繁体
繁体2025-11-24 08:50发布于广东
At BIS, creativity and a passion for learning flourish every day.
Students think through stories, express ideas through art, and explore new possibilities through hands-on activities. Whether they are working on thematic projects, environmental crafts, or foundational art skills, they continue building confidence, focus, and meaningful learning experiences in an enjoyable and inspiring environment.
Let’s dive into this week’s newsletter.
Reception Lions Explore the African Savannah: Learning Through Stories and Art
Written by Ms. Lenka, November 2025
This week in Chinese class, our Reception Lion Cubs explored the theme of Animal Rescue — African Savannah Animals. Summer on the African grasslands is always scorching hot and full of challenges! Through stories about animal migration, the children developed a solid understanding of life on the savannah and naturally used phrases like “extremely hot” and “lack of food” when talking about the animals. For our art activity, we created animal silhouettes that highlight the unique features of the grassland environment, using warm tones to evoke the intense heat. As they worked, the children also used climate-related vocabulary to form longer sentences and engage in discussion. The layered colors resemble the savannah at dusk, while the printed black silhouettes appear mysterious and striking, making you feel as if you’ve stepped right onto the African grasslands.
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From Trash to Treasure: Y1 Tigers Turn Waste into Play!
Written by Ms. Bear, November 2025.
As autumn settles in at BIS, our Y1 Tigers are busier than ever. In last week’s GP lesson, we learned about Recycle, Reuse, Reduce. The items we’ve used—like empty milk cartons or finished drawing paper—are not “little pieces of trash,” but “treasures that have lost their way”! When we throw them into an ordinary bin, they end up in a dark, crowded place where they’ll “fall asleep and never wake up again,” which is such a pity. So we must become “little environmental guardians” who rescue these treasures!
This week, we asked the children to bring in items such as water bottles and small boxes to create toys they love, because these things don’t need to be thrown away right away. With the help of mums and dads at home, our Y1 Tigers let them “come out and play again”! After washing and bringing them to school, the children used their imagination to turn them into toy guns, bows and arrows, and more. When each of us becomes a thoughtful “environmental guardian,” these little treasures can be reborn again and again in creative new ways—and our Mother Earth will become cleaner and happier. Let’s work together to protect our shared home!
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Why the First Term Should Focus on Fundamental Art Skills in Primary School
Written by Ms. Elena, November 2025.
A strong art education is built on the same principle as any other discipline: without a secure foundation in basic skills, students cannot develop higher-level creativity, mastery, or confidence. In many international schools following the Cambridge Primary Art & Design curriculum, the learning objectives for skills such as texture, perspective, pattern, value, and colour are thoughtfully distributed across the academic year. While this spiral approach ensures repetition, many teachers find exceptional value in concentrating these fundamentals during the first term. When young learners gain early comfort with essential techniques and tools—watercolours, soft pastels, markers, pencils, glue, collage materials—they are better equipped to approach the rest of the year with skill, independence, and genuine artistic growth.
Focusing on basic skills from the start is not only pedagogically effective; it is transformative for students’ confidence and creative identity. The first term sets the tone for everything ahead. When children learn to see, observe, understand, and control the elements of art early, they begin the year with clarity and purpose. They feel capable, and they approach future tasks with curiosity rather than fear or confusion.
1. Why Basic Skills Matter in Term 1
Children in the primary department are still developing fine motor skills, hand–eye coordination, visual understanding, and problem-solving abilities. Art provides an ideal environment for nurturing these developmental needs, but they require structured, repeated practice.
a. Early mastery creates independence
By introducing essential skills intensively in Term 1, students learn “how to learn” in the art room:
How to hold tools correctly
How to use glue without mess
How to clean a brush
How to blend colours
How to shade, control pressure, or layer media
How to use rulers, erasers, sharpeners correctly
These seemingly small habits greatly affect later work. A child who can confidently shade with pencil or mix a soft gradient in watercolour will naturally produce stronger results in all upcoming projects.
b. Repetition builds long-term retention
Children remember what they repeat. When texture, pattern, value, and perspective are introduced, practiced, and revisited intensively at the beginning of the year, those skills remain accessible throughout later units. Instead of reteaching basics before every new lesson, the teacher can build forward—encouraging creativity, storytelling, critical thinking, and higher-level design.
c. Strong foundations amplify creativity
Creativity thrives on structure, not chaos. When students understand how to create depth with perspective, how to build texture with materials, or how to select colours that support meaning, their artwork becomes more expressive and intentional. They move from copying shapes to designing thoughtful visual compositions.
