At Kelvingrove Art Gallery we were provided with advice on how to encourage pupils to discover various pieces of art in the museum, e.g. by providing each pupil with a torch and asking them to explore different points of a painting, suggesting how this part makes them feel, exploring the concept of inner emotions. We were advised to use higher order questioning methods when talking to children about art as this enables them to come to a new level of thinking. For example, instead of asking basic questions such as “What colour is the sky in this picture?” it would be more beneficial to ask “How do you think the people in the painting felt?”, contrasting it with other paintings. Another issue explored was the need to explore colour and texture used in paintings with the pupils allowing them to understand the links between colour and emotion e.g. dark colours in paintings generally suggest a gloomy context.
We were brought on a short tour of the museum where we were provided with ideas of activities we could do with pupils enabling them to see art beyond the literal visualisation and start to think what the art suggests. It was suggested that we could show children the armour of knights, comparing it with the armour of animals (e.g. the hard shield on a tortoise) discussing how both these armours are used for protection. This could then lead on to further discussion about animals which have protective armour.
I have included the link for Kelvingrove Art Gallery and Museum below:
Below: Some pictures of my day at Kelvingrove!
In small groups we explored the museum, gathering ideas for a lesson which we could present to a class of primary school aged pupils. My group were particularly inspired by the ceramic faces which were hanging from the roof at different levels, giving us the idea of doing a lesson based on expression where pupils could look at the expressions on the faces and write a creative piece suggesting why the particular expression is displayed.
What I learnt from the workshop:
– The importance of looking beyond the literal visual meaning of a piece of art
– We can incorporate art into various elements of the curriculum e.g. English
– Colour dramatically affects the mood of artwork
How the experience could be applied within a primary teaching context:
-After looking around the museum I thought of various objects which could be explored in order to teach ‘the arts’. For example, pupils could look at various sorts of jewellery, exploring different cultures, colours, textures, synthetic materials vs. natural materials. Children could then make a piece of jewellery such as paper bracelets which are made in Africa.