In today’s art workshop we were observing children’s artwork from all different stages throughout school. There was artwork from the early stages of school, the middles stages of school and the upper stages within a primary school. It was very interesting to see the development of the artwork as it changed throughout the various stages. The book teaching art and design talks about the stages of development in art and design and I was able to identify which stage it was from looking at the progression of the drawings. There are four stages of the development in art and design which are the scribbling stage, the pre-schematic stage, the schematic stage and the gang stage. My favourite stage to look at was the pre-schematic stage. This was my favourite as the pictures demonstrated how imaginative and creative the children were even if it wasn’t very clear what the image was the pupils were still able to tell a story about the picture which was written on the back of them. I found this to be a very positive experience as there was a variety of pupils’ artwork to observe from many different stages throughout the primary school. My favourite picture was of a painted teddy bear. The children had been asked to observe the teddy bear and paint it using texture. The way the child had used the paint meant that it had created a fuzzy texture just like a teddy bear which was interesting.

 

 

 

During the drama session today we looked at using various drama conventions. These included teacher in role, freeze frame, thought tunnel and hot seating. This was useful as it showed how to help children use their imagination. In the workshop we used a scenario about a dragon going into a village and destroying parts of it. By using the different drama conventions it was useful to develop a story about the dragon and also to help portray how we would feel in the situation which is exactly what the pupils would be doing in the classroom during a drama lesson as they would be able to put themselves in the shoes of the dragon. The pupils would find this to be a fun lesson as they would be able to use their imagination and be able to feel empathy for the dragon. By the time it came around to hot seating which was nearer the end of the session, we had time to observe the situation the same way the pupils would have, whilst using imagination and then considering an outcome on how to help the dragon. An experience and outcome that I felt would link to this drama lesson was “I use drama to explore real and imaginary situations, helping me to understand my world.” EXA 0-14a. (Scottish Government, n.d) This shows how the pupils can use their imagination to create a drama scene about the topic that they are focusing on.

This links with part of what I seen in the art workshop which is that when painting the picture, the pupils had to observe the teddy bear and decide how to create it’s texture, much like how in drama the we observed the situation with the dragon which is what the pupils would’ve done before deciding what to do with the dragon to help their village.

Reference:

McAuliffe, D (2007), Foundation and Primary Settings. In Teaching Art and Design 3-11. London: Continuum.

Scottish Government (n.d),Curriculum for excellence: expressive arts experiences and outcomes. Assessed online. Available at: https://education.gov.scot/Documents/expressive-arts-eo.pdf