This article summarizes research on strategies used by a master art teacher at the Denver Art Museum to engage preschool students in meaningful art viewing experiences. The research explored theoretical frameworks, study design, teaching strategies used during art viewing, and connections between gallery and studio experiences. These strategies, such as game play, questioning, storytelling and technical talk, helped children develop observation skills and have their own meaningful experiences with art. The strategies provide early childhood educators with a methodology for including art appreciation in their classrooms.

1. ARTICLE REVIEW
The article deals with the exploration of a master art teacher’s strategies for meaningful
early art experiences issue. The author’s stance that these explorations have been
work. These explorations handle by a master art teacher at the Denver Art Museum to
connect the preschool age student in art viewing experiences. According to this article,
this research required five type of exploration which is theoretical framework, study
description, description of study design, teaching strategies during art viewing
experiences and connection between gallery and studio classroom experiences.
These teaching strategies can be especially useful when considering the preparation of
early childhood educators. This population of teachers is expected to teach children in
all major subjects discipline include music and art. Given that fact, it is conceivable that
earlier childhood educators themselves may not have had experiences looking at and
talking about art so, the teaching strategies employed by Denver Art Museum has
provide initial ground work from beginning to connect early educators in the process of
including art viewing activities in their classrooms. The theoretical framework are
provided with a powerful methodology for structuring the discussion for an art viewing
experience to enhance and extend current art making practices.
After reading the article, I find that I am in complete agreement with the author to make
art engage with the children we should ensured that the art viewing experienced remain
purposeful for example field trips to visit art museums and galleries to enable the
development of children observation skill reluctantly it is not an everyday possibility for
early educators . However the use of high quality and variety reproductions art work
also can be a regularly part of everyday classroom experience. Through this
reproduction it can create the opportunity of art base dialog strategies and gain the
children holistically.
Future research exploring the application of the teaching strategies presented here is
needed to explore both effectiveness for the earlier childhood classroom either the
making and responding situation is occur .In addition the four category that have been

2. use by the early educators during the art viewing experiences which is game play,
questioning, storytelling, and technical talk to make the children have their own
meaningful early art experiences.
Early educators responsible for the development and education in pre-service and in-
service educators to guide the children and given direction while still letting they
construct their own view about art because to ensure the inclusion of art appreciation
experiences in early childhood education. The exploration made from the
communication between early educators and the children through an art focused dialog
help them to negotiate the meaning of the art work and of art itself. It’s easier for
children to comprehend the process of meaning and making art. In the other hand art
allow children to view the perspective of the visual art in the present and on into their
futures.