Visual Arts K
Visual Arts in Kindergarten
Making art is fundamental to being human. Visual arts have always been a means of learning, reaching understanding, and communicating, of voicing, making connections, speaking to one another, and sharing-- in fact, the experience of what it means to be human. Because each material lends itself to a new interpretation of experience, the studio is a place where kindergarteners are introduced to a wide range of materials and then encouraged use them to bring experience to life, to understand their world in new ways. Through an exploration of both 2D and 3D materials, students’ natural curiosity is ignited, as lessons are framed to support children’s creativity and discovery. Through this engagement students begin to develop a broader range of skills and techniques, both for making art and “reading” art. Some projects are cross-curricular in content, while others are focused primarily on students’ expansion of material fluency.
Please note: Because teaching and learning in the studio is responsive to students and their interests, it is continually evolving, and the specific projects may change from year to year. The essential concepts and attainment of techniques through using materials, however, remains.
Units
| Unit | Essential Questions | Habits Of Mind | Content | Skills and Processes | Assessment | Resources | Multicultural Dimension |
|---|---|---|---|---|---|---|---|
| Welcome to the Studio! |
What is the studio? What can I do here? |
Care of materials and classroom space. Respect for each other’s work |
Develop routines for what to do when one enters the studio and create expectations for the process of working |
Become increasingly independent with materials throughout the year |
Teacher observation: Do students feel comfortable and “know what to do” in the studio? |
Wide range of materials, some of which are always available and others which are out during a particular time |
There are always books available for students to look at, showcasing a variety of art from many cultures. In addition, the wall and a shelf is a rotating display of student works. |
| Collage |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
Curiosity: Noticing differences in materials: (i.e.the properties of various papers, or 3D objects) Aesthetic choices Prediction |
In collage, different forms are glued together to create a new whole. How can I decorate this box to make it special? Students paint a re-used box (shoe box, egg carton, tissue box, etc.) and then collage it, using various papers, (including student decorated papers), and small 3D objects. |
Choosing and mixing tempera paints selecting collage materials cutting paper gluing with both stick and Elmer’s glue, both 2D and 3D experimenting with individual aesthetic drawing inspiration from peers’ work |
Teacher observation and interaction during student work time |
materials: |
Student boxes as exemplar: each box reflects its maker. Students were shown Bend Gee’s Quilts: seeing how different shapes and colors were fitted together to make a whole. |
| Natural Materials |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
Collaboration Communication Compromise Observation: slowing down to see what is around you Categorizing Comparing Using materials in a new way Envisioning Experimenting Revising Risk taking Imagination |
Students collect materials on campus, in groups of two or three Students collectively sort the materials Students may use these natural materials to: Create still life arrangements and draw Construct Tell stories |
categorizing to sort materials envisioning, brainstorming to decide how to use the materials experiment with properties of natural materials and clay, examine texture use natural objects to roll, paint, and print build structures with the natural materials, using string and hot glue to connect |
anecdotal evidence photographs students’ conversations products |
Student and teacher-collected objects Artists inspired by nature, such as: |
Using gathered natural materials literally steps from a specific time and place look at the way people from other places have used natural materials in their artwork |
| Printmaking/textiles |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
Exploration: using various combinations of materials for stamp printmaking Curiosity: how will this print? Envisioning Experimenting Revising Risk taking Reflection: what worked and what will I try to do differently next time? |
One form of printmaking and fabric dying is stamping. Many objects can be used for stamping, including natural objects. Students use corn, fall leaves, and other gathered natural objects to print a textural design onto paper. This is then used as “fabric” to design a seasonal costume for the fall parade. |
transferring paint onto a stamp pressing the stamp onto paper, repeating to create textile texture experimentation with natural materials, colors, textures envisioning and planning a costume cutting the paper to create a costume transforming paper into costume: taping, gluing, etc. embellishing the costume: hot glue |
Teacher observation and interaction during student work time Observed student experimentation and problem solving |
materials: other students’ costumes photos from previous parades |
Share textiles with students from Senegal |
| Drawing |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
Creativity, Discovery of materials: Noticing capacities: similarities and differences between drawing tools (process and effect) Observation: Investigation Making aesthetic choices |
Introduction to several drawing tools: comparing the kinds of marks you can make with each, color mixing and/or making value with each. Children use these drawing materials to make an observational drawing. |
Creating lines: expressive, descriptive lines. Observation: looking carefully at and representing shapes, spaces, colors, relationships, noticing changes in color and value |
Children’s participation, Teacher observations Portfolio: student works over time |
materials: |
Student drawings Sharing selected related drawings from various times/ places. |
| Painting |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
Prediction: color mixing Curiosity: What happens when I...?: Expression Creativity Noticing effects of varied processes Aesthetic choices |
Color mixing: primary, secondary, tints, shades. Warm/ cool colors Using a paintbrush (and alternative brushes) Noticing effects of different painting materials Making various brushstrokes and textures Conveying feelings |
Students practice using primary colors to mix secondary colors and experiment with many brushes and alternative painting materials. Students create an expressive painting: showing a specific feeling or sensory experience through their painting |
