illustrated writing on elementary Visual Art
This essay concerns replicating primary source artifacts, firstly, wood carved Native American masks. Second graders able to see, read paragraphs then take guided notes about Indigenous masks also heard me tell them about a general reason for wearing one in ritual dance, and at my discretion proceeded to make their own embodiments of supernatural power. Ideas such as gills for breathing underwater, power to meet Janet Jackson, as well as carnivorous teeth were volunteered via initial conversation.
Months after drawing, sculpting, then painting ceramic masks, a Visual Art quiz prompted each student handwrite what they knew about their Social Studies. Another topic in question included Mandan village huts, for which 2nd graders had cast readymade armatures in paper mache before painting to imitate sod. Participants answered legibly, though many listed brown or round to recall the organically engineered lodges, and wrote a sentence to explain that Native American masks are for summoning supernatural power.
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| 2nd grader |
Some more pencil drawing proceeded observing ceramic tile floors independently. Using a ruler and 1/64 square inch gridded paper, I first mimicked patterns of solid-color circles and squares. Next I scaled measured motifs into new unsloped areas of a larger paper surface, by setting up tile-to-motif length ratios and solving proportions. Intersecting Greek keys in a continuous pattern required they evenly divide into their 30-x-22 inch perimeter. Around a hexagon tiled center are 16 copies of a bird with a rolled up certificate under its wing. These were digitally expedited–first scan-pixelated, computer resized and inkjet printed–then cut out and collaged.
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| Parakeet Diploma |
Accredited grade schools have influenced English objectives in my class. Including aforementioned 2nd graders who chronologically organized more than one mask schematic without any scripted dialogue. Upon reviewing captions, speech bubbles then storyboards with rulers on 12-x-18 inch paper, classes narrated superhuman themed comic strips. Additional plot prompts plus differentiated writing goals have been shared by homeroom teachers.
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| 2nd grade comic with onomatopoeia |
An in-class appeal for animating black holes instead of Native American pictographs also merited exploring volume and motion in outer space. In deliberation, one student's question about monkey test pilots led them to independently read about spaceflight history online then scroll “1961” for Yuri Gagarin. Another allowable text exclaimed “Oh no, a black hole,” while an experienced sketcher tried sublimation from pressure in comet tails. Twelve-column planning sheets and pre-numbered frames helped children understand a frame rate, in addition to counting drawings of a gelatinous cube jumping up and then being weighted down as if by mass and gravity. Kinetics exponents can share resources and objectives.
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| 4th grade animation frame |
Art teachers have written developmental rationales in anticipation of cluster schedules. An article titled “The First Visual Symbols” ascribes various motor cognition levels to children in the same elementary class. It extols a “sensory logic stage” (Burton, 1980, p.61) for using language to conceptualize pre-representational art. Observing diverse progress to plan then represent imagery informed this teacher's reason for allowing students to change ideas as they practice.
The ceramic, convoke Janet Jackson mask inferred sensory logic. A preparatory drawing with carnivalesque decorations became less recognizable as painted sculpture. Upon jotting down a title, its maker near correctly spelled “Michael Jackson Face.” Maturity would likely make identifiable cosmetic features a requirement. Meanwhile this student wondered, "what happened to him?" Supposing they asked their peers, classmates could also try to help summon Janet through choreographed costume.
In short–I recommend elementary teachers plan inquiry-based, interdisciplinary dialogues followed by related, problem solving art activities. Then assess if creativity motivates learning objectives. To study art history I suggest schools prioritize literacy.
References
Burton, J. (1980). Developing Minds: The First Visual Symbols. School Arts. (October Issue), p.60 - 65.