Heres another lesson Ive done that I thought I'd share here. Its for an introduction to colour. First I ask children to think of a rainbow and tell me what colors they remember. I then pull out 3 colors of cellophane. (Cyan, Magenta, Yellow) and pass them out. I tell children that these three are called "primary"colors and can be used to make other colors. Then I let them experiment a bit and have fun layering them and looking through them and playing with them. I then ask about what other colors they discovered. Most of the children will have found the secondary colors and a few have even found tertiary colors.
Then I give them some paper, glue sticks and some pre cut fandom shapes of the thre primary colors and let them create a "colourful" picture. Later in the day I ask them about their pictures and how they made the colors and which is their favorite and why they like it. ( apologies if I added "u" into my colour, Im Canadian and thats how we learn to spell it)
~ Catherine Davidson
I think the best part of inquiry-based method is sharing your knowledge, experiences& skills - that's why I teach. I don't know if this is too early but still, I'd like to learn about your methods and share ideas. So, here's one of mine from a basic art class:
Background info: I teach art in a public school and I find it very hard to go through full inquiry-based learning cycle with 2x45min/week/year but many things can be done in small scale simple assignments.
In my teaching like to create situations where the students don't know what is really happening - I call this a state creative puzzlement. It may be uncomfortable at first but kids usually get accustomed to it and play along. I always have names for my assignments but I try to formulate the big question also loud and clear.
Assignment: People in the crowd:
This is an introductory work done very early in the beginning ( not necessarily the first).
I start this assignment with a drawing session which goes like this:
First I ask the kids to take their sketchbooks and pencils and stand up - weather permitting I take them out. Then we just walk around in a designated area for a while. When students are spread around the area I tell them to stop and turn so that they see as many fellow students as possible.
After that I ask them to draw as many persons they can - I give no timeframe because every group is different. I’m not giving instructions either (if not absolutely necessary) - I use this time to get to know my students, to observe how the kids draw (skills, difficulties, etc…)
Students have also an opportunity to get to know each other - they have a reason to look at each other, ask and memorize names... This takes usually the first 45 min.
Second part of the assignment comes after a discussion, which usually goes something like this:
I start the lesson by showing them a blank paper. First I ask them how an image on this paper would be different from what you see in reality ( Not real, boundaries, lack of third dimensions if we are lucky…)?
THE BIG QUESTION: How to create an illusion of distance on a small, flat A4 paper?
Where is the place called NEAR on this paper?
What about FAR?
What other means of creating illusions of distance you know?
additional: look at your drawings – how can you tell that somebody is closer to you than someone else? Find out as many as possible.
They usually mention position on paper, size, overlapping, amount of detail but when it comes to colours you need additional help - images of artworks.
I have used Paul Cezanne: Monte Saint-Victoire as an example, either one of them or the whole set from wikipaintings:
We just figured x amount of means of creating illusion of distance - what means can be found in these pictures?
What other means there could be? Look at the image(s).
What can you tell about colours in this (these pictures)?
Compare the foreground and background?
What is common to all these pictures (look at the mountains)?
In here we usually go into properties of colour - temperature, brightness, saturation, etc... Perspective and aerial perspective are harder to find. I think it’s odd that they usually don’t mention perspective - any ideas why?
~ Pasi Kirkkopelto, Finland