1. ARTICLE REVIEW
Title of Article : The Importance of Art Viewing Experiences in
Early Childhood Visual Arts : The Exploration of
a Master Art Teacher’s Strategies for
Meaningful Early Art Experiences
Name of the Journal : Early Childhood Education Journal
Issue : -
Volume : 35
Page Number : 463-472
Year Publish 2007
1. Overview
This article is about the teaching strategies utilized by a master art teacher at
the Denver Art Museum to engage preschool-age students in art viewing
experiences. This articles emphasized on art viewing and art making
experiences for young children.
Based on the factor early educator’ lack of training or experience with the
visual arts, researchers tried to offer early childhood educators with teaching
strategies for early art viewing experiences.
To strengthen her argument the researcher was attach the graph about most
frequently teaching strategies to introduced and develop class conversation
about artwork show that 62% used question strategies, 19% used game play,
17% used story telling and 7% used technical strategies. These are four
different strategies of educator talk to teach young children about esthetic and
artistic elements of artwork.
According to the article, the young children aesthetic and artistic about art are
drawn from gallery and studios classroom experiences. Through the use of
use of the teaching strategies presented above, early educator was able to
engage her students in meaningful interactions during art viewing experiences
helped to provide meaning and context to related art making experiences.
Throughout art viewing and art making experiences provide young children
with guide, fellow explorer, material supplier and supporter.
According to the author, the findings of this study can be used for
implementing art appreciation activities for preschool pupils. The teaching
strategies employed by researcher also provided an initial groundwork for
beginning to engage early educator s in the process of including art viewing
activities in their classroom. This research will be held at the middle and high
school population.

2. 2. A Description of Methodology
This research was held at Denver Art Museum which is 32 children taken as
respondent to explore their interaction with the visual art. The researchers will
be study about teaching strategies during art viewing experiences. The
respondent were divided by two group which are the first group contain 16
children (11 girls and 5 boys) while second group contain 16 children (9 girls
and 7 boys). Four children were enrolled In both group. Each group was meet
at 2.5 hours per week in summer 2005.
Purpose of this study to examine the dynamic learning environment and
allowed for the development of an understanding of teaching strategies used
to encourage young students’ s involvement in art viewing and art making
experiences. This study will focus on the teaching strategies such as
questioning, game play, storytelling and technical, which is using during art
viewing experiences. To measure the purposes of this study, researchers
have used field notes, transcriptions of audio-taped sessions from each class,
and semi-structured interviews.
The class discussion during museum galleries and studio classrooms were
audio-taped and later transcribed. After that, the researcher will be code the
transcription of the audio-data. The researcher need to identify and labeling
instances of the educator and young children talk. The audio-data that was
related to this study when the talk was mention about art object, an art project,
art tools or art material while off-topic was codes as other. Next, the
researchers define the segment of individual thought. Researchers used a
segment of the mind as a paragraph or a few words only.
From this code audio-data, the researcher can determine either teaching
strategies can involve young children participation in art viewing experiences
and art making experiences thus contribute for aesthetic and artistic for them.
3. Evaluation
The author was presenting the teaching strategies of the rich and meaningful
that can be used while in the museum gallery and studio classes. The
teaching techniques presented can also help new teachers as well as lack of
knowledge and experience about how to develop aesthetic and artistic young
children.
The data were presented are based with interaction with educator and young
children with applying selected teaching technique in art viewing in museum
gallery and art making in studio classroom. Teaching techniques, which
implemented were stimuli young children to explore about what they see, feel
and know about the artwork. At the same times, educator can help young
children to brainstorming and make a great artwork. The database shown the
use of variety teaching technique has been succeeded to development
student aesthetic during art viewing and artistic during art making.

3. The method used in this research does not exceed the limitation in finding
answer through observation and interview presented to the participants. The
author’s implement questioning, storytelling, game play and technical
technique in teaching process either in museum gallery and studio classroom.
Then, educator will be implement these technique according to the suitable
topic will be teach on that day. Educator used the observing and interview
method to measure the objective. The author present data in generally based
and not at all young children audio-data were shown officially.
In my opinion, the author need include more evidence about student artwork
and audio analysis to further strengthen the teaching techniques could have
an impact on art viewing and art making experiences.
4. Discussion of Implications
According to the author, the use of teaching technique such as questioning,
story telling, game play and technical is very important to encourage student
involvement in art viewing and art making experiences. The use of these
techniques can help teacher to develop young children make a great artwork.
I am strongly agreed with the statement “DAM ‘s teaching strategies, early
educators are provided with a powerful methodology for structuring the
discussion for an art viewing experiences. Used in combination, early
childhood educators could develop meaningful classroom-based art viewing
experiences to enhance and extend current art making practices” .
Based the current issues, early educator have a lack of knowledge and
experiences, so the researcher have used a variety teaching techniques that
can be elicited curiosity in young children while art viewing experiences and
young children also can get a great ideas to art making practices.
In my opinion, the authors should provide more extensive analyze audio-tape
data which involve all respondent o young children with their teacher to make
sure the teaching technique is suitable for all young children at any level of
cognitive and psychomotor. Early educator will be develop young children
thinking when they seeing the artwork. The author should provided all artwork
of young children to measure the teaching technique will be held to achieve
the learning goals for art making practices. According this research, early art
educator will be inspire to apply variety of teaching techniques that are
suitable with environment, teaching aids and young children knowledge to
make sure the process will give the positive impact to them.
There is no doubt that teaching techniques will be encourage young children
involvement during art viewing experiences and art making practices. By
apply teaching technique, early educator will be train young children to relate
between example set with the title of learning thus they can stimuli creative
thinking to produce artwork.