Kindergarten explores the world of art. (Elementary School).

I wanted to see if it was possible to introduce a class of kindergarten students to ten different artists, enabling them to identify the artists' works, while working on speaking, reading, fine-motor skills, creativity, and writing. It was a tall order to pack all these objectives into one set of lessons, but I still believed it was possible as long as I was able to create excitement and enthusiasm among students.

I began by choosing a varied group of artists from different time periods in history. The artists chosen were van Gogh, Matisse, Monet, Michelangelo, Leonardo da Vinci, O'Keeffe, Picasso, Degas, Cassatt, and Klee.

Literature and Reproductions

Introducing students to the artists through literature would be a key objective of the program. In many cases, the literature selected was fiction with historical content, such as Anholdt's Camille and the Sunflowers. In other cases, I selected more factual selections such as the Famous Artist Series books. Whenever possible, I tried to link a fictional story with a more factual account to follow. For example, I used Parillo's Michelangelo's Surprise with Michelangelo (Famous Artist Series), a biography by Jen Green.

A series of calendars, reproductions, and prints were purchased to explore each artist. This display was an important and crucial aspect of introducing students to the style of each artist, since these examples would decorate the classroom as we studied.

The kindergarten teacher read one of the books to students as an introduction to the unit. She decorated the classroom with reproductions for students to view as they entered class. She also printed the artist's name on the chalkboard on the first day of the unit, where it would stay until the next artist was introduced. For the next few days, students would spend time each morning talking about the reproductions and reviewing the story. The teacher presented each reproduction by giving students the name of the painting. Many times, as the units progressed, the teacher found that students were making comparisons with the works of artists previously studied. One example of this was when she presented Mary Cassatt's Child in a Straw Hat, one student remembered that van Gogh wore a straw hat in his self-portrait, and another student remarked that Claude Monet wore a straw hat in a picture on the Japanese bridge. While introducing Michelangelo's Pieta, one of the children asked if Mary was Mary Cassatt. Not quite correct, but connections were being made.

Variety of Media and Styles

While planning the unit, it was essential that students had the opportunity to experiment with a variety of artistic media. We used paints, markers, cut-paper, glue, pastels, and scratch-art in our studies. Students created a work in the style of the artist, focusing on one of the reproductions displayed. It was important to me that students had a choice in what they created, so they were permitted to choose an example that they wanted to attempt.

After several days of discussion about the reproductions, the art activity was introduced. Students tried to emulate the style of van Gogh using poster paints. For Matisse, they used cut-paper and glue to create collages. Students experimented with pastels for our Degas study, and watercolors for Monet. Our Michelangelo study had students on the floor under the tables where we had placed the drawing paper. Using markers, they tried to create by lying on their backs. After this excersise they had a whole new appreciation for Michelangelo's experience in painting the Sistine Chapel.

The da Vinci experience gave children an opportunity to trace a drawing of the Mona Lisa, and transfer it onto gold and silver scratch-art paper. All of these activities gave students an opportunity to be creative, while helping them to strengthen their fine-motor skills.

Interpretation and Writing

Finally, students were asked to write something about their own interpretation of the artist's work. Here, real growth was seen as the unit progressed, now over a span of about eighteen weeks. At the start of the unit, almost every student needed a great deal of help with this task. As we moved through the year, students thought out what they were going to write in advance, and many were able to do most of the writing alone. Others continued to need a great deal of help, but this provided an alternative assessment, which could be evaluated using our kindergarten-writing rubric. We looked for age-appropriate writing, rather than correct spelling.

Next, we paired the pictures with the writing and glued them together into a big book. We laminated each page and punched it to fit 3" (8 cm) binder rings which we used to bind the books together. Students then practiced reading their stories and the stories of their friends.

Keys to Success

During the time of the project, reports were received from parents that indicated that students had indeed learned to identify the artists' works. One parent reported that her child saw a Mary Cassatt reproduction in an aunt's home and was able to identify it. Another parent reported that her son, upon seeing a Michelangelo reproduction in a restaurant, was able to identify it as Michelangelo's work. Our final exam came when a news reporter visited the kindergarten carrying a Degas tote bag, which the students immediately identified. We were all suitably impressed.

I was pleased with the outcome of the project, and truly amazed that I was able to accomplish all the objectives I had set at the beginning of the project. In addition, the project enabled me to realize that very young students are capable of making aesthetic judgments about works of art, and are able to identify similar styles. Additionally, kindergarten students are capable of producing quality work, sometimes at a level higher than we anticipate.

This project could easily be reproduced in any kindergarten. Creating enthusiasm for the project and sustaining interest is key to its success. As curriculum director and developer of the project, I was fortunate to work with an exceptional kindergarten teacher, Patti Ayling Gilmour, who was able to accomplish this as she implemented the unit. Kindergarten students are able to grasp and accomplish more than they are often asked to do. Integration of art into the curriculum can help us to maximize learning for these young students.

NATIONAL STANDARD

Students identify specific woks of art as belonging to particular cultures, times, and places.

Resources

Anholdt, L. Camille and the Sunflowers: A Story About Vincent Van Gogh. Hauppauge, NY: Barrons, 1994.

Green, J., et al. Michelangelo (Famous Artist Series). New York, NY: Phaidon Press, Inc., 1994.

Mayhew, J. Katie and the Mona Lisa. New York, NY: Orchard Books, 1999.

Parillo, T. Michelangelo's Surprise. New York, NY: Farrar, Strauss & Giroux, 1998.

Denise B. Geier is an elementary curriculum director in Middletown, New Jersey. [e-mail].