Artist in residence application and information
Abbie talked about the invaluablity of this program, the Mountain Heights school in Queenstown , of which there is a link to in this link, is a powereful reminder of why. We are becoming generalist teachers with generalised skills...our learning process will go well beyond the limits of this course.Artists would introduce us, as teachers, to new approaches and strategies...there is also an opportunity for us to enter into the learning process alongside our students rather than as expert, holder of all wisdom. Artists can be mentors who might forge lifechanging relationships and skillbases for our students that run deeper than our generalist perspective, despite our commitment. This idea is particularly pertinent to the idea that art and feelings are linked
Monday, August 15, 2011
Tuesday, August 9, 2011
Lina's Dance Resources
All the following websites need registration, so it takes time on sgin in and look thought all the materials. However, all the resources are good and based on the curriculum, and have clear outcome for different year levels. Howecrve, it is American website, so the songs, music are all American style which is not suiteble for Australia schools. So when a teacher tries to apply the lesson ideas, they need to be aware of that.
BBC audio resource of dancing
BBC audio resource of dancing
BBC website classify all sorts of music into different categories based on year leaves. The music is good and suitable to play in the school, but it would be better they can offer detailed plans on how to use this type of music. It would be great that they can upload some videos so illustrate the process of the class!
Primary
P-5 Exploring Force
Students explore the basic dance element of force through movement activities and discussion.
Video: Arabian and Chinese Dances from The Nutcracker
Students explore the basic dance element of force through movement activities and discussion.
Video: Arabian and Chinese Dances from The Nutcracker
K-2 Locomotor Patterns
Through a nursery rhyme and folk dance, students explore origins of food. Students perform dances based on a pattern and create a dance using the same pattern.
Through a nursery rhyme and folk dance, students explore origins of food. Students perform dances based on a pattern and create a dance using the same pattern.
K-3 The Story of Wheat
Students learn the story of wheat as they explore its significance in the lives of pioneers and in their own lives.
Students learn the story of wheat as they explore its significance in the lives of pioneers and in their own lives.
K-5 Sharp and Smooth Movements
Students explore sharp and smooth movements.
Video: Arabian and Chinese Dances from The Nutcracker
Students explore sharp and smooth movements.
Video: Arabian and Chinese Dances from The Nutcracker
1-5 Cultural and Historical Meaning
Students perform a folk dance and discuss its cultural and historical meanings.
Video: Little Johnny Brown
Students perform a folk dance and discuss its cultural and historical meanings.
Video: Little Johnny Brown
K-5 Sharp and Smooth Movements
Students explore sharp and smooth movements.
Video: Arabian and Chinese Dances from The Nutcracker
Students explore sharp and smooth movements.
Video: Arabian and Chinese Dances from The Nutcracker
1-5 Cultural and Historical Meaning
Students perform a folk dance and discuss its cultural and historical meanings.
Video: Little Johnny Brown
Students perform a folk dance and discuss its cultural and historical meanings.
Video: Little Johnny Brown
4-5 Locomotor/Non-Locomotor Movements
Students perform a folk dance and learn about locomotor and non-locomotor movements.
Video: Little Johnny Brown
Students perform a folk dance and learn about locomotor and non-locomotor movements.
Video: Little Johnny Brown
4-8 Analyzing Two Dances and Making a Dance Map
Students watch and analyze the Arabian and Chinese dances from The Nutcracker and then create a dance map.
Video: Arabian and Chinese Dances from The Nutcracker
Students watch and analyze the Arabian and Chinese dances from The Nutcracker and then create a dance map.
Video: Arabian and Chinese Dances from The Nutcracker
Modern Slow Dance
Dance Basics
Elements of Dance
Computer Games on dance
Girles go online games
High school Cheerleader
Start dance
Friday, August 5, 2011
Web: Colour mix tips
All about how to mix colours...
Thanks Lina, I would add to tip no. 13 Abbie's recommendation not to mix warm colours at primary school as together they produce 'dirty' looking colours- Niki
Thanks Niki for reminding that ! It should be added in! I also remember that Abbie said cool colours (more bright) are the first chocies for primary school setting ! --Lina
Thanks Niki for reminding that ! It should be added in! I also remember that Abbie said cool colours (more bright) are the first chocies for primary school setting ! --Lina
Tuesday, August 2, 2011
A copy of Maureen Innes'es powerpoint-includes a lot of resources on painting in primary schools
Powder and acrylic paint are most commonly used in schools. Teachers should be aware of the qualities of each and select, or allow for selection, according to the activity. Children should also have the chance to use different sizes of paper and a variety of brushes. In the early stages, most children will ‘draw’ with paint and only gradually fill in areas of colour.