Children’s participation Teacher observations Portfolio: student works over time |
materials: brushes, |
Student work Books with images of many different painters and subjects |
| Clay |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
Curiosity and discovery: Collaboration Communication Noticing how creating in 3D is different from, and the same as, creating in 2D Imagination Observation from different angles Record to remember Aesthetic choices |
Introduction to clay and basic handbuilding techniques, including: Pinch Later in the year, students fire and glaze a piece Students use clay handbuilding techniques to build a collaborative piece. |
Practice rolling balls of clay, rolling “snakes”, pinching forms, and rolling out clay to build together. Learn attachment techniques for clay Students may also use these handbuilding and observational skills to model, for example, an eagle in motion. Students learn to glaze to add color to their clay figure |
Children’s participation, Teacher observations Portfolio: student works over time Photographs |
materials: Images of ceramic works. Books with images of eagles. Photographs of children in motion other children’s clay works. |
Creating in clay has been found all around the world, throughout time - examples shown. Clay creations reflect culture |
| Sculpture - Construction |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
envisioning risk taking problem solving critical thinking aesthetic choices curiosity balance, structural support observation from different angles |
Using the materials gathered for the “100’s collection”, students create a sculpture, inspired by materials and thought about creating “in the round”. |
Using various methods of attachment (hot glue, modeling clay, pipe cleaners, wire, etc.) Students conceive of and construct a sculpture that she/he considers interesting from various angles, using the objects from their collection. Along the way, students are likely to have pieces that do not stay and have to figure out another way to make the materials “work” towards their vision |
Children’s participation, Teacher observations Portfolio: student works over time Photographs of process of building |
materials: “joiners”, including:: previous student works/ photos |
books with images of sculpture, construction, architecture |
| Digital Photography |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
Seeing from different perspectives or angles, literally. Making a visual record, to help remember expereinces Represent and recast Aesthetic choices Imagination |
As an introduction to digital photography, students take several photographs from different angles. The student chooses his/her favorite photograph. Part of the image is then cut and drawing tools are used to fill in missing spaces and to create a new scene. Imaginary additions are encouraged. |
Experience taking photographs from several angles and scales (point of view, zoom) Integrating chosen drawing tools for mixed media Using photography as a starting point, experience and then use drawing tools to expand: create real or imaginary space, texture, colors, etc. |
Teacher observations and conversations with students during work time, Photographs Product Portfolio |
materials: digital camera, print, oil pastel, colored pencils, water soluble pencils/ crayons |
Books of photographers work with varied content and perspectives Art that uses photography as a “jumping off place” Magical Illustrations by Chris Van Allsberg |
| Visual Literacy |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
Aesthetic choices Noticing effects of varied processes Curiosity |
Students spend time looking at artwork of other people, including artwork in books and their peers’ artwork. They share what they notice with their peers. |
In looking at the artwork of their peers, students learn from each other, may be inspired by peers, ask questions, compliment, and learn to give kind critiques. As they look at art in books, they begin to learn to “read” art, including noticing elements and principles (colors, shapes, space, balance, repetition, etc.), materials used, content, style, culture, emotion, etc. Students develop language and vocabulary to describe their observations. |
Children’s participation, Teacher observations Students’ observations |
materials: |
Students are exposed to each other’s art and art from different places and times |
| Revisiting the Portfolio |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
Represent and recast Reflection Review of previous processes/ materials we know how to use Envisioning Creativity Noticing differences/ similarities between materials |
Students revisit their portfolio multiple times throughout the year to remember experiences and see how they have grown. In one project, they choose a piece that they already finished and recreate it using a different material. For example, a clay sculpture may be re-envisioned and re-created as a painting. |
Review of all of the kinds of materials that we’ve already used. Review of the student’s body of work (and growth). Seeing a piece and envisioning a different way to represent the thinking, imagery, design elements and/or principles, etc. |
Student’s participation in review of portfolio and experiences. Knowledge of other materials used during the year. Enacting an idea for representing and recasting. Talking about comparison of the two art products. |
Portfolio Previous student works Show of other artists that have reworked in various forms |
Changing materials can be a lense for changing perspectives and seeing/ understanding something in a different way. |
| Open Studio |
How can I express what I am learning and experiencing through my art? How can I use a variety of materials in different ways? |
independence exploration of materials, expanded experience in various media individual working/ artistic process artistic voice creativity risk taking critical thinkng |
As the year progresses and students have been introduced to a range of materials and behaviors in the studio, they are given freedom during “open studio” to use the (sometimes rotating) materials to envision and create “what they want to.” This is a time for children to “tinker” around, using their technical skills and the materials, while they still receive guidance, |
Depends on each child, materials, and each experience, Also, see this section’s “habits of mind” |
Children’s participation, Teacher observations during student work time Portfolio: student works over time |
Materials: Other materials will rotate, including types of paints, specific natural materials, the light table, hot glue, printmaking materials, clay, etc. |
Depending on the explorations of students, books and ideas will be gathered from various perspectives and cultures to expand their thinking. |