introduction       procedure      students' work      questions       conclusion

Introduction

It is not easy to evaluate artworks of younger kids, but it is even more difficult when the kids are creating their artwoks when they are given an example of a real painting to copy or better to observe it and then interpret it in their own way.

The only criterion for evaluation is their effort, diligence or activity, all the rest is only analyse of the kid’s ability to observe and to interpret the artwok. But at this point it is necessary to take in consideration:

• the age of students and the growth of  their art creation
• the ability to observe
• the ability to interpret (the younger students can observe very well, but then they interpret in their own way. It is of no use to urge them to copy the painting as it is in reality.
• the ability to involve emotionally when observing the artwork.

We consider it right to introduce younger students into observing artworks and certainly to point out certain art problems, but we have to do it in the way they can understand. (Let’s point out for example the problem of light and dark contrast in art. We shouldn’t explain it as such, but we can help them observe it with some questions for example: What kind of colours did the painter use when painting a child – light or dark?  What kind of colours did the painter use when he painted the background of the picture? Etc…)

Procedure

For the project I have decided to choose two artworks of contemporary painters Pablo Picasso and Paul Klee.

1. The first one is figurative – A child that holds a pigeon, Pablo Picasso
2. while the second one is non figurative – The park at L(uzern), Paul Klee

Work with students

The first analyse is done due to different elements:

• the age of students
• are they boys or girls or both (the sex)
• their intellectual and emotional growth
• students’ characters

When the students have decided on the painting (have chosen one of the two given) we ask them a few questions which will help them not only to observe the artwok but also to create their own artwork. The questions should point out the art problem in the painting which they would solve it by themselves when creating their own painting.  We intervene just as much as they ask and wish and we mustn’t force them to follow our own (teachers’) ideas. We have to make possible that young students solve the same art problems from their own point of view.

Examples of questions:

Pablo Picasso: A child that holds a pigeon (light and dark contrast)

1. What is the child holding in his hands?
2. Beside the child do you see any other object in the picture?
3. What kind of colours did the painter use to paint the child, dark ones or light ones?
4. Do you think the child treats the pigeon kindly or rudely? (emotional attitude)

Paul Klee: The park at L(uzern) (the art problem – the contrast of variegated; many-coloured; to non variegated; not many-coloured)

1. What do the shapes in the picture remind you of?
2. Are these shapes of strong and vivid colours?
3. What about the background? Is it vivid or not so vivid and are the colours not very strong?
4. Where did the painter use thick black lines?

Conclusion

Students then paint their own interpretation of the chosen artwork. Teachers help them only if they are asked.

At the end students observe their classmates artworks and evaluate them from their point of view.

Prepared by
Metka Miljavec
Viljenka Šavli