Young children’s painting are often based upon subjects drawn from their own experiences. They can continue to use powder paint as their main painting medium and can also be introduced to other media such as acrylic paint. Children can be helped to develop their ideas by discussions which encourage them to think about the important facts and features of objects they have depicted.
As children discover realism and representation it is important to have a wide variety of brushes available for them to use. As children become more aware of backgrounds and foregrounds, and the effects of light and distance they will need help with colour mixing.
*It is advisable to suggest that lighter colours are mixed first.
Colour activities should enable children to learn more about colour and develop a more personal and expressive response to colour. It is also useful to show children how artists have used colour in their work.
Creating painting activities designed to solve problems is quite useful. For example you might ask the children to collect ten different green leaves. They then have to sort them from lightest to darkest and mix paint using to try and match the leaves as closely as possible.
Another interesting fact is that warm colours advance in art work and cool colours recede. You could use lots of interesting art works to explain this
Paint three small areas with red, blue and yellow paint.
Paint three small areas with orange, purple and green paint.
Paint three small areas with brown, tan and olive paint.
1) Use a small piece of cardboard and some acrylic paint to make at least four different effects on a piece of paper. For example you might spin the cardboard around or use it in a dabbing motion, or create swirls.
2) Mix some other material with the acrylic paint such as salt, dirt, cel-mix, woodshavings, shredded paper and bind the mixture with pva glue so that it all sticks together to create a textured surface in paint
3) Use a piece of sponge to blend two different colours by dipping the sponge in one colour and then another.
4) Cover your painting surface in a pattern using a white oil crayon and then paint with diluted paint (very watery) over the top so that the pattern is revealed.
Young children’s painting are often based upon subjects drawn from their own experiences. They can continue to use powder paint as their main painting medium and can also be introduced to other media such as acrylic paint. Children can be helped to develop their ideas by discussions which encourage them to think about the important facts and features of objects they have depicted.
As children discover realism and representation it is important to have a wide variety of brushes available for them to use. As children become more aware of backgrounds and foregrounds, and the effects of light and distance they will need help with colour mixing.
*It is advisable to suggest that lighter colours are mixed first.
Colour activities should enable children to learn more about colour and develop a more personal and expressive response to colour. It is also useful to show children how artists have used colour in their work.
Creating painting activities designed to solve problems is quite useful. For example you might ask the children to collect ten different green leaves. They then have to sort them from lightest to darkest and mix paint using to try and match the leaves as closely as possible.
Colour Wheels ...
Children can be taught that if the colour wheel is divided in half you will find warm colours on one side and cool colours on the other. Red right around to yellow green are warm, and green right around to purple are cool.Another interesting fact is that warm colours advance in art work and cool colours recede. You could use lots of interesting art works to explain this
Painting Surfaces...
A wide range of surfaces can be used with paint – all sorts of different papers, cardboard, canvas, timber, plastic, alfoil, bubble wrap …. As children gain skills and confidence they can add other substances to give their work texture. These could include: woodshavings, salt, dry cel-mix, crushed leaves, sawdust and sand can be added to paint with PVA glue and water to help bind it all together.Painting Techniques
Make a page of primary, secondary and tertiary colour swatchesPaint three small areas with red, blue and yellow paint.
Paint three small areas with orange, purple and green paint.
Paint three small areas with brown, tan and olive paint.
1) Use a small piece of cardboard and some acrylic paint to make at least four different effects on a piece of paper. For example you might spin the cardboard around or use it in a dabbing motion, or create swirls.
2) Mix some other material with the acrylic paint such as salt, dirt, cel-mix, woodshavings, shredded paper and bind the mixture with pva glue so that it all sticks together to create a textured surface in paint
3) Use a piece of sponge to blend two different colours by dipping the sponge in one colour and then another.
4) Cover your painting surface in a pattern using a white oil crayon and then paint with diluted paint (very watery) over the top so that the pattern is revealed.
drama book-highly recommended
John O'Toole and Julie Dunn's excellent 2002 text, Pretending to Learn
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