Presentation of Prints - Presentation Techniques
(Here's the "How to...")
1. The best presentation begins with genuine enthusiasm. When you are confident and prepared you will feel relaxed.
2. Take time to prepare your talk. Do some pre-planning and purposefully look at the picture. Be sure of what you want to lead the children into discovering in the picture. This will make it possible for you to be flexible in changing the order of your talk. If the children's participation and comments make it necessary, you will be prepared. Your prepared presentation should be close to 15 minutes.
3. On your first visit, tell the children who you are, and your purpose for being there.
4. Emphasize that what you are showing is a reproduction, not the original. Mention that the size of a reproduction is not the size of the original. Discuss the purpose and need for reproductions. Mention that more people can enjoy it, the artist can speak to people all over the world and that the cost is more reasonable etc. See Appendix.
5. Be sure to tell the students that one of the most important things about a painting is that no one can tell us what we should think about it. Encourage them to express their honest opinions. There are no wrong answers or feelings. Lead the class in describing the picture.
6. Be as creative and original in your approach as you can. Prepare your presentation with the age of the children in mind. See the grade level characteristics in the appendix.
7. You might begin your talk with a question to show the class that this is a conversational situation. Give a talk, not a lecture. Remember you are sharing art for enjoyment.
8. Use the Dialogue Technique, by asking questions such as:
What do you see in the picture?
How do you feel about the picture?
What colors do you see?
Why do you think the artist used that color to show this?
9. Lead children to discover the elements of art - line, form, color, and texture. (See Appendix)
10. Help children understand that the artist is communicating with them through visual language to tell how he feels and what he is trying to express. A painting can tell us a story in a language we all understand.
11. Encourage the children to explore pictures on their own. They could visit local art galleries or check out art books from the library.
12. Always include a summary at the end of your presentation. Review the major points of your presentation with the children.
13. Be sure to ask if there are any questions after presenting each picture. Also ask for questions at the end of the total presentation. Don't be afraid to say you don't know the answer. You might ask "What do you think?" or "Let's see if we can find out."
Hints For A Successful Presentation
Preparing for your presentation:
1. As soon as you know your schedule of classes, set up a time to meet with these teachers. Visit the classrooms to familiarize yourself with the physical arrangements.
2. Put a reminder slip in the teacher's mailbox the week before your visit.
3. In the lower grades (K-2) the teachers may be willing to allow their students to draw. If so, ask the teacher to make sure each child has crayons and paper when you arrive. BE SURE to show 2 or 3 of the children's drawings before you leave.
4. Being able to call the children by name will add to your success. Ask the classroom teacher if name tags or desk 'name plaques' will be supplied. If nametags are not possible, ask the teacher to make a seating chart so you may refer to it from time to time.
5. Gather any props you want to use in your presentation; drape cloth for paintings, poems, globe or map, or other pictures by artists.
6. Find out if your artist(s) relate to the class curriculum.
7. Go over your proposed schedule and double check dates and times.
Your presentation:
1. Arrive at least 15 minutes early and sign in at the office. Contact the school if you cannot attend. Wear your nametag or Meet the Masters T-shirt.
2. After knocking, walk into the classroom.
3. Show you're happy to be there. Look at the teacher and the students. Have a smile on your face and in your voice. Speak distinctly and directly.
4. Use the chalkboard to write the artist's name and title of the print.
5. Don't detract from your talk by reading notes or holding up a book.
6. Encourage the children to become involved. Never laugh at or ridicule the questions or opinions of the children. You want them to feel free to express themselves.
7. Explain to the children that looking at fine art is an adventure in seeing. It can take us to places we've never been. We can see people we will never meet. We can see how people lived and dressed in another age.
8. Do not hurry. Take your time and be at ease. This is enjoyment time for the children and you.
After your presentation:
Complete a self- evaluation, giving your ideas and suggestions. Any additional research or hints can be put in a file folder for later reuse and shared with other presenters via email, meetings, the Workshop, and the "Ideas Closet".
Sharing information helps everyone!
About The Artists
A brief biographical sketch of each artist is included in this Meet the Masters manual. A duplicate of this information is also on the back of each print. This information was written for the adult volunteer, not for the student. Meet the Masters volunteers are encouraged to find out more about the artist and the print through their own research.
Ask the children if they know the artist. If not, tell them the name and write it on the chalkboard in large letters. Have the children repeat the artist’s name after listening to your pronunciation.
Have the children look for the signature on the print.
Tell the artist's nationality and where he lived (use a map or globe). Tell the children if he was married, and how many children he had. If information is available and appropriate, tell how he died. Children usually ask for this. Remember personal tidbits bring the artist to life.
