The second chapter revisits the work of Henry Fuseli, an artist whose notoriously distorted representations of the male nude puzzled viewers. Yet Fuseli remained significantly invested, intellectually and artistically, in the legibility of the body: for more than two decades, the Swiss-born, London-based artist collaborated with his childhood friend Johann Lavater on a treatise on physiognomy, the study of the face to determine man’s inner traits. As part of his effort to transform physiognomy into a modern empirical science, Lavater placed great emphasis on the physical correspondence between the external appearance of the body and its internal, imperceptible truths. However, Fuseli often represented bodies that could not be read according to the criteria of Lavater’s system. In doing so, the artist called into question not just physiognomy but the underlying claims on which it was based, unveiling a world in which “appearance” and “truth” fail to correspond.

This chapter will provide a foundation for the provision of quality visual arts educational experiences in early childhood and primary years. Practical suggestions for planning a high-quality visual arts program are linked to recent theory in a way that helps you construct your own visual arts program. Visual arts concepts, language, elements and principles will be defined and explained, with examples of the progression in visual arts education from early childhood through the primary years. Practicalities such as classroom management, safety and materials are addressed and additional interactive material can be found through the icons.