Art Educare : 2013

A-12, Sector-132, Expressway, Noida - 201301
Mobile	:	+91-9711000498, 9711000560, 9711000625, 9711000626
E-mail	:	principal@genesisgs.com

http://www.genesisglobalschool.com/

Art Facilitator

SEPTEMBER 2011 – PRESENT

Role of engagement:

Teaching in CBSE, IB PYP, IGCSE curriculum (Art History and Appreciation, Art & Design, Fine Art, Graphic Art, Photography and Video Making, Portfolio Presentation, Syllabus planning, Coordinating Events and exhibition, Assessments and research art project)

VISUAL ARTS CURRICULUM

Structure and Beliefs

“Every child is an artist. The problem is how to remain an artist once we grow up”. – Pablo Picasso

Aims & Beliefs

The aims of teaching artists are

to enable the child to explore, clarify and express ideas, feelings and experiences through a range of arts activities

to provide for aesthetic experiences and to develop aesthetic awareness in the visual arts, in music, in drama, in dance and in literature

to develop the child’s awareness of, sensitivity to and enjoyment of visual, aural, tactile and spatial qualities in the environment

to enable the child to develop natural abilities and potential, to acquire techniques, and to practice the skills necessary for creative expression and for joyful participation in different art forms

to enable the child to see and to solve problems creatively through imaginative thinking and so encourage individuality and enterprise

to value the child’s confidence and self-esteem through valuing self-expression

to nurture a sense of excellence in and appreciation of the arts in local, regional, national and global contexts, both past and present

to nurture a critical appreciation of the arts for personal fulfillment and enjoyment.

Structure and Layout

The visual arts curriculum is structured to provide a broad-based and balanced programme for each of four levels: Nursery, KG and First classes, Second and Third classes, Fourth and Fifth classes. Each level has eight strands, which are organised to ensure a balance between making art and looking at, responding to art and transforming to art.

The strands are

1. Drawing

2. Paint and colour

3. Print

4. Clay

5. Construction

6. Fabric and fibre

7. Digital Art-Visual Media

8. Performance and Ephemeral Art

The strands

1. Drawing

Through drawing, they create and express imaginary worlds and give free expression to their imaginative powers. Older children also use drawing to clarify, develop and communicate plans. As they progress they demonstrate a developing visual awareness in their drawings and sensitivity to the expressive powers of other artists' drawings.

2. Paint and colour

Student develop an understanding and appreciation of colour from observation of and delight in colour seen in nature and in manufactured objects, and they use colour to express their experiences, interests and imaginative ideas. As they progress they demonstrate a developing awareness of colour in their own work, a growing sensitivity to other artists' expressive use of colour and its impact on crafted and designed objects.

3. Print

Through experiences in print-making, children learn to focus attention on and deepen their understanding of graphic processes. They have opportunities to experiment with print-making techniques, to use them inventively, and to produce prints for functional use as well as for their own sake. As they progress they learn to take a more thoughtful approach to shape edges, layout and composition in print-making and develop sensitivity to the expressive qualities in the work of graphic artists.

4. Clay

Through experience of clay and from a need for expression, they learn the skills of forming and changing it in increasingly purposeful ways. As well as sculptural expression, they have opportunities to design and make objects for use and wear (the latter to a limited extent in the absence of a kiln), using their powers of invention and expression. Developing sensitivity to underlying form in the environment and in art works enables them to enjoy and appreciate great sculpture and to appreciate craft objects critically.

5. Construction

Construction activities provide opportunities for exploring imaginative worlds in three-dimensional media. Children are encouraged to make imaginative and expressive use of materials for designing and inventing and to make models to their own design. This involves exploring the possibilities of the materials, experimenting with new ways of balancing and combining them, and developing understanding of structural strengths and possibilities. Experience in construction helps children to look with curiosity and enjoyment at structures in nature and to develop sensitivity to and appreciation of the structures of great architects, sculptors, and craftspeople.

6. Fabric and Fibre

Work in fabric and fibre helps student to be curious about how everyday fabrics are structured and develops greater sensitivity to colour and tone, texture, line and shape. They are encouraged to use fabric and fibre as materials for imaginative invention in both two- and three-dimensions, for example to use free stitching as a way of changing or developing a fabric surface; to create their own fabric, using fibre imaginatively and with a developing range of techniques; to use fabric and fibre to interpret three-dimensional natural forms, and to express imaginative play through puppets and costume-making. Through work in fabric and fibre, children begin to understand some craft procedures and skills and some of the creative design processes in craft weaving, knitting and fashion design, for example. As they progress they develop the ability to appraise craft materials critically for suitability for a particular task, as well as the artefacts and art works that are carried out in these media.

7. Digital Art – Visual Media

Sub Strands: Photography, Individual Film Making, Music Video and Photo Montage etc…

This strand is aimed at the changing educational needs of the Fine Art student in a time of rapidly evolving technological and theoretical advances in the Digital Art. Digital art is a general term for a range of artistic works and practices that use digital technology as an essential part of the creative and/or presentation process. The impact of digital technology has transformed activities such as painting, photography, drawing, sculpture, video, music/sound art, while new forms, such as net art, digital installation art and virtual reality have become recognized artistic practices. The strand offers students the chance to experience a variety of photographic and video approaches to aesthetically and will develop visualizing skills for an understanding of the use of images in current society. Student should be introduced to a variety of experiences exploring a range of photographic media, Audio-Video techniques and processes. They should be made aware of both traditional and new technologies. The availability of new affordable equipment that combines photographic and video technologies has given artistic access to new methods of production, changing the nature of lens based image making.

8. Performance and Ephemeral Art

In performance art, the artist’s medium is the body, and the live actions he or she performs are the work of art. The term, used loosely at first, arose in the early 1960s as American practitioners sought a way to refer to and describe the many live events taking place at that time. Performance art usually consists of four elements: time, space, the performer’s body, and a relationship between audience and performer. Traditionally, the work is interdisciplinary, employing some other kind of visual art, video, sound, or props. Although performance art takes the form of live action, it has reached a large public audience through documentation of the performance.

Everything is ephemeral, because everything is subjected to the flow and transformation of the life. Buildings, all forms of artworks, sculptures, paintings, music, theatre, movies … The ephemeral is conceived as the link between the contemporary arts. Its transformative performance is related to the transformation of materials, their origins, application; cycle of life, death, recycling … the ephemeral is able to be a new experimental paradigm for sustainable development.

The value of the interaction between arts is strongly related to the dialogue between cultures. We do not need selective and rigid categories of arts and of cultures and we want to explore the richness of the combined value of arts and cultures working together. They’ll operate simultaneously, they won’t have limits or boundaries and they’ll cooperate at a new equal culture of making.

These activities help to develop sensitivity to the elements of the visual world and to develop the child's ability to communicate visually. They involve awareness of line, shape, form, colour and tone, pattern and rhythm, texture and spatial organisation.

The development of perceptual awareness helps children to see and to understand the world around them and to express their ideas, feelings and personal experiences in visual form. Attentive looking helps them to make connections between their own work and the work of others. It also helps to develop concentration and the ability to focus attention generally. These experiences are an essential part of every art lesson.

A threefold structure is suggested for choosing thematic content or subject matter, based on children's

Experience

Imagination

Observation

Curiosity

This structure provides opportunities for children to give visual expression to inner concerns which may be difficult to put into words, to give expression to the wonderful world of the imagination, and to pursue their curiosity in the physical attributes of the world. Very often two or even three of these are being drawn on in a single art activity or project, at variable levels of importance.