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Talking Textiles
Childrens Art Day 2003
How drawing can help
children learn
Early years education philosophy
Pull-out Subject Leaders
Handbook
New ideas for the classroom
Access over 300 units of work
for art, craft and design
Anthony Cragg poster
ABOUT NSEAD
START is published by the National Society
for Education in Art & Design (NSEAD)
with the support of the Arts Council of England
UNITS OF WORK
Early subscribers to START receive a years free on-line
access to over 300 units of art, craft and design work
on the NSEADs website.
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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START
Number 1, 2003
CONTENTS
Page 2
START news
Childrens Art Day
Page 3
Page 4
Page 4
Simply to Dye For
The beautiful Adire Cloth print and
how it can be used in the classroom
Page 6
Taking it to the Limits
Derek Stears reviews creative material
at Key Stage 2
Page 8
Ideas for Early Years
Kristen Ali Eglinton has ideas for
motivating at pre-school level
Drawing Power
Page 8
Page 18
Page 9
The Primary Art and Design Subject
Leaders Handbook
Our pull-out and keep handbook starts here
Page 13
Simple Perspective
Teaching points from Giles Hughes
Page 14
Do You DARE?
ICT in schools should be about more than
data processing and digital encyclopaedias.
Rebecca Sinker introduces DARE a new
primary CD rom
Page 16
Through the Eyes of a Child
A new early years education philosophy
developed in Italy is trialled in Cardiff with
Nigel Meager
Page 18
Power Drawing
The Campaign for Drawing helps children
to learn says Eileen Adams
Page 20
All about Books
New primary publications
Insert
Anthony Cragg poster
Copyright 2003 NSEAD All rights reserved. With the exception
of fair dealing for the purposes of research or private study, or
criticism or review, no part of this publication may be reproduced,
stored or transmitted in any form or by any means without the
prior permission in writing from the copyright holder. Subscribers
to START may make photocopies for teaching purposes free of
charge provided such copies are not resold. Authors views in this
publication are not necessarily those of the NSEAD.
Editor: Amanda Burnside amandaburnside@nsead.org
Design: SteersMcGillan Ltd T: 01225 465546
www.steersmcgillan.co.uk
Cover image: Nineteenth century Punu mask from Gabon, West Africa
Courtesy of M. Eglington collection. Ideas for Early Years, page 8.
START NEWS
We want your news
Please send news items of interest to primary and
pre-school teachers of art, craft and design to:
Start Magazine, NSEAD, Corsham Court,
Corsham, Wiltshire SN13 0BZ
or e-mail them to amandaburnside@nsead.org
A new resource
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
Find a gallery
engage also co-ordinates Gallery Finder,
the online database providing gallery details
for teachers. See www.engage.org
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Further information:
Artworks website www.art-works.org.uk is full of practical ideas for
teachers and children including ways to celebrate Childrens Art Day.
Or you can e-mail info@artday.org.uk
04
Textiles
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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Further information:
www.artforschools.com
SIMPLY
TO DYE FOR
A resist tie-dye technique is used to
produce the complicated patterns of the
Adire cloth. Adire means to take, to tie,
to dye and is similar to the common
batik process that uses wax as the resist
medium except that, traditionally,
cassava starch is used instead.
The design is painted on a white cotton
cloth with cassava starch, using a chicken
feather as the brush. The cloth is then
dried and the starch scraped off.
In another method the cloth is folded,
knotted or stitched so that those parts
protected from the dye remained white.
The numerous patterns and designs on
Adire cloth have symbolic meanings and
make reference to animals and plants from
the local environment. The pattern used
for this piece is Ibadandun, which means
Ibadan is a happy place. The cities of
Ibadan and Abeokuta were the traditional
centres of textile design and were famous
for their indigo blue and white Adire cloth.
Where it comes from
Centuries ago great empires, kingdoms
and small family-centred chiefdoms
flourished throughout Africa. Ghana, Mali,
Songhai and Kanem-Borno were great
trading empires located in north-central
Africa in a region known as the Sudan.
These powerful and wealthy kingdoms
were well known to European and Arab
traders who crossed the Sahara Desert
with their caravans of products destined
for Marrakech in north-west Africa and
the ancient cities of Timbuktu and Gao.
At different times in history, one or another
of these empires controlled the transSaharan trade routes as well as the routes
to the kingdoms of the Congo, Benin and
the Yoruba in sub-Saharan Africa.
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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Feature
Age range
711 Years
Subject
Optional Assessment Materials for
Art at Key Stage 2
TAKING IT
TO THE LIMITS
The dauntingly titled but lavishly illustrated Optional
Assessment Materials for Art at Key Stage 2 published
in Wales by the Welsh Qualifications, Curriculum and
Assessment Authority in 2001, has given rise to some
fascinating spin-offs by non-specialist primary teachers
teaching art writes Derek Stears.
Of the six units, the fourth, Explore a
Boundary has produced some
exceptionally creative material.
