialogue on new artistic vocabulary and explanation central to children inquiry needs.
LESSON 3 (GALLERY VISIT)
LENGTH OF ACTIVTIY: 30 MINS. – 60 MINS.
Art Gallery is a building or a place like museum, designed for exhibition or display of artworks for public viewing, art collectors and art enthusiasts which can contribute to a greater understanding and appreciation of art. Visit is mostly free, and exhibited artworks could be quietly look at without any obligations to buy.
Most art galleries are privately owned and primary focus may be commercial rather than educational, though shows similar function as museum like collection, conservation, study of art and artists. Most of the galleries exhibits range of art history and modern artworks.
MATERIALS
1. Worksheet of vocabulary.
2. Pencil. Pen, or Marker.
VOCABULARY (NEW WORDS)
Gallery, exhibition, painting style, curator, catalogue, oil paint, acrylic, pigments, commercial art shop, etc.
ACTIVITY PROCEDURE (LESSON 3 CONTINUE)
• Invite the children to the gallery. Discuss the need for a visit.
• Present the children to the curator.
• Use vocabulary worksheet for explanation and definition.
• The curator and the researcher show the children around the exhibition.
• Children free to ask questions and responses given where appropriate.
• Probable questions?
Did you find any mixed-media painting?
Can you identify one?
Is your mixed media technique different from this? Why?
Did you see any differences between Museum and Gallery?
EVALUATION (ACTIVITY 3)
Using the research worksheet of vocabulary, reviewed the children participation in term of observation, behaviour, and identification to accurately understand the experience of the visit.
(Image of the gallery visit)
REMARK (ACTIVITY3)
Few children know about gallery, and even few says it is a shop where pictures are display for sale. The only fact known for some, gallery is a place where beautiful pictures can be found. Unfortunately, before the visit none of the participants ever has been to any gallery or museum to look at artwork or exhibitions. There appears to be more substance to this first experience. Gallery can help in many ways to inspire children in art learning:
1. Develop technique and build confidence in children.
2. It strengthened individual creative ability and capacity to influence.
3. It transmits ideas to children.
4. Help children and adult to interact, share learning experiences and best practice.
5. It helps engage the children in art and make image readily available for references.
6. It is easier to incorporate into teaching and learning material objects in art.
LESSON 4 (NON-ART ACTIVITY VISIT)
LENGTH OF ACTIVITY: 1HR. – 1H.30 MINS.
Mead Open Farm was selected within the vicinity for this experience.
A farm is an area of land and its buildings designed primarily for agricultural purpose.
Mead Open Farm, in Leighton-Buzzard is a modern farm developed for livestock rearing, also traditionally modified to welcome public for social activities. It is devoted to the public for visit, picnic, children party and fascinating animal show.
MATERIALS
1. Researcher worksheet of vocabulary.
2. Plastic sac or bag for material objects found by the children.
VOCABULARY (NEW WORDS)
Farm, animals, habitation, environment, barn, wood, feather, etc.
Children are invited to picnic. Observe the environment or habitation, animals, identify and select material objects they could find for mixed-media painting. Researcher keep the choices of objects selected by the children. Inform the children about next experience using the material objects found by them.
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