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First Start In Art
For anyone, the study of art promotes creativity. For gifted children, it may help to uncover advanced ideas waiting for an
opportunity for expression. The study of artists and art history helps gifted children develop opinions and reflect on their own
ideas.

I've seen enough! I want to nominate my child now.

pdf version of First Start in Art

First Start In Art

by J. Christine Gould and Valerie Weeks

“Every child is an artist. The problem is how to remain an artist once he grows up.”
Pablo Picasso

Valerie Weeks, a teacher of young gifted children in Wichita, Kansas, thought Picasso had a good point which may apply especially to gifted
children. “It's different with gifted children,” she indicated. “Their interest in art is higher. Their feedback is different. Their levels of
sensitivity are different.”

This difference was the impetus for the design, development, and implementation of First Start in Art. This program utilizes arts-based
activities to introduce kindergarten children to art history along with personal artistic expression. The developmental level remains matched
to kindergarten students while the complexity level is raised.

The First Start in Art program is divided into three sections: Meet the Artist, I'm and Artist, and the Finishing Touch. The first two sections of
the program are designed to be taught in two ½ hour sessions per week for six months. The third section is designed to be taught in one
hour-long session per week for three months. Depending on the nature of the Finishing Touch project that has been selected, more time
may be needed for this part of the program.

Because art evolves, First Start in Art is not a static program. It grows and changes with the interests of the children each year. This
program description follows the activities of First Start in Art for one year.

Meet the Artist

Ms. Weeks seats twenty five-year olds around her and places the Art Trunk in front of her. She tells the children they are about to meet an
artist. Excitement fills the room. The Art Trunk contains essential materials about the artist who is about to be brought to life. On this day, it
is the abstractionist, Jackson Pollock. As Ms. Weeks opens the Art Trunk, she begins to draw items out that visually explain who the artist is.
The first item drawn from the Art Trunk is a book about the artist. It is followed by samples of the artist's work. The children are introduced to
the Key Vocabulary Words about the artist: abstract expressionism, spatter painting, movement, and balance. They discuss the meaning of
the Key Vocabulary Words as they relate to samples of the artist's work.

The discussion always begins with introducing the artist as a child. What was that person like? What brought about his or her interest in
art? How was the artist alike or different from the children in the room? The discussion continues and includes the artist's life, important
works, and any artistic stages that may be pertinent in discussing the artist. Through this discussion, the artist becomes almost real – almost
like one of the excited children sitting in the classroom.

I'm an Artist

Each school year is divided into several units of study. This year's units included African Design, Twittering Machines, Concrete and
Abstract, and the Personal Collage. Each unit begins with the introduction of the Key Vocabulary Words and a discussion utilizing the
Context/Interest Questions to create background knowledge.

African Design

Key Vocabulary Words: symbols, meanings, culture, belief system

Context/Interest Questions: Where do you think Africa is? How large do you think Africa is? What is a culture? What is a belief system?
What is a symbol?

To create a contextual background a contextual background for understanding African art, the unit begins by discussing African history,
geography, belief systems, and cultures. Once background knowledge has been established, the children are introduced to art forms that
developed specifically within African cultures. They learn about African symbols and their meanings. They then learn to use dye to create
colors and designs that are distinctively African. Next, the children create stamps of African symbols and stamp them onto paper bags. The
unit finishes with the creation of a burlap bag costume the children can wear. They cut holes for arms and necks out of burlap bags and
decorate them with African symbols.

Twittering Machines

Key Vocabulary Words: twittering machine, line, shape, color, imaginary

Context/Interest Questions: What is a machine? What does twittering mean? How could         someone make a machine? What kind of
music do you think the Twittering Machines played?          Why did the artist Paul Klee love color?

This unit is based on the photographs of Twittering Machines created by the artist, Paul Klee. Copies of his drawings of Twittering Machines
are made in black and white. Students are introduced to the watercolor medium which they then use to color in the machines as the artist,
Paul Klee, might have done. As a second part of the unit, students make a Twittering Machine of their own based on Paul Klee's designs, but
using their own imaginations.

Personal Collage

Key Vocabulary Words: texture, rhythm, pattern, overlapping, weave, combination, 3D, repetition

Interest/Context Questions: What does overlapping mean? What does texture mean? How         can you create texture or a 3D effect with
objects?

Unlike collages that express characteristics of an individual's personality, this collage focuses on differences in texture of materials. Children
are given a poster board on which to create their collages and are encouraged to put together items of varied textures. Items that might be
included are: fabrics with different patterns and textures, metal pieces, wire, flat objects, pieces of toys, string, wallpaper pieces, objects that
have depth creating a 3D effect.

While creating this project, the children practice the texture techniques of tearing and cutting paper. They also experiment with overlapping
items onto each other. The children are encouraged to combine the various textures of the materials on their Personal Collage.

Concrete and Abstract

Key Vocabulary Words: Rose Period, Blue Period, Cubism, abstract, concrete emotions

Context/Interest questions: Have you heard the name Pablo Picasso before? What is Cubism? How can an artist make something flat look
like it is floating in the air? What is a 3D effect?

Pablo Picasso is used as the vehicle for studying the differences between abstract ideas and concrete ones. The first project introduces
children to the idea of making something flat on paper look as though it is floating in air. Black and white copies of the Old Guitarist are
made. The children use the medium of colored pencils to add color and details to the painting. The second project is a creation of their own
Cubist paintings.

The Finishing Touch?

This year's Finishing Touch project was a sculpture of the Twin Towers which were tragically destroyed on 9/11. A local artist, Jennie Becker,
agreed to work with the children in creating their own group sculpture of the Twin Towers. After studying about the Twin Towers, the children
were invited to the artist's studio. She placed squares of porcelain clay about the studio – one piece for each child. After each child painted
his or her personal impression of the Twin Towers, the clay tiles were fired in a kiln. A local construction company volunteered to build a
concrete facsimile of the Twin Towers on which the tiles were set into place. One of the city's universities donated space for the children's
sculpture. It stands on the ground of Wichita State University today as an honor to those who died.

Benefits to Gifted Children

For anyone, the study of art promotes creativity. For gifted children, it may help to uncover advanced ideas waiting for an opportunity for
expression. The study of artists and art history helps gifted children develop opinions and reflect on their own ideas.

After finishing the Concrete and Abstract Unit, an emotional five-year-old girl rushed to Ms. Weeks and burst out, “I hope I never have a Blue
Period like Pablo Picasso.” Ms. Weeks answered, “I hope you never have a Blue Period, either.” She knows that now, at five years old, this
young girl is an artist. Will she be able to remain one?

Reference Materials

Evans, J. & Skelton, T. (2001). How to teach art to children. Evan-Moor Educational Publishers, Monterey, California.

Micklethwait, L. (1996). A child's book of play in art. Dorling Kindersley Limited, London. Distributed by Houghton Mifflin, Co.

Venezia, M. (1991). Getting to know the world's greatest artists (set). Children's Press, Chicago.

List of Artists for Study

Pablo Picasso (1881-1973)

Mary Cassatt (1844-1926)

Georgia O'Keefe (1887-1986)

Claude Monet (1840-1926)

Paul Klee (1879-1940)

Jackson Pollock (1912-1956)

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