2. Essential Art Skills for Term 1
Below are the key skills that, when prioritised in the first term, transform the entire year’s learning trajectory.
Perspective
Why it matters:
Perspective teaches children one of the most fundamental visual principles: how to create the illusion of space. Understanding foreground, background, vanishing points, and converging lines helps students draw realistically, organise compositions, and make sense of their visual world.
Term 1 example:
One-Point Perspective “Street of Houses” – Students draw a straight road disappearing into a vanishing point, with houses, windows, signs, trees, or lampposts aligned to perspective lines.
They learn:
Vanishing point
Horizon line
Converging lines
Proportion and distance
Spatial awareness
Once they learn this method, they can apply perspective naturally in landscapes, cityscapes, or any drawing requiring depth.
Texture
Why it matters:
Texture develops sensory awareness, observation skills, and creativity. It teaches students to express how objects feel—soft, rough, smooth, bumpy—whether through drawing, painting, collage, or mixed media.
Term 1 example:
“Bean Animals” or “Pasta Creatures” Collage – Using beans, seeds, pasta, and small materials, students design animals with tactile surfaces. Each area of the animal’s body uses a different type of material to create contrasting textures.
They learn:
Sensory texture
Visual texture
Composition
Careful gluing and layout
Patience and precision
This project also strengthens fine motor skills and builds confidence with collage techniques.
Patterns
Why it matters:
Patterns support mathematical thinking, rhythm, repetition, balance, and symmetry. They help children understand that visual art is built from shapes, lines, and repeated motifs.
Term 1 example:
Patterned Leaves – Children draw a large leaf shape and fill each div with different patterns—dots, lines, zigzags, spirals, curves, geometric repeat shapes, tribal marks, etc.
They learn:
Repetition
Line variety
Controlled drawing
Creative problem-solving
Surface design
This activity becomes a perfect warm-up for more advanced design units later in the year.
Value (Light and Dark)
Why it matters:
Value is one of the most important but often overlooked skills. Understanding light and dark helps students create volume, mood, contrast, and form. Without value, drawings look flat and incomplete.
Term 1 example:
Shading spheres using only pencil
Gradient strips with soft pastels
Value scales from light to dark
Students learn pressure control, blending, and the behaviour of light on form.
Colour Theory
Why it matters:
Colour influences emotion, focus, atmosphere, and meaning. Students must learn not only how to mix colours but how to use them intentionally.
Term 1 exercises:
Primary, secondary, tertiary colour mixing
Warm vs. cool colours
Complementary colour harmony
Watercolour layering and washes
Pastel blending
When this knowledge is solid early on, future units—landscapes, portraits, mixed media—become dramatically more successful.
3. Learning Basic Materials Properly
Often, teachers assume students already know how to use pencils, brushes, or paint—but they don’t. Proper technique requires instruction.
Pencils:
Pressure control
Gradient shading
Line variation
Cross-hatching
Watercolours:
Wet-on-wet technique
Wet-on-dry technique
Layering and transparency
Brush cleaning routines
Soft Pastels:
Blending with fingers or tissue
Layering without smudging
Creating bold vs. soft edges
Glue and collage:
Thin glue application
Clean workspace habits
Attaching materials securely
When students learn these techniques early, art-making becomes smoother, cleaner, and more enjoyable all year.
4. Why Concentrating These Skills in Term 1 Works Best
a. It prepares students for complex projects later
By Term 2 and Term 3, students can focus more on storytelling, cultural art, 3D sculpture, mixed media, and individual creativity. They already have the tools.
b. It raises the overall quality of artwork
Parents and students notice immediate improvement when the basics are mastered early.
c. It supports academic and cognitive development
Art skills relate to maths (patterns, symmetry, measurement), science (light, colour), literacy (expression, storytelling), and well-being (focus, emotional expression).
d. It builds classroom culture
The first weeks are ideal for teaching routines, safety, material care, and expectations—setting the tone for the year.
Conclusion
While the Cambridge curriculum distributes artistic skills across the year, concentrating the essential foundational skills in Term 1 creates a solid platform that empowers students to grow creatively, confidently, and independently. By teaching perspective, texture, patterns, value, colour theory, and material techniques early—and reinforcing them through engaging projects such as bean-texture animals, patterned leaves, and one-point perspective streets—students enter the rest of the school year equipped not only with technical ability but with genuine excitement for artistic exploration.
A strong foundation in the first term does not limit creativity—it unlocks it.
