In this session we began to take a closer look at the way in which both art and literacy are connected. As well as how art, drawing in particular can be used to help us understand what a piece of literature is saying. Personally, i found this task relatively difficult. I am not a visual learner so trying to make the words visual was something struggled with. Although, I feel that this could be an extremely useful tool when teaching because it can be used to help children deepen their understanding of a text. This could also be of use if I have a bilingual child in my class, even though the may not understand the words, drawing pictures or symbols could help them to start to decode the text in front of them. Personally this is something that I need to develop as i need to be able to best support all the children in my class especially if some children are visual learners.
While in the visual art workshop we looked at drawing and mark making and how these marks can be interpreted by different people. We were given ink and using our hand we made different marks on a piece of paper. We then we examined the marks to interpret the images as something else such as a person or a butterfly. The interpretation of my images can be seen below.
This exercise was very insightful and highlighted just how easy it is to draw and for many children it is just need a little encouragement that they need before they are willing to draw. Personally, I think that this is definitely an exercise that I would do with a class in the future. As I think it is a really simple way to build children’s confidence in drawing and a way to combat many children’s I can’t draw attitude. Whilst showing them how easy it is to draw. As well as being a great way to spark there imagination and help them to develop their ability to interpret they way they see different images.
During our drama workshop with week we also looked at interpreting an image and how we can use this to inform a drama piece. First we were shown a picture of a tenement building in Glasgow and in groups we interpreted the image and decided what was happening in one of the tenement houses and acted this out.
I found it interesting that although each group had seen the same picture we all had acted out completely different scenes. I think that this is something I could, again do with a class. However, I may give the children a choice of the different techniques that they have learned such as freeze frame, thought tracking or still image. As I feel that this may although some of the less confident children to feel comfortable getting involved. The use of the picture of a painting I this session also helped to show how different art forms can be used together to enhance the overall experience. As well as showing how sing only a single resource used as a stimulus a very insightful lesson can be created. As the teacher it is our role to provide children with the stimulus they need get involved and understand the task as well as ensuring that all children are involved(Clipson-Boyles, 1998).
From this weeks sessions it has become more apparent that the expressive arts are an important part of a child education. Not only does it aid children’s understanding of written language it also helps children to interpret the things around them different ways and help them to understand that their are many perspectives in the world (Eisner, 2002).
References
Clipson-Boyles, S. (1998) Drama in Primary English Teaching. London:Fulton.
Eisner, E. (2002) The Arts and the Creation of Mind. Yale University Press.
