posters
DESCRIPTION
Teaching Material made by Kirsten FuglTRANSCRIPT
Teacher Education in Art for primary Schools - draft
- 1 - NUAE & UCSJ
Communicative Posters
Decoration
An integrated art project combining text and picture
Teacher Education in Art for primary Schools - draft
- 2 - NUAE & UCSJ
1. Preparing a process of art works for communication
Reflections of the teacher
Each student is every day confronted with and experience a broad variety of Vietnamese visual
culture. The number of posters, billboards, and advertising signs is heavily increasing.
The art students are also introduced to different theories about learning and development of
competences. In this material the theory of multiple intelligences by Howard Gardner is selected but
many other aspects could have been chosen as content for this project.
In order to combine these experiences the lecturer decides to introduce an art project creating
communicative posters on multiple intelligences to be applied in classrooms, in staffrooms and at
meetings with parents.
Questions before detailed planning:
•What?•Whom?
•How?•Why?
Visual Culture
A poster Teaching Aid
Multiple Intelligences
Students as Designers
Materials - techniques
Form
Pictorial Language:Composition LinesColorsContrasts
Function
What do you want to say?
What do theobserve see?
Meaning - theme - topic - motif
Why? How?
What?For
whom?
Find further information and inspiration in Educational Theories for Art Education
Aims/ objectives
This element will
Outcomes
At the end of this element the student will be
able to
Introduce tools for planning art lessons
Challenge the student to take part in
preparing an aesthetic process/project
Take active part in planning a project
Understand the background for the new
process
Use and understand the five competence
areas as support for planning a lesson
and a project
Teacher Education in Art for primary Schools - draft
- 3 - NUAE & UCSJ
2. Collect and categorize everyday Posters
Exercise
Each student collects 5 examples of posters from Vietnamese visual culture. They can bring original
posters or pictures of the chosen examples. In groups of 4-5 the students categorize the posters
looking for similarities within these four categories:
CONTENT MATERIAL/TECHNIQUE FORM/STYLE FUNCTION
You might also want to focus on a
cross section- and non-historic categorization e.g. pictures of animals or peace or portraits
chronological and historic categorization e.g. pictures of one artist or child
Aims/ objectives
This element will
Outcomes
At the end of this element the student will be
able to
Stimulate the student’s awareness of the
surrounding visual culture
Challenge the students to collect various
types of posters
Stimulate the student to compare and
categorize art works
Stimulate the awareness of criteria for
communicative posters
Make a collection of posters
Discuss the concept: visual culture
Categorize pictures/posters
Share criteria for a communicative
poster
Teacher Education in Art for primary Schools - draft
- 4 - NUAE & UCSJ
3. From choice of Topic to Creating Ideas
Tip!
To create a common understanding let the student analyse and discuss the four Circus Posters
made in grade 2 Primary School
What is the TOPIC?
What is the MOTIF in each poster?
What is the individual THEME in each poster?
What is the FUNCTION of each poster?
How can you work with posters in your classes?
Close up
Interior included
Exterior
Action
Aims/ objectives
This element will:
Outcomes
At the end of this element the students will be
able to:
Stimulate the students’ awareness of
approaches to aesthetic processes
Stimulate students to seek out inspiration
on topic within existing culture
Challenge the student to reflect on topics
relevant for different grades
Stimulate the student to reflect on ways
to motivate children to create ideas
Listen to classmates ideas and wishes
Express and clarify own idea
Express an understanding of the
connection between topic, idea, theme,
motif, material, and language of art
Choose relevant topics for different
grades
Teacher Education in Art for primary Schools - draft
- 5 - NUAE & UCSJ
Thematic Approach
Reflections of the teacher CIE model is a pedagogical, didactic
approach to develop innovative students
INNOVATIVE PLATFORM
The class agrees on common or individual idea for a thematic approach to a learning
process in Arts and each student selects their personal interpretation and motif.
The students can work individually or in groups.
How can I/we express my/our idea? How can I/we improve my/our idea? Where can
I/we search for inspiration and help? With whom can I/we discuss my/our draft?
ENTERPRISING PLATFORM
Starting from the drafted sketches in the groups the
class collects inspiration from other visualizations of MI.
The class agrees one a common style, format, number
of colours etc. for the production. The
students produce their final works.
A project develops in an interaction between the
created idea/focus and the available and challenged
competences in each student
CREATIVE PLATFORM
A topic is an objective concept chosen
as a common platform for creating
ideas, memories, associations, fantasy.
Mention or list all the ideas you get
in connection to the chosen topic?
Based on the topic the teacher can
guide the class in creating a mind map.
All ideas are welcome and categorized
during the process
It is essential to get the attention of the
students and motivate them to think
about, elaborate on, and differentiate
the interpretation of the topic. They are
working within the creative platform.
Teacher Education in Art for primary Schools - draft
- 6 - NUAE & UCSJ
4. From Idea to Cultural Inspiration to Choice of Motif
The students are going to work with MI and develop teaching aid posters to be exhibited in
classrooms. Visualization of MI can take many forms with different styles. You can find inspiration
from others in books or posters. Here is included some examples for discussion and categorization.
Kindergarden Staffroom with posters of Multiple Intelligence at NCE, Hanoi
Introductory work at NUAE with MI
Teacher Education in Art for primary Schools - draft
- 7 - NUAE & UCSJ
5. From Motif to choice of Format, Size, Material,
Technique, Typography to Layout
Aims/ objectives
This element will
Outcomes
At the end of this element the student will be
able to
Introduce the student to relevant
material for making posters
Stimulate the student to make a draft as
foundation for dialog in process
Challenge the student to use paint and
brushes relevant for the content and
function
Challenge the student to simplify to
strengthen communication
Create a draft and discuss this with the
class for feed-back and communication
Select material according to content and
expression
• Create a visual composition for a poster
• Work reflected on lines, shapes, colors
and text
• Select simple forms and symbols
relevant for the content
Create a communicative poster
Teacher Education in Art for primary Schools - draft
- 8 - NUAE & UCSJ
6. From Expression to clear Communication of Content
Aims/ objectives
This element will
Outcomes
At the end of this element the student will be
able to
Stimulate the student to be aware of the
visual culture in daily society
Challenge the student teacher to reflect
on the language and effect of
communicative posters
Stimulate the student to consider the
recipient’s optic
Appreciate the language of posters
Analyze and reflect on own and others’
posters as part of a visual local, national,
and global culture
Understand receptive, productive and
communicative aspects of a poster
Index
An index is characteristic of
having a direct physical or
causal connection between
expression and content:
A wood pigeon in the snow
Icon
An icon is similar or imitate what
it signifies e.g. Swans on the lake
painted by a 9 year old girl
Symbol
A symbol refers to a
meaning in addition to what
is shown in the picture. The
white dove with a twig
symbolizes peace
Teacher Education in Art for primary Schools - draft
- 9 - NUAE & UCSJ
7 From Individual Works to Functional Posters
Aims/ objectives
This element will:
Outcomes
At the end of this element the student will be
able to
Stimulate the student to be aware of the
connection between sender, media and
receiver
Stimulate the student to be aware of
teaching aid material meaning for
learning processes in the classroom
Stimulate the student to be aware of the
responsibility and influence of creating a
learning environment
Analyze and differentiate the
communicative, productive, and
receptive factors in posters
Produce teaching material relevant for
current teaching and learning processes
Arrange inspiring learning environment
From topic to idea to draft to painted poster to digital experiments to “professional“ poster
for display integrating Sender, Media and Receiver in a functional interaction.
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