Pupils from Year 3 in an inner city south
Wales primary school talked with each
other and their teacher about which parts
of their playground were the most
interesting. They explored openings
together such as archways, gateways and
fences. They controlled their pencil marks
to make simple line drawings. They used
their sketchbooks to record their favourite
four sites including special details. The
project required careful and patient looking
and recording from direct observation.
Next, they chose the drawing they liked
best and enlarged it. They photocopied it
on to an acetate sheet that was put under
the enlarger, image no.1. This enabled the
pupils to see even more clearly the pattern
in their particular study. This involved
repetition, symmetry, balance, form and
space, light and shade, composition and
positive and negative areas.
The class then moved on to exploring a
playground feature using mixed-media.
Pupils explored how other artists and
designers had handled boundaries and
entrances. They looked at reproductions
and magazines and chose a picture and
discussed it with their friends. They used
these to help them arrive at their own
outcomes. In the example no. 5 opposite,
the pupil has used oil pastel reduced to
just red, yellow and black with black pencil.
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
Images:
1. Boundary drawn on paper. Photocopied on to
acetate Year 3 (Level 2). 2. Built environment high rise
study Year 3. 3. Outward bound group arrived on site
and registering the scale of the place (Year 5). 4. Back
at school working in oil pastel and water colour Year 5
(Level 4). 5. Study of the school playground. Wall, pipes,
bricks and slabs. Year 3 (Level 2). 6. Built environment
feature Year 3 (Level 3) 7&8. Back at school working
in oil pastel and water colour Year 5 (Level 4).
Thanks to the teachers and children at
Victoria Primary Penarth, Graig Y Wion Pontypridd and
Kitchener Primary Cardiff
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Further information:
www.artnet.com
www.accac.org.uk
Useful references:
Peter Halley, Charles Sheeler
The 20th Century Art Book (Phaidon)
The Art Book (Phaidon)
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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Pre-school ideas
Age range
3 5 Years
IDEAS FOR
EARLY YEARS
Want Children to Create?
Dont Forget to Motivate
says Kristen Ali Eglinton
Some believe children have an automatic
urge to create art the moment they see
bright paints or chunky crayons; others
believe young children come equipped
with an inexhaustible amount of inherent
inspiration. The truth is, while art materials
might look enticing, and while many
children do have a natural enthusiasm for
visual expression, these factors alone
cannot be depended on to magically propel
children into creating their next masterpiece.
In fact, identical to their older counterparts,
young children in the Foundation stage
need be to be stimulated, inspired, and,
indeed, motivated to create art.
This new insight undoubtedly prompts
some important questions. First, what is
motivation? Simply stated, motivation is
something that excites and arouses action.
In early childhood art, motivation is
continuous. Before an art experience it
serves to ignite interest, during an art
project it encourages children to keep up
the superb work, and after making art it
supports reflection, in fact, it can often lead
to the childrens next artistic endeavour.
Second, how can we appropriately motivate
young children to create? The main rule for
sound motivation is this: employ all of the
senses. During motivation, help children smell,
see, feel, hear, and sometimes even taste.
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
Collections
Small exhibits of natural, found, and
constructed objects set out on a table with
a magnifying glass and, perhaps, a
microscope foster a love of discovery and
a knack for keen observation. Use these
exhibits to stir the imagination and awaken
the urge to create.
Art games
Make a game out of learning colours,
shapes, artists, cultures. Use this new
knowledge to your next project
Food
Yes, it is there to eat, but what about all
those amazing colours? Textures? Smells?
Use exotic, mysterious, or, if a trip to the
shop is out of the question, colourful
everyday foods to spark a new art project.
Smell the aromas, feel flavour, taste colour!
Physical exercise
Watch each other run, leap, or crawl.
Have children note the movement of their
peers. Encourage children to respond to
change and sensation.
During any given day, motivational ideas
will constantly present themselves; as
educators our responsibility is to seek out
and take advantage of those moments to
fuel, promote, and drive creative expression.
Part 1
The role of the subject leader
THE PRIMARY
ART AND DESIGN
SUBJECT LEADERS
HANDBOOK
Part one: The role of the Subject
Leader in Art and Design
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
Age range:
711 years
Further reading:
Art Sketchbook Tasksheets
(Birmingham Advisory and
Support Service)
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SIMPLE
PERSPECTIVE
An introduction to single
vanishing point perspective.
Extension activities
Encourage the children to find and
examine landscapes painted or drawn by
various artists. Encourage them to identify
the horizon and vanishing point, and
notice how the artist has achieved a sense
of perspective.
1.
Draw a line across your page. This will be your
horizon. Mark a point along the horizon. This point
is called the vanishing point.
2.
From the vanishing point draw two lines to the
bottom of the page. This will be the road.
Draw other lines to the corner of the page as shown.
3.
Draw vertical lines to make lamp posts. Draw them
getting closer together as they get further away.
4.
Draw three lines from the opposite side to the
vanishing point. These will form the basis of the
houses.
5.
Draw in the sides and roofs of the houses. Again,
draw them closer together as they get further away.
