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1942: Mexico and our fourth grade; art outcomes of a unit study.

Art Outcomes of a Unit Study

<ADD> MARION JEAN PROSCH Swarthmore, Pennsylvania </ADD>

IT IS inadvisable here to trace the development of the entire unit study or to discuss it regarding its other outcomes, such as character education, creative language, word study, etc. Here the "art outcomes" will be presented. The photographs and drawings here are presented as evidence of some of these art outcomes. Other more intangible outcomes cannot be pictured here. It does not necessarily follow that they then do not exist. Because of the integration of the unit, it is somewhat difficult to isolate the Art Outcomes.

* The original play written by the fourth grade children necessitated the scenery. The Social Study work gave the subject matter the background which authenticated the scenery. The actual originating of the scenery involved the use of certain art principles and techniques. Some principles of proportion were used in that closer objects were made larger and distant objects smaller. Distant objects were placed higher up on the paper. Objects close at hand seemed to cover up objects in the background.

* The children planned the scenery, using small models. Satisfactory plans were then enlarged and sketched in outline on the backdrop which was hung on the wall (as it would be used) while the children worked. Grouping and proper placement for interest and importance were considered.

* The planning of the color scheme and the actual mixing of paint were found necessary. The proper techniques of applying the paint were given practical use. The care of paint and brushes was also involved. The construction of the adobe hut gave still further art experiences. The fact that the hut needed to be moved also affected its construction.

* The making of costumes and properties gave rise to a wealth of design and applied design. Border designs were developed from repeated design units. Allover designs were used on program covers. They were also applied on cloth "rebozos" which the girls wore. The border designs were applied to skirts, sombreros, and serapes.

* Pottery forms were originated and designed. The actual pottery bowls were made, designed, and painted. The designs were adapted to the shapes being used. The children realized then that the form was somewhat dependent on the material used. The children experienced difficulty in using their mere intricate forms because of the type clay available. They then adapted the forms to the materials and the designs to the forms.

* In conclusion, an integrated activity such as this provides a wealth of opportunities for art experiences. A variety of art materials and techniques may he used. Many art principles may be observed and practiced. Individual differences as to interest and degrees of talent may be taken care of effectively. Instruction becomes effective because it is related to an existent need. Children may express their thoughts and feelings through the art media. Integrated art problems such as these provide many opportunities for the sharing of art experiences and for stimulating individual talents and specialties as well as fostering an appreciation of others' contributions.

MEXICO Y NUESTRO CUARTO ANO ESCOLAR

<ADD> Por MARION JEAN PROSCH Swarthrnore, Pennsylvania, E. U. A. </ADD>

NO ES conveniente trazar aqui el desarrollo de nuestro plan de estudios en su entereza ni discutirlo con relacion a resultados tales como los relativos al caracter, vocabulario creador, estudio de palabras, etc., de los alumnos. Aqui no se presentan mas que los resultados de indole artistica. Las fotografias y los dibujos se presentan para mostrar algunos de estos resultados, pero hay que tener presente que hay otros muchos imposibles de delinear pot su caracter intangible. A causa de los muchos elementos del proyecto es algo dificil apartar los resultados pertenecientes puramente al arte.

* Para la pieza, escrita por los alumnos del cuarto ano escolar, habia que hacer una escena con sus decoraciones. Nuestros estudios sociales dieron a la materia el fondo que hizo autenticas las decoraciones. El idearlas necesito la aplicacion de ciertos principios y mecanismos del arte. Se emplearon algunos principios acerca de la proporcion, haciendo mas grandes los objetos inmediatos y mas pequenos los remotos. Los objetos distantes fueron puestos mas alto en el papel. Los cosas muy cercanas parecian cubrir por completo las cosas en el fondo.

* Los alumnos idearon las decoraciones, empleando pequenos modelos, y estos fueron ampliados y dibujados en el bastidor de fondo que se colgo en la pared segun se usaba mientras trabajaban los ninos. Se considero la agrupacion y la colocacion mas convenientes.

* Fue necesario proyectar bien el diseno para los colores y mezclar cuidadosamente los colores. El propio arte de aplicarlos y el cuidar los pinceles se ensenaron tambien. Y los alumnos resolvieron el problema de construir la casucha de adobes y de trasladarla al ser necesario.

* El hacer los trajes y las otras cosas necesarias para la representacion inspiraron una mina de disenos originales y la aplicacion de ellos. Los unos fueron usados como adorno de los bordes de faldas, sombreros y sarapes, y los otsos para embellecer los programas y los rebozos que llevaban las ninas.

* Los alumnos idearon y ejecutaron los moldes para sus vajillas de barro, fabricaron estas y las pintaron. Los disenos fueron hechos conformes a las formas de las ollas. Los ninos entonces se dieron cuenta de que la forma dependia del material que se usaba. Ellos tenian dificultad en emplear las formas mas elaboradas a causa del barro. Luego hicieron los moldes segun la materia y los disenos segun los moldes.

* En conclusion, un estudio tan completo como este ofrece muchas oportunidades para aprender algo del arte. Se pueden usar una variedad de materias y de metodos. Se aprenden y se aplican ranchos principios del arte. La individualidad del alumno segun el interes y la capacidad puede ser desarrollada. Es mas efectiva la instruccion pot estar relacionada con una necesidad efectiva. Pueden expresar los alumnos sus pensamientos y sentimientos por medio del arte. Los problemas coordinados del arte tales como estos proveen muchas oportunidades para participar en experiencias artisticas y para estimular los talentos de los alumnos.
COPYRIGHT 1991 Davis Publications, Inc.
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 1991, Gale Group. All rights reserved. Gale Group is a Thomson Corporation Company.

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Title Annotation:reprint of 1942 article in English and Spanish
Author:Prosch, Marion Jean
Publication:School Arts
Date:Feb 1, 1991
Words:1006
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