Art dialogue

When engaging with students in regards to their artwork, it is important to invite a meaningful discussion about the art making process. In order to achieve this, teachers need to be focusing on the elements and principles in visual arts rather than making an empty or potentially damaging comment based on a value judgement of the art work (Gibson & Ewing, 2011, p. 137). By addressing the aesthetic elements of an artwork instead, teachers can gain an insight into the student's self-expression and reasons behind their choices during the art making process.

Some valuable comments or question about Rose's (6 years) artwork could be:

1. I like the way you've used the same two colours throughout your drawing.

2. Why did you choose to make the flower big?
3. Why did you make the dress stripy with straight lines?
4. I like how you represented the darkness by colouring black above the light.
5. Why did you draw the girl in pencil, but colour the rest in with texta?
6. I like how you've used both your colours equally - everything has both colours on it, except for the balloons which have one of each colour. It creates a nice balance in your picture.

For an older student, one could make a comment about the use of complementary colours, however it is likely that a six year old wouldn't understand that concept, and therefore it would hold little meaning for them. According to Wilson's graphic principles, Rose would be considered to be in the symbolism stage, employing the territorial imperative principle, and the conservation and multiple application principle. 

Using these artworks as an example, a teacher could talk about colour by addressing how each section is different: there is monochrome, complementary colours, cool/warm colours, and neutral colours.

References

Ewing, R., & Gibson, R. (2011). Transforming the curriculum through the arts. Melbourne: Palgrave Macmillan.