The document provides tips for discussing art with students based on the book "HOW TO TALK TO CHILDREN ABOUT ART" by Francoise Barbe-Gall. It suggests relating art to students' experiences, asking how art makes them feel, and transmitting personal interests. It advises not over-explaining art to allow students own discoveries. It also gives suggestions on what attracts different age groups, such as colors and movement for ages 5-7, stories and conflict for 8-10, and artists' lives and techniques for 11-13. The document stresses making art relevant to students' lives.

1. Some tips on how to discuss art with students based on the book 'HOW TO TALK TO CHILDREN ABOUT ART' by Francoise Barbe-Gall

3. you then? What made you feel bored? Your students may have similar

4. feelings.

6. Ask them what their feelings are.

9. your students. You'll deny them the pleasure of discovering

10. for themselves.

12. about one piece of art during your lesson. Your students

13. may find another one more interesting.

15. They make great souvenirs, can be stuck on a bedroom

16. wall, used as bookmarks and rediscovered again and

17. again.

19. the more important this is. It will make their visit to the

20. gallery into a real 'outgoing'.

22. as opposed to the ones you think they ought to like.

24. Strongly contrasting shapes and colours, without shades.

25. The appearance of relief because it 'looks real'.

26. Art that reproduces textures (fabric, hair, fur), engaging the sense of touch.

27. Pictures of people.

28. Pictures of movement (someone running, sleeping, diving).

29. Clear expressions of emotions – love, laughter, crying.

30. Simple compositions with one central person and very few other elements'.

32. that 5-7 year olds don't look just with their eyes but their whole bodies join in,

33. to let them invent their own story to go with the piece of art,

34. to make them interested by asking simple questions, e.g.

35. 'Don't you think that...?, What does that make you think of?, How does that make you feel?, Have you ever seen anything like that?

37. Clearly drawn character types: good guys, bad guys.

38. Situations of conflict where good wins over evil.

39. Scary pictures, strange – or monstrous-looking people.

40. Images depicting daily life in different eras because 'it's not like that any more'.

42. to let your students read for themselves little notices next to each piece of art and to find out the name of the artist and the title of the work,

43. to get your students used to looking at a work independent of its subject and get them interested in artists' techniques.

45. Why a picture was painted at a particular point in an aritst's life.

46. The technique used by the artist to visually express a feeling or an idea.

47. The time it takes to produce a work.

48. Symbols, which, once deciphered, give the access to a whole network of hidden meeangs.

49. How much a work costs'.

51. Comparing works by different artists that deal with the same or similar subject matter (spotting the similarities and the differences).

52. The relationship between a work and an artist and/or history. Even if it's just to draw parallels, you can start to make links with books or history lessons from school to add context.

54. that some subjects embarrass them (e.g. nudity may make them feel uncomfortable, but this doesn't mean you have to avoid or ignore it),

55. to take adavntage of the fact young people are very familiar with advertising images, and advertising often uses the history of painting: make it clear that it's not a coincidence and help them to find images that have been used in that way,

56. to make your students interested in the history of the artists rather than the history of art (which can be still too general for them).