Chapter II. SUGGESTED AREAS OF ART EXPERIENCES


* The scope of art is so extensive that it should not be isolated into a few areas. It is de-
sirable that children have opportunity to experience a variety of types of art, since no one
means of expression will appeal to all children and since a limited type of program will
soon become tiresome and lacking in educational value.

* In selecting art experiences in connection with the development of a unit it may be
necessary to refer for technical information to the sections on drawing and painting for one
or two children, to that on clay modeling for another group, to pages on puppet construction
for a third, etc.

* The following experiences are possible within the facilities of most present day schools.


PAINTING

TEMPERA OR POWDER PAINT


 MATERIALS NEEDED

 Paint-tempera, dry powder paint, or calcimine

 Brush-at least one-half inch wide with bristles about one inch
 long

 Paper-large size (18 x 24) newsprint, American white paper,
 cream manila or wrapping paper

 Capable children (even in the primary grades) can be taught to
 mix powder paint, using two parts dry powder paint to one part
 water. The mixed paint should be about the consistency of cream.
 For smaller children the paint should be poured into glasses until
 about half filled, with a brush in each glass. A set of four or five
 colors may be put into a small box for several children to share.
 Muffin tins or plastic egg trays provide efficient containers for colors
 for older children. Each student should have a container such as a
 can or jar of water for washing his brush.

 You may have one or more easels which have trays for holding
 the paint jars. If not, easels may be made from cardboard and leaned
 against the blackboard. Clothespins are good to clip the paper to the