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在BIS的校园里，创造力与学习热情始终蓬勃生长。
孩子们在故事情境中思考，在艺术活动中表达，在动手实践中探索新的可能性。无论是主题创作、环保手工，还是艺术课堂中的基础技能训练，学生们都在积累经验、培养专注与自信，让学习在愉悦的体验中自然发生。
让我们一探本周通讯吧。
Reception4-5岁小狮班探秘非洲大草原：通过故事与艺术学习
作者：Ms. Lenka，2025年11月
本周中文课我们Reception Lion Cubs的主题是：动物救援——非洲草原动物。非洲大草原的夏天总是炎热难耐且充满挑战的！通过动物迁徙的故事，孩子们对于草原上动物的生活场景都有了一定的认知，在讨论草原动物时孩子们能够自然而然蹦出“炎热”“食物缺乏”等词组。在作品环节我们制作了代表草原环境特色的动物剪影。制作作品时，我们也主要采用了让人感觉到炎热的暖色调，孩子们在制作过程中也会运用草原的气候词语进行长句子表达与讨论。另外，层层堆叠的颜色像草原上的黄昏，拓印的黑色动物剪影在其中显得神秘又独特，让人仿佛身临其境，一下子置身于非洲大草原中。
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化废为宝：一年级老虎班玩转回收创意！
作者：Ms. Bear ，2025年11月
在秋意渐浓的BIS， Y1 TIGERS仍然十分忙碌。在上周的GP（全球视野）课上，我们学习了RECYCLE, REUSE, REDUCE（回收、再利用、减少）。我们用过的东西，比如喝完的牛奶盒、画完的图画纸，它们可不是没用的“小垃圾”，而是迷了路的“宝贝”！当我们把它们扔进一个普通的垃圾桶，它们就会去一个又黑又挤的地方睡觉，再也醒不来了，多可惜呀！所以，我们要当拯救宝贝的“环保小卫士”！
在本周，我们就让孩子们带了一些矿泉水瓶，盒子等，让孩子们制作一个他们喜欢的玩具，因为这一些东西，我们不用急着扔掉，Y1 TIGERS请爸爸妈妈帮忙，让它“再来玩一次”！洗净后孩子们带回学校，发挥了他们的想象力，变成了自己喜欢的玩具枪，弓箭，等等。只要我们每个人都做细心的“环保小卫士”，就能让这些宝贝一次又一次地变出新花样，我们的地球妈妈也会变得更干净、更开心！让我们一起行动起来，保护我们的地球家园吧！
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为什么小学第一学期应重点培养基础美术技能
作者：Ms. Elena，2025年11月
扎实的美术教育和其他学科遵循同样的原则：没有牢固的基础技能，学生就难以发展更高层次的创造力、熟练度和自信。在许多采用剑桥小学艺术与设计课程的国际学校中，诸如质感、透视、图案、明暗与色彩等技能的学习目标通常分布在整个学年。虽然这种螺旋式教学方法可以确保反复练习，但许多教师发现，将这些基础内容集中安排在第一学期能带来显著收益。当孩子们在早期就能熟悉必要的技法与工具——水彩、软性粉彩、马克笔、铅笔、胶水、拼贴材料——他们在接下来的一年中将更具技能性、更自主，也能够实现更真实的艺术成长。
从一开始就专注于基础技能，不仅在教学上行之有效，更能深刻影响学生的自信与艺术身份。第一学期为全年的学习定下基调。当孩子们能够在早期学会观察、理解并掌控艺术元素，他们便以清晰和目的性开启这一年。他们会感到自己“做得到”，并在未来的任务中以好奇心而非恐惧或迷茫来面对挑战。
1. 为什么第一学期要重视基础技能
小学阶段的孩子仍在发展精细动作、手眼协调、视觉理解和解决问题的能力。美术是滋养这些发展需求的理想环境，但前提是需要结构化、反复的练习。
a.早期掌握带来自主能力
通过在第一学期集中教授关键技能，学生会在美术课堂中学到“如何学习”：
如何正确握工具
如何使用胶水而不弄乱
如何清洗画笔
如何调色
如何进行明暗、力度控制或媒材叠加
如何正确使用尺子、橡皮、卷笔刀
这些看似微小的习惯却深刻影响后续作品。能自信进行铅笔排线或水彩渐变的孩子，自然能在之后的所有项目中产出更高质量的作品。
b. 重复练习带来长期记忆
