"Monet's Trees," by A.W., kindergarten

"After Monet I," in-class example, by Alison McMahon Johnson, © 1998

In doing "discipline-based art education" (eduspeak for using masterworks as models and/or springboards), if the teacher works along with the students, step by step and makes it clear to them that he is himself enjoying the activity and making his own piece, the student results are superb. In general, one must provide the best possible model for the students: this is one of the rationales behind "discipline-based arts education." It is also a graphic illustration of the need for high expectations for students; children can achieve heights of excellence, given the opportunity to do so. It is in expecting too little that we fail them as parents and teachers. In saying "expecting too little," I do not mean that parents and teachers should be disappointed if the students do not duplicate the work of a master of literature, language, art, architecture, mathematics, science, but that, rather, children should be provided models far beyond what we might expect them to be capable of so that they can reach as high as they can toward that goal.

Back to First Grade interpretations of Monet's Trees

Next page of Art Masters: Vincent van Gogh

Back to page one of Mrs. Johnson's kindergarten and First Grade pages

Kindergarten can do the impressionistic brush strokes of Claude Monet
and do landscapes of great beauty.

"Monet's Trees," by J.R., kindergarten

"Monet's Trees," by S.S.L., kindergarten

"Monet's Trees," by C.L., kindergarten

This page is created and maintained by Alison McMahon Johnson, © 1998

These pages were created as a labor of love by the students and the teacher for themselves and the parents and were created, I regret to say, with neither the knowledge, support, nor understanding of the district in which the classes were held. The educational philosophy expressed here is that of the author and does not reflect the position of the school or the district.

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