6.
To finish, draw in details and a sky. Carefully rub out
any guidelines, and colour if you wish.
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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ICT
Age range
510 Years
DO YOU DARE?
Using ICT in primary school should be about
more than data processing and digital
encyclopaedias. Multifunctional multimedia
tools and resources can have both
creative and critical applications. They have
the capacity to cross subject boundaries,
enabling children to connect ideas and
processes for a more holistic understanding
of how art, language, work and play exist
and interact in school and society. But they
are of most value when integrated into a
broader learning environment.
A recent action-based research project,
linking children, artists and designers has
produced a new art and ICT resource,
though collaborative production and a rich
mix of old and new technologies.
Following the creation of the secondaryfocussed Digital Art Resource for Education
(DARE) web site www.dareonline.org,
the DARE CD-ROM has been developed
through a series of workshops with
children from three classes at Columbia
Primary School in Tower Hamlets, East
London. In the Autumn term, two artists
Maria Amidu and Barby Asante came
into the school to develop ideas and make
a variety of artworks with the children.
With the exception of the digital video
camera, all the resources, materials and
tools used in these workshops, were
found within the school.
Over the Spring and Summer terms,
this material was transformed into an
interactive multi-media environment,
which the children, tested, critiqued and
helped design.
The resulting CD-ROM draws on and
reflects young childrens knowledge of
digital media conventions, as well as
referencing more traditional gaming rules,
narrative structures and learning strategies.
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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6. Working with the multimedia designers, the children gave their responses to the developing CD-ROM.
Their ideas and criticisms informed the navigation design while their artwork and voice-overs helped integrate the form and content.
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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Feature
Age range
3 5 Years
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
Further information:
Nigel Meager is the author of Teaching Art at
Key Stage 1 and Teaching Art at Key Stage 2
www.nsead.org/publications
Find books about real birds. Make photocopies of pictures of real birds. Make
photocopies of your imaginary birds. You
could photocopy your imaginary bird on to
the acetate and project your drawing!
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Plan a performance
Add sounds and movement and tell a story
to accompany the 3D environments. Why
not record the sounds, video the movements
and remember the story to tell again on
another day.
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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Feature
Age range
311 years
POWER
DRAWING
The CAMPAIGN FOR DRAWING is helping children to learn
says Eileen Adams
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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Further information:
www. drawingpower.org.uk
www.accessart.org.uk/drawingtogether
www.nsead.org/publications
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
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Books
Further infomation:
www.nsead.org/publications
ALL ABOUT
BOOKS
Primary Publications for Art & Design
Books on art and design education rather
than the work of artists and designers are
hard to find. True, the education sections
of the big booksellers and university
bookshops are likely to stock some titles
from commercial publishers but if you
want to appreciate the range of what is
on offer where do you look?
The mail order bookshop operated by the
National Society for Education in Art &
Design (NSEAD) normally lists over 200
publications. The more generally available
titles account for perhaps twenty-five per
cent of the list. In addition are publications
from NSEAD itself, from local authorities,
university presses and imports from all over
the English speaking world.
The range includes books that are firmly
based in classroom practice, accounts of
special projects, those that focus on particular
activities such as drawing or the use of
computers in art education, curriculum
theory and practice, and more philosophical
works in fact, something for everyone from
the primary phase generalist, to specialist
secondary and tertiary teachers, teacher
training and MA students and their tutors.
However. primary teachers are particularly
well served by over fifty titles. A Year in the
Art of a Primary School by Bob Clement
and Liz Tarr is a compelling account of all the
art work undertaken in one Devon primary
school over a full year including detailed
planning sheets.
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL TEACHERS OF ART, CRAFT & DESIGN
Book Review
Start Drawing
London: Drawing Power:
The Campaign for Drawing (2002)
24pp, Colour throughout, 4.00
This valuable and very accessible book is
one of a series being produced to
accompany the current Campaign for
Drawing. Start Drawing shows the
importance of drawing in the intellectual and
emotional development of young children.
It is an introduction to how drawing in the
early years with children aged 36 can
support learning across the curriculum.
It identifies ways in which drawing can help
develop the young childs ability to respond
to and understand the world, to think,
to feel, to shape and communicate ideas.
It highlights some of the knowledge, skills
and attitudes that can be developed.
It addresses the questions: Why do young
children draw? What are the purposes and
functions of drawing? How can drawing be
used as a tool for learning? What do young
people learn from drawing?
Start Drawing is available from the
NSEAD, The Gatehouse, Corsham Court,
Corsham, Wiltshire SN13 0BZ price 4.00
including post and packing.
SUBSCRIBE TO START
THE NEW MAGAZINE FOR PRIMARY AND PRE-SCHOOL
TEACHERS OF ART, CRAFT AND DESIGN
START is full of ideas and resources
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Each issue contains:
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teachers notes
A pull-out section for a
subject leaders handbook
News, reviews and resources
Lesson planning
Cross-curricular features
ICT ideas
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Forum: Your questions answered
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