Chapter 08


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Chapter 08

  1. 1. Chapter 8<br />Art<br />
  2. 2. Overview<br />Art is fundamental, visual, and developmental<br />Contributions to the developmental domains<br />Physical<br />Cognitive<br />Social and emotional<br />Language<br />Perceptual <br />
  3. 3. Children’s Developmental Stages in Art<br />Infants and toddlers<br />Sensory experience<br />Consider safety and appropriateness of materials<br />Children use entire bodies to interact with materials<br />Enjoyment comes from exploration<br />Transitions into and out of art activities are important<br />Flexibility is needed both inside and outside<br />Scribbling begins early<br />Do not expect finished art products<br />
  4. 4. Children’s Developmental Stages in Art<br />Preschoolers and kindergartners<br />Kellogg’s “20 Basic Scribbles”<br />Placement stage<br />Shape and design stage<br />Pictorial stage <br />Child creates in order to make sense of his or her world<br />May tear up work while involved in the process<br />Children enjoy using their imaginations<br />Continued exploration and manipulation<br />Consider safety and appropriateness of materials<br />
  5. 5. Children’s Developmental Stages in Art (continued)<br />Five- to eight-year-olds<br />More serious and focused<br />Realistic color and proportion emerge<br />Careful planning is part of the process<br />Opinion of adult becomes important<br />Child thinks art must be recognizable in both content and subject<br />Individual, creative, and cultural differences emerge<br />
  6. 6. Teacher as Facilitator and Observer<br />Do not focus on the outcome or product—focus on the process<br />Facilitate and observe<br />Provide space, materials, and time<br />Do not evaluate, judge, etc., art work or try to elicit responses<br />Use ART TALK<br />Always try materials and activities first before introducing them to the children<br />Model appropriate use of materials and implements<br />
  7. 7. Creating an Environment for Creative Expression and Experimentation<br />Children learn by active manipulation of objects and interactions with people<br />Workbooks, coloring books, dittos, patterns, and teacher-made models are not appropriate<br />
  8. 8. General Guidelines in the Art Center<br />The art center should be free choice<br />Art should not be done in large groups<br />The art center needs <br />Space, materials, time<br />To be safe and an easy cleanup<br />Balance art activities<br />Familiar with new<br />Messy with clean<br />Indoor and outdoor<br />Large and small muscle<br />
  9. 9. Guidance Guidelines in Art Center<br />Planning<br />Goals and objectives<br />Rules<br />Guide children toward responsibility<br />Limits<br />Messy is okay<br />Types of materials<br />Dependent on development and ages of children<br />
  10. 10. Use of Food in Art Projects<br />Considerations<br />Expense<br />Cultural sensitivity<br />Self-regulation skills of toddlers<br />Food products such as flour, cornstarch, salt, and food coloring are acceptable<br />Alternative choices<br />
  11. 11. Outdoor Environment<br />Expanded space<br />Freedom to move<br />Freedom to mess<br />Wider choices of media<br />
  12. 12. Aesthetic Environment<br />Being artistic does not just mean making art, it also means developing a sense of aesthetics<br />How<br />Recognize beauty, inside and out<br />Pay attention to and use details of color, shape, patterns, and texture<br />Use books with all types of illustrations<br />Display fine art<br />Have a children’s museum with a curator<br />Use light in interesting ways<br />
  13. 13. Involving Children in All Forms of Art<br />
  14. 14. How Art Activities Can Support Development<br />Tearing, cutting, and gluing<br />Help small muscle development<br />Provide tactile experiences<br />Painting<br />Encourages language development<br />Helps with judgment of spatial relationships<br />Develops form perception<br />Allows for the coordinated use of many muscles<br />Provides opportunities for manipulation and experimentation<br />
  15. 15. How Art Activities Can Support Development(continued)<br />Crayons, markers, and chalk<br />Provide excellent prewriting experiences<br />Three-dimensional materials<br />Encourage exploration<br />Help children release emotional tensions and frustrations<br />
  16. 16. Art across the Curriculum<br />Connect art to everything you do<br />Encourage the use of art vocabulary<br />Combine art and math on a regular basis<br />Use art to explore scientific principles<br />Art is multimodal and multisensory learning<br />
  17. 17. Sharing Art with Families<br />Help families understand why art is important<br />Explain stages of art development<br />Encourage art to happen in the home environment<br />Suggest materials, spaces, and togetherness<br />
  18. 18. Art and Special Needs Children<br />Art is open-ended, so it can accommodate the needs of all children<br />Adaptations<br />Art center<br />Materials<br />Implements<br />
  19. 19. Tips for Displaying Children’s Art<br />Display art in the classroom<br />Display art at the children’s eye-level<br />Change the art displays frequently<br />Create a children’s museum display<br />Display all creations, not just the best<br />Use different methods to display art work<br />
  20. 20. Technology<br />Art can be enhanced by the use of<br />Overhead projectors<br />Cameras<br />Photocopiers<br />Videotapes<br />Computer technology<br />
  21. 21. Developmentally Appropriate and Multicultural/Anti-Bias Activities<br />Self-awareness and self-expression activities<br />Sharing other cultures<br />Suggested activities<br />
  22. 22. Observation, Assessment, and Evaluation<br />Use art portfolios<br />Establish a routine for selection<br />Teacher can choose items to be included<br />Make notes to accompany the work<br />Children can choose<br />Take photos of work too large or fragile to be included<br />