A detailed biography is too boring for the students - tell unusual facts about the artist's life, work and personality. They will remember Michelangelo when they remember that he painted the Sistine Chapel ceiling while lying on his back. They will remember van Gogh when they remember that he cut off his ear.
Place the artist in history, using historic events that children know. "He was painting this picture when Columbus was discovering America."
Remember to compare and contrast this artist to other artists from previous Meet the Masters presentations.
About The Prints
A short description of each print is included in this manual. A duplicate of this description is also on the back of each print. Meet the Masters volunteers are encouraged to learn more about the print through their own research.
When showing the print:
Carry it around the room so the children can see it up close. Find a place to display the print (chalkboard ledge). For a little drama, drape a large dark piece of cloth over the painting while discussing the artist's background. When it is finally removed with a flourish, the children sense a special excitement.
Permit the class to enjoy looking at the picture before continuing.
Ask the students to guess what they think is the title of the painting. They really enjoy
this at any age and often come up with the exact title.
Ask the students the following questions:
What medium did the artist use - oil, watercolor, pencil, etc.?
What is the focal point of the painting? (Where did the artist want the viewer to look and how did he accomplish this?)
What feeling do they get from looking at this picture?
Do they like the painting? Why? or Why not?
How do the colors used affect the painting?
For students in grades 3, 4, and 5, ask the following questions:
Where is the original displayed?
What medium and support were used? (Oil on canvas, tempera on panel.)
When was it painted?
How long did it take to paint it?
Was it finished?
What was happening in the world or in the artist's life while it was being painted?
What type of painting is it? Landscape, still life, or portrait?
Who were the models?
What do the costumes tell us?
Is there a theme taken from history, mythology or religion?
Additional Questions That Can Be Asked
Questions have been provided for you to go with each set of pictures.
However, if you would like to add more questions, or substitute other questions, the following list may be of help:
What is the subject of the painting?
Why did the artist paint it? What did he/she want to say? To record an event or history; to tell a story; or to suggest a feeling?
What do you see first?
Where does your eye move next?
Does color have anything to do with this? Does line?
Would you like to be inside the painting?
Does the painting make you feel you are there or just watching?
How does the artist accomplish this?
Who are the people? Would you like to talk to them? What would you ask them?
Does the picture tell a story? If so, what does it tell us.
How does the painting make you feel? Why?
Does the artist use perspective? Can you point to where he used it?
Is there movement or motion in the painting? How do you think the people would move?
What sound does this painting make?
What clothes are the people wearing? How are they similar or different from yours?
Do you think the artist is kidding us? Why?
Do you see light? Do you see shadows? What colors are used for light and shadows?
Do you like the painting? If not, how would you change it?
What would happen if we turned the picture upside down? Would it look better or worse?
What is your favorite color? Can you find it? It may be hiding or not mixed yet.
Does this picture make you feel warm or cool? What colors make it feel warm? Cool?
You can do the same for happy and sad colors, exciting and calm colors.
Ask which is their favorite painting and why; take a vote.
Does the painting remind you of a place you have visited?
If there is a container (box, building, etc.) in the painting, ask what they think is inside.
Have the children name everything in the painting.
Look for repeated shapes and lines. Point to these repeated shapes in the pictures.
YOUR SELF-EVALUATION
Do I enjoy myself and do I let the children know it?
Do I stand and address the group with confidence?
Does my voice carry to the back of the class?
Do I dress neatly and unobtrusively?
Do I avoid distracting mannerisms?
Am I dependable, punctual, and accurate?
ATTITUDE TOWARDS THE CHILDREN:
Is my vocabulary suitable for the age group?
Can I relate what the children see to what they may know from their own experience?
Do I let the children know that their own observations are valuable?
Do I refrain from lecturing and encourage their participation in discussion?
Am I flexible enough to follow their lead and interests in the discussion?
Can I make the children really look at the painting?
Do I compliment children for their participation in the discussion?
PRESENTATION:
Do I plan my presentation?
Do I include comparisons?
Am I aware when to limit a discussion?
Do I realize I can't possibly use all the materials?
CONTENT:
Am I well acquainted with the information on the artist, print and questions for discussion?
Am I careful not to give misinformation if I don't know the answer? Did I say, “I don’t
know," rather than try to bluff it?
INDIVIDUAL (PERSONAL) GROWTH:
Do I try to expand my own knowledge?
Have I ever consulted the suggested reading?
Do I attend gallery tours, workshops, etc.?
Do I take the time to acquaint myself with the art institutions in my community?
REMEMBER . . . I am not an art historian . . . I am here to help the children learn to see.
ARE THE CHILDREN LEARNING SOMETHING?
ARE THE CHILDREN ENJOYING THEMSELVES?
WILL THEY WANT ME TO COME BACK?
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