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  • Writer's pictureBilden Creative Learning

Study of Art, Part III - NVAG Study Visit Age 4-7 (September 2023)

Updated: Sep 16, 2023

上两周8月27日,本院带领八岁以上的学生去画廊探索艺术的奥妙,增广他们对我国创作家的见识。这次则与八岁以下的学生们一同开启画廊之旅。目的是让他们开阔视野,体验生活与校园以外的艺术世界。同时他们需要学习遵守秩序,成为品行良好的参观者。主要的秩序有

  1. 不可触碰画作或其他艺术品

  2. 保持安静

  3. 走路时放轻脚步,避免产生噪音

  4. 听从老师的话

  5. 不可擅自离队

从小培养孩子遵守秩序是为了建立对归属感和与他人之间的联系的良好基础,也是培养良好的礼仪和情商所需要的力量。


当天活动主要分为两类,活动一为认识及观察老师所介绍的画作和背后的含义,透过回答册子里的相关问题来加深印象。接下去的环节为一些活动,目的是让学生们重新回顾所认识的画作并激发自己的想象力及创意性。


Two weeks ago, on August 27th, we took students aged 8 and above to National Visual Art Gallery to explore the mysteries of art and expand their horizon into Malaysian art. On 10th September, we embarked on a gallery trip with students under the age of 8. The purpose was to broaden their horizons and let them experience the world of art and creativity beyond their daily lives and school. At the same time, they needed to learn to follow social orders and become well-behaved visitors. The main orders were as follows:

  1. Don’t touch the artwork or other art pieces.

  2. Be silent.

  3. Walk softly to avoid making noise.

  4. Listen to teachers.

  5. Do not leave the group without permission.

Having many children tuned in to social order since young is a great foundation built for a sense of belonging and connection with others and muscles built for good manners and EQ.


The activities of the day were divided into two main categories. The first activity involved getting to know, observe the artworks introduced byteachers and understand their meanings by answering related questions in abooklet. The next part of the program included some activities aimed at helping the students revisit the artworks they had encountered and inspiring their imagination and creativity.

 

Arriving at NVAG

Introducing the different types of art media to the children


Fall Back In Love by Chang Yoong Chia

“We look at this plate to know the artist’s name and title of painting,” intro by Teacher Shirleen.

“Whoa! Five types of stamps used” said Tee Hock

“1, 2, 3...” counted Kaysan


Nyonya Koay by Sylvia Lee Goh

“Time to answer the question. How many types of kueh can you see?”


Antara Dua Hidangan by Din Omar

“What is this?” asked by students

“Is the pot for washing hands?” asked Kaysan

“So many packages. What are they?” asked Huey Chi


Lunch time!

"Yummy!"

 

Afternoon activity

Original painting - Landscape Series by Mohd. Yusof b. Ismail


Combined work by by Tee Hock, Huey Chi, Kaysan, Jacob & Z-Hui



原画Landscape Series是一幅充满鲜艳色彩的作品,画中茂密的森林里住着许多亮丽且可爱的动物们。这样的作品让学生们有了很大的想象及发挥空间,令人意想不到的画作是来自Z-Hui原创的想法,她创作出不同于原画的水怪,但它能与动物们和睦共处。Tee Hock和Huey Chi富于观察力,掌握基本的构图,激发他们的观想力去模拟在画纸上,更加强他们的意识图像的认知。

Kaysan和Jacob画的生物也展露出满满的个人特色,尤其是树木和在水里畅游的鱼。而且源源不断的想法使他们积极地创作,令老师们感到十分惊喜。透过这样的活动,他们不会只是走马看灯,而是加深对画作的记忆和认知。

The original painting, "Landscape Series," was a vibrant work of art, depicting a dense forest inhabited by many colorful and adorable animals. Such artwork provided students with ample room for imagination and creativity. Unexpectedly, Z-Hui introduced the concept of a water monster that coexisted harmoniously with the animals in the original painting. Tee Hock and Huey Chi displayed keen observation skills, grasped the basics of composition, and were able to visualize to draw their interpretations on paper, enhancing their visual cognition.

Kaysan and Jacob's creations also showcased their individuality, particularly in their depictions of trees and fish swimming in the water. Their constant flow of ideas made their creative process quite impressive. Through such activities, they didn't just passively view the artwork but deepened their memory and understanding of it abstractly.


之后是拼图活动,让学生们透过这样的形式既能回顾当天所认识的画作,也能促进伙伴间的友谊。他们体验了共同完成每一幅拼图的快乐,也基本学到如何与伙伴有效地分配并完成拼图,从中培养耐心及思考能力。

这趟画廊之旅让大家都满载而归,活动结束后学生间的关系变得更加融洽。整个活动看到他们充满活力和欢乐的回馈,感激他们愿意借此机会随着老师们进入美丽的艺术世界,为这趟旅程添加了不一样的色彩。


Following that, there was a puzzle activity that allowed students to both revisit the artworks they had seen that day and promote friendship among peers. They experienced the joy of completing each puzzle together and learned the basics of effective teamwork and problem-solving, fostering patience and critical thinking skills. And ended with fun searching for the actual paintings.

This gallery trip left everyone feeling fulfilled, and relationships among students improved. Throughout the event, we witnessed their enthusiasm and joy, and we are grateful that they were willing to accompany us teachers into the beautiful world of art, adding a different dimension to this journey.

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