YOU MAY NOTICE THAT YOUR CHILD IS: • able to work on lengthy projects, returning multiple times to further a single task with full attention and motivation intact. • identifying talents; willing to try art for the first time and develop skills. • wired for risk taking; less correction and more guidance needed; developing an ability to find their way through choices or trial and error. • organizing information and can grasp the “big picture”. • beginning to understand that increasing their skill is attained only by practice. ENCOURAGE YOUR CHILD TO: • make connections between assignments and the interests they love. Say something like, “How might you use this art skill when you design your next computer game?” • keep a schedule. Say something like, “Let’s be college focused; getting an early start on big assignments and keeping up a steady pace in order to meet this deadline.” • produce artwork. Say something like, “Head knowledge is only one part of the fine arts. In school, your proficiency is based on the art you make, rather than verbal exams. In life, if you want to pitch your idea to a company or art gallery, you have to create it first, not just tell them about it.” • use formal instruction to become proficient in a variety of art media. Say something like, “Let’s expand your skills and get a head start on creating your college portfolio. Next semester, choose a new art medium to learn about and work with.” ENGAGE YOUR CHILD BY: • conversing about their art in meaningful ways using the lesson objectives. As you and your child critique and analyze their work and the work of others in a positive and constructive dialogue, your child is developing communication skills and getting comfortable in talking about art. Topics of discussion should focus on how they used an element such as line or shading in their art or how they arranged their art using the principles of design.
©2024 BRENDA ABBEY. ALL RIGHTS RESERVED.
Made with FlippingBook - Online magazine maker