孩子记住的是反复做的事情。当质感、图案、明暗与透视在学年初被系统引入、练习并反复巩固，这些技能在后续单元中就能随时调用。教师不再需要在每堂课重新讲基础，而能在此基础上向前推进——培养创造力、叙事能力、批判性思维和更高层次的设计能力。
c. 扎实的基础让创造力更具表现力
创造力依托于结构，而非混乱。当学生理解如何用透视营造空间深度、如何用材料构建质感、如何选择能传达意义的色彩时，他们的作品会更具表达性与目的性。他们不再只是临摹形状，而是能够设计有思考的视觉构图。
2. 第一学期的关键美术技能
以下是若在第一学期重点教授，可显著提升全年学习轨迹的关键技能。
透视
重要性：
透视让孩子理解最核心的视觉原则之一：如何创造空间的幻觉。理解前景、背景、消失点和会聚线有助于他们更真实地绘画、组织构图，并理解视觉世界。
第一学期示例：
一点透视“街道房屋”——学生画一条通向消失点的直路，并在透视线上绘制房屋、窗户、招牌、树木或路灯。
他们将学习：
消失点
地平线
会聚线
比例与距离
空间意识
掌握方法后，他们便能在风景画、城市景观或任何需要深度的绘画中自然应用透视。
质感
重要性：
质感培养感官意识、观察能力和创造力。它让学生学习表达物体的触感——柔软、粗糙、光滑、凹凸——无论通过绘画、涂色、拼贴或混合媒材来呈现。
第一学期示例：
“豆子动物”或“意面小生物”拼贴——用豆类、种子、意面等材料制作动物，为其身体不同区域创造不同的触觉对比。
他们将学习：
感官质感
视觉质感
构图
细致的上胶与布局
耐心与精细度
该项目还能强化精细动作技能，并提升拼贴技巧的自信。
图案
重要性：
图案帮助建立数学思维、节奏感、重复性、平衡与对称概念。它让孩子理解视觉艺术由形状、线条与重复的元素构成。
第一学期示例：
图案树叶——学生画出一片大树叶，并在每个分区填入不同的图案，如点、线、锯齿、螺旋、曲线、几何重复形、部落符号等。
他们将学习：
重复
线条多样性
控制力
创意解决问题
表面设计
这项活动可为后续更复杂的设计单元做好完美的预热。
明暗（Light and Dark）
重要性：
明暗是最重要却常被忽视的技能之一。理解光与暗帮助学生表现体积、氛围、对比与形体。如果缺少明暗，作品会显得平面、缺乏完成度。
第一学期示例：
铅笔画球体明暗
软性粉彩画渐变条
从浅到深的明暗阶梯
学生将学习力度控制、混色与光线在形体上的作用。
色彩理论
重要性：
色彩影响情绪、注意力、氛围与意义。学生不仅要学会混色，更要学会有目的地使用色彩。
第一学期练习：
原色、间色、三次色混合
冷暖色
互补色和谐
水彩叠染与薄涂
粉彩混色
掌握这些内容后，未来的风景画、肖像画、混合媒材等单元的成功率会大幅提升。
3. 正确学习使用基本材料
教师常以为学生已会使用铅笔、画笔或颜料——但事实并非如此。正确的技法需要明确教导。
铅笔：
力度控制
渐变排线
线条变化
交叉排线
水彩：
湿碰湿技法
湿碰干技法
叠染与透明度
清洗画笔的流程
软性粉彩：
手指或纸巾混色
叠色不糊化
构建柔和或锐利边缘
胶水与拼贴：
薄层上胶
保持工位整洁
稳固贴合材料
学生在学年初掌握这些技巧后，全年艺术创作将更加流畅、整洁，也充满乐趣。
4. 为什么在第一学期集中训练这些技能最有效
a. 为后期复杂项目做好准备
第二、三学期学生便能专注于故事性创作、文化艺术、三维雕塑、混合媒材及个性化创作——因为他们已有必要的工具。
b. 提升作品整体质量
当基础扎实时，家长与学生都能明显感受到作品质量的提升。
c. 支持学术与认知发展
美术技能与数学（图案、对称、测量）、科学（光、色）、语言（表达、叙事）以及身心健康（专注、情绪表达）都有紧密联系。
d. 构建课堂文化
学年初是教授课堂常规、安全事项、材料照护与行为期望的最佳时机——为全年定下积极基调。
结语
尽管剑桥课程将艺术技能分布在全年，但在第一学期集中训练关键基础技能，可以为学生提供稳固的平台，促使他们在创造力、自信与独立性方面不断成长。通过在早期教授透视、质感、图案、明暗、色彩理论和材料运用技巧，并辅以豆类动物、图案树叶、一点透视街景等富有吸引力的项目，学生将在之后的学习中不仅具备技术能力，也拥有探索艺术的真正热情。
扎实的第一学期基础不会限制创造力——它恰恰赋予创造力翅膀。
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