Question

how an art teacher create interest among students for an Art and crafts discuss in detail?​

Answer 1

Answer:

Explanation:

There may be many approaches in teaching art and crafts but in common here are two major types given as:

1) STRUCTURED AND TEACHER-DIRECTED Some art projects are structured and teacher-directed. The teacher has an idea of what to make and how to go about it. Specific directions are given to ensure a recognizable product. Often, there is little input from the children. For example, a teacher distributes a piece of paper with an outline of a tree. The children are instructed to use a dark color, such as black or brown, to color in the trunk and green for the top. They also cut or tear small circles from red construction paper. These are pasted onto the green top. The completed apple trees look nearly identical. Generally, this approach is used when art is approached with the entire group or small groups of children. Most craft projects are teacher-directed. Seefeldt (1995) critiques teacher-directed art. Asking children to complete patterned artwork or to copy adult models of art undermines children’s sense of psychological safety and demonstrates disrespect for children including their ideas, abilities, and creativity. Children who are frequently given patterns to cut out or outlines to color in are in fact being told that they, and their art, are inadequate.

2) UNSTRUCTURED AND CHILD-CENTERED An opposite approach is to be unstructured and completely child-centered. A teacher may distribute pieces of paper and encourage children to make whatever they want or encourage them to visit the easel or art center. In this approach, children have much input and choice. There is SCIENCE ART CRAFT Foundation Logic Imagination Experience Relies on Scientific Creative insight practical Experiences Raise on Replicability Novelty Utility Decision Making Deductive Inductive Interactive Primary strategy Planning Visioning Try something Contribution Science as a systematic analysis,in the form of inputs and measurement Art as comprehensive Synthesis in form of insights and visions Craft as dynamic learning in the form of actions,experiments,trail and errors very little structure. Some children do very well with this approach. They may have a bank of ideas to represent through art. They may also see endless artistic possibilities at the easel or art center. Many children, however, are uncomfortable with this approach. It may be too loosely structured. Some children quickly exhaust of inventing their own daily art program. They look to the teacher for some structure, guidance, or possibilities.

3) Teacher can act as Facilitator A teacher-guided approach offers the better of the two former approaches: slight structure with much child direction and input.

4) A teacher can supplies the theme or an idea “Children, it’s getting very close to summer. Today, we will make a picture that reminds us of this season.” Although the theme is given, there is no specified product. Children are free to use paint, crayons, markers, or clay to make their own versions of what summer means to them.

5) A teacher introduces new materials to the students “Today I put some reels and buttons near the art table. I want you to look at them and think of how they might be used in art. Try out different ways of using them.” Children are free to use them as brushes, make a stamped impression, or paste them to a collage, as long as the rules for the art center are upheld.

6) A teacher can extends or builds upon an existing activity with new method Teacher can say to his/her students that, If you like, I could show you how to sew one out of cloth.” Or, “Did you enjoy your paper drawing? Would you like to learn how to draw?” These sentences may help the students in learning art and craft in best way with new methodology.

7) A teacher poses a problem “Let’s see how many different shapes we can cut out of paper for pasting.” Or, “How could we use these empty boxes and ribbon?” Or, “What will happen if we try painting on newspaper or the colored pages in this magazine?”When teacher imposes a problem and ask questions the students pay more attention.

8) A teacher extends art into other curricular areas ‘There seems to be a lot of excitement in your picture. Would you like to share it by telling me a story?” Or, “The dog you painted looks so happy, let’s work together and write a poem about it.” Or, “Perhaps you would like to plan a play for your pet.” Different approaches may work for certain activities and certain children. Young children will not automatically discover how to use a watercolor set. They will need some direction and instruction in its use and care

Answer 2

The interest can be developed by encouraging them and by devoting more time towards art and craft.

• Drawing, painting, together with reading, writing, singing, and playing an instrument, forms art foundation instruction in primary school.
• Learning arts and crafts fosters creative growth, and even aids in advancement and refinement of student's essential abilities, which may help increase the scholastic accomplishment.
• The teachers can build interest as -

1. Participating with the students and understanding their view on the same.
2. A school can host various art competitions or have an extra curricular club and can encourage students to take part in it.
3. The students can be made to express their feelings through the medium of art and craft.
4. The students can be told the advantages of these activities, and how they can even help them ahead in their life. The students can be given examples of prominent artists, designers.