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Creating Environments for Learning Third EditionJulie Bu

The document discusses the importance of developing music and dance centers for children from birth to age eight, emphasizing their role in fostering musical and movement skills, social-emotional growth, and cognitive development. It outlines effective features for such centers, including space for movement, a variety of instruments, and opportunities for creative expression through music and dance. Additionally, it highlights how teachers can facilitate learning by engaging with children, providing suitable materials, and integrating music and dance into their curriculum.

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Creating Environments for Learning Third Edition Julie Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Book Cover will be inserted here. Chapter 14 Developing Music and Dance Centers Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Music and dance developmentChildren begin to react to music even as fetuses.Beginning in infancy, caregivers around the world respond to children’s innate musical behaviors by singing lullabies to children. Lullabies contain common characteristics including simple melodies, a higher pitch, and a slower, more exaggerated rhythm than other songs (Trehub, 2001). * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by
Pearson Education, Inc. All Rights Reserved While participating in music and dance activities, children: develop musical and movement skills and appreciation enhance motor development and rhythm increase language skills enhance social-emotional development increase cognitive development Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know?There is a strong relationship between music and spatial-temporal intelligence (the ability to visualize and mentally manipulate spatial patterns).This relationship is even stronger if children also learn music notation (Hetland & Winner, 2001). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective music and dance center: provides ample space for movement and dance contains large mirrors is located away from quiet areas of the classroom contains earphones and sound-absorbing materials on the walls and ceilings
* Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective music and dance center includes: a variety of high quality instruments, displayed in a way that allows for easy access exemplary, award-winning music from a variety of genres, cultures, and historical time periods and a way to play the music written music as well as materials so children can write their own music dance props * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know? For a successful music center it is important that each item in the center be fully developed. For example, if there is a keyboard, written music needs to be available. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by
Pearson Education, Inc. All Rights Reserved Music and dance center materials should allow for: creation of music and dance performance of music and dance responding to music and dance Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Performing music Keep children’s interests and voice ranges (D4-A4) in mind when choosing songs to sing. If you are singing with children, keep your voice “high and light”. Allow children to experiment with a variety of instruments. Provide recordings to use as accompaniments. Provide simple written music to play (pre-school and elementary). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Creating music Just as we expose children to written letters before they begin to read, it is important to expose children to music symbols before they read music. Children first engage in improvisation and will later begin to write music. Children will often create their own original graphic or
symbolic system to represent their music. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved To encourage dancing provide:music with different types of beatsvideos of dancersa bright light so that children can shadow dance to the music (Stamp, 1992).props such as a large doll to use as a dance partner, streamers, and costumesa place to perform such as a small stage and a few chairs for an audience Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Responding to music and dance: Even from birth, children naturally respond to music by moving For optimal music development, children need the opportunity to actively engage with the music, attending to the sounds and changes in sounds (Fox, 2000) Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers facilitate learning in the music and dance center by: providing musical and movement experiences including music and movement throughout the day introducing new instruments and musical and movement
activities modeling enjoyment of music and dance interacting with children to deepen their knowledge Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers facilitate learning in the music and dance center by: discussing music and dance and modeling musical and movement vocabulary acknowledging learners observing and documenting children’s musical and dance skills meeting the needs of all learners Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Music and dance outdoors: The outdoors provides a unique environment for music and dance there is less concern about noise a larger space to move freely natural sounds to listen to Teachers can take advantage of this space by adding sound elements and instruments to the outdoor environment. A stage can be added to encourage dance. Creating Environments for Learning: Birth to Age Eight, 3e
Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Throughout history, in all cultures, music and dance have been a natural part of children’s experiences. Music and dance can enhance the quality of life, sometimes calming and other times exciting the participant. It helps to form our identity, teaching us about our culture and the cultures of others. Creating Environments for Learning Third Edition Julie Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Book Cover will be inserted here. Chapter 13 Developing Visual Art Centers Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers approach art in three different ways Non-interventionistProduction-orientedArt as inquiry
* Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Non-interventionist As a non-interventionist, the teacher takes a hands-off approach to art. The teacher provides materials and encourages children to explore the art media. Without adult assistance it is difficult to move beyond exploration and children will not develop their full potential. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Production-oriented The emphasis in production-oriented art is on creating a teacher-prescribed art product. Because it stifles creativity as well as cognitive and artistic growth it is considered developmentally inappropriate (Copple & Bredekamp, 2009). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Art-as-inquiry
The emphasis in art-as-inquiry is on active investigation, where children deepen their knowledge about art techniques as well as the subject of the art. Art is viewed as a language to communicate thoughts, ideas, and feelings. Art is often related to an in-depth project with the children using art to express their knowledge. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Art-as-inquiry involves teachers scaffolding children’s learning providing background experiences on the topics providing materials for inspiration teaching art techniques assisting children to revisit their art Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Stages of early childhood art Scribble stage primarily kinesthetic children do not pre-plan their artwork there are three sub stages random: children use their whole arm to draw, may draw off the paper controlled: children begin to use their wrist allowing them to
make smaller marks and have more control naming: children make a variety of different lines and shapes and begin to name their scribbles Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Stages of early childhood art Pre-schematic at the beginning of this stage children will often draw tadpole people characterized by a head with lines coming from it representing legs and sometimes arms children will use a larger size for objects that are more important, powerful, or impressive to them Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Stages of early childhood art Schematic children have developed a schema for the way an object looks and may draw the object the same way each time children use baselines, skylines, and show beginning awareness of perspective Creating Environments for Learning: Birth to Age Eight, 3e Bullard
Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know? Tadpole figures are found in children’s artwork around the world and have been documented for more than 100 years (Lasky & Muderji, 1987). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved When children engage in art they enhance: artistic knowledge and skills creativity emotional development social development Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved When children engage in art they enhance: cognitive development math science literacy problem solving physical development
Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective art center includes: ample space for designing, drying, storing works in progress, and displaying art storage for replenishing supplies a quiet space with plenty of light access to water easy to clean floor and tables Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective art center includes: an abundance of diverse, safe, non-toxic materials high-quality, authentic tools low, uncluttered shelves where materials are aesthetically displayed an abundance of reference materials and materials for inspiration Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Note that there is a place to store work in process. In addition, a book and jar filled with interesting items provide inspiration
for young artists. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved According to the National Core Art Standards (2014) children need the opportunity to: create art present art respond to art communicate about art (relate artistic ideas and works with societal, cultural and historical context to deepen understanding) Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Creating artChoose art materials that can be transformed by the child. Ask whether this art project will expand or limit creativity and the cognitive thought process. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
Art materials for preschool and early elementary grades include: Drawing (pencils, markers, chalk, crayons) Painting (tempera, watercolor, acrylic, finger paints) Collage (materials for two and three-dimensional creations) Sculpture (materials such as boxes, wood, rolled up newspaper to create three dimensional figures) Modeling (clay and dough) Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Children also need: high quality tools a variety of kinds of paper Why are high quality tools important? Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know? Giving children cookie cutters with clay or play dough is like giving them dittoes for drawing or coloring. It inhibits children from using their creativity and from creating their own three dimensional creations (Koster, 2005).
Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved The children collected, sorted, and organized materials making diverse materials available for art activities. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Children need opportunities to engage in in-depth artwork In-depth artwork: assists children to deepen learning enhances artistic outcomes In-depth artwork can be encouraged through: repetition with a medium revisiting the same piece of art creating an idea using different types of media Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved When can children begin using art media?Children can begin to engage in art as soon as they show an interest.Beginning at the age of one, most children will draw, make collages, paint, and model with clay or play dough.
Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Responding to art With adult guidance children can consider multiple aspects of a picture subject medium elements mood being conveyed Did you know? Children tend to prefer bright, saturated colors, pictures with a familiar subject, and simple compositions (Epstein & Trimis, 2002). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Responding to art It is important to add materials to your art center and classroom that will over time expose children to: famous works of art art from different time periods and different cultural groups art that features different art media and styles
Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers assist children to meet the goal of creating art by: providing materials and activities for drawing, painting, collage, sculpture, and modeling teaching art techniques providing appropriate tools and paper discussing children’s artistic creations Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers assist children to meet the goal of creating art by: providing art materials that can be transformed allowing adequate time to explore each new medium, tool, or element encouraging in-depth artwork through revisiting acknowledging learners observing and documenting children’s art processes and products Creating Environments for Learning: Birth to Age Eight, 3e Bullard
Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Meeting the needs of all learners The art center and materials need to reflect cultural diversity and learners with differing abilities. Art provides an opportunity to expose children to: local culture their own unique culture the culture of others Art activities can also perpetuate stereotypes, so it is important to carefully choose activities. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved In the art area, children participate in self-expression, create unique visual images of their ideas and thoughts, and engage in problem solving and inquiry. As children create and study art they take part in a universal language that breaks cultural barriers and transcends the changes of time. Creating Environments for Learning Third Edition Julie Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Book Cover will be inserted here.
Chapter 7 Developing Dramatic Play Centers Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved The dramatic play center enhances children’s literacy, cognitive, social, emotional, self-regulation, and creative skills. * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know? Vygotsky (a well-known theorist) considered dramatic play to be an ideal arena for learning self-regulation because: it is a highly motivating activity to practice rule-bound behavior the imaginary situation helps children to separate their thoughts and behaviors from what is going on around them the imaginary situation helps children to use their internal ideas to guide their behavior *
Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Development of dramatic playChildren under the age of 2 typically need realistic objects for pretendingAround the age of 2, children begin to use less realistic objects where an item might be a symbolic representation for something elseBy the age of 3, most children are capable of pretending wi th imaginary objects and events even when props are not availableWhen children become older preschoolers, they begin to engage in sociodramatic play * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved What is sociodramatic play? To be considered sociodramatic play children must:engage in role playing pretend situations (pretends to be another person, animal, or object)make believe with actions and objectshave verbal and social interaction with at least one other person to coordinate roles and the plothave a play theme that persists for five minutes or more (Smilansky & Shefatya, 1990) *
Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective dramatic play center: is located in a well-defined area of the classroom with sufficient space for at least four to six children to play is often located next to the block center to increase the use of materials between the two areas contains familiar and authentic materials that allow children to represent their experiences includes materials that reflect all members of the classroom and represents many cultures * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective dramatic play center also: contains a variety of props including literacy and math props duplicates of popular items loose parts so children can create their own props includes a way of displaying and organizing the clothing and props includes needed equipment
* Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective dramatic play center is: dynamic, changing as needed to sustain rich play opportunities inviting and aesthetic Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved This menu is an example of a way to add literacy to the dramatic play area. What are some other literacy props? Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Infant and toddler dramatic playAs soon as children begin to walk they need an area devoted to dramatic play. Toddlers need: dramatic play centers that children would be familiar with (house area) realistic props
duplicate items to encourage parallel play and to decrease conflict * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved In this toddler classroom, the teachers combined the media table and the dramatic play area to enhance play possibilities. How would this enrich dramatic play? * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved School-age dramatic playSchool-age children continue to participate in sociodramatic play often re-enacting stories, movies, and their own narratives. The dramatic play center may become a stage or a puppet theatre to encourage these reenactments.The dramatic play might also become a micro- world.
* Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know?As children engage in dramatic play they can gain and practice many of the skills listed in the common core. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Outdoor dramatic playNatural items and loose parts can enrich outdoor dramatic play. Did you know?Outdoor dramatic play increases in length and become more in-depth when an encapsulated space is available (Frost, Wortham, & Reifel, 2001). * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Changes to the dramatic play center allows children to:
experiment with new roles explore new scenarios use additional vocabulary Children can assist in planning and making the changes. * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers facilitate learning in the dramatic play area through: providing adequate time for dramatic play (a minimum of one hour) planning centers that encourage active engagement providing rich, shared experiences building excitement and keeping interest alive through providing a dynamic center * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers facilitate learning in the dramatic play area through:
introducing materials and teaching mini lessons as needed assisting individual children to join and sustain dramatic play episodes enriching the dramatic play by incorporating materials from other centers meeting the needs of all learners including facilitati ng children acting out their fears observing and documenting individual children’s learning * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Adding the crowns with the large unit blocks encourages children to build a castle for their dramatic play. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Superhero and war play Allows children to: feel powerful face their fears make friends establish their identity Banning this type of play often causes children to
become deceptive, hiding their play declare they are not engaged in superhero or gun play not be able to work through issues * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Superhero and war play There are many strategies that successful teachers use to manage this type of play including focusing on real-life heroes Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Through dramatic play, children can enact and transform reality, while increasing their cognitive, social, literacy, self- regulatory, creative and emotional skills.

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Creating Environments for Learning Third EditionJulie Bu

  • 1.
    Creating Environments forLearning Third Edition Julie Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Book Cover will be inserted here. Chapter 14 Developing Music and Dance Centers Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Music and dance developmentChildren begin to react to music even as fetuses.Beginning in infancy, caregivers around the world respond to children’s innate musical behaviors by singing lullabies to children. Lullabies contain common characteristics including simple melodies, a higher pitch, and a slower, more exaggerated rhythm than other songs (Trehub, 2001). * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by
  • 2.
    Pearson Education, Inc.All Rights Reserved While participating in music and dance activities, children: develop musical and movement skills and appreciation enhance motor development and rhythm increase language skills enhance social-emotional development increase cognitive development Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know?There is a strong relationship between music and spatial-temporal intelligence (the ability to visualize and mentally manipulate spatial patterns).This relationship is even stronger if children also learn music notation (Hetland & Winner, 2001). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective music and dance center: provides ample space for movement and dance contains large mirrors is located away from quiet areas of the classroom contains earphones and sound-absorbing materials on the walls and ceilings
  • 3.
    * Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective music and dance center includes: a variety of high quality instruments, displayed in a way that allows for easy access exemplary, award-winning music from a variety of genres, cultures, and historical time periods and a way to play the music written music as well as materials so children can write their own music dance props * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know? For a successful music center it is important that each item in the center be fully developed. For example, if there is a keyboard, written music needs to be available. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by
  • 4.
    Pearson Education, Inc.All Rights Reserved Music and dance center materials should allow for: creation of music and dance performance of music and dance responding to music and dance Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Performing music Keep children’s interests and voice ranges (D4-A4) in mind when choosing songs to sing. If you are singing with children, keep your voice “high and light”. Allow children to experiment with a variety of instruments. Provide recordings to use as accompaniments. Provide simple written music to play (pre-school and elementary). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Creating music Just as we expose children to written letters before they begin to read, it is important to expose children to music symbols before they read music. Children first engage in improvisation and will later begin to write music. Children will often create their own original graphic or
  • 5.
    symbolic system torepresent their music. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved To encourage dancing provide:music with different types of beatsvideos of dancersa bright light so that children can shadow dance to the music (Stamp, 1992).props such as a large doll to use as a dance partner, streamers, and costumesa place to perform such as a small stage and a few chairs for an audience Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Responding to music and dance: Even from birth, children naturally respond to music by moving For optimal music development, children need the opportunity to actively engage with the music, attending to the sounds and changes in sounds (Fox, 2000) Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers facilitate learning in the music and dance center by: providing musical and movement experiences including music and movement throughout the day introducing new instruments and musical and movement
  • 6.
    activities modeling enjoyment ofmusic and dance interacting with children to deepen their knowledge Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers facilitate learning in the music and dance center by: discussing music and dance and modeling musical and movement vocabulary acknowledging learners observing and documenting children’s musical and dance skills meeting the needs of all learners Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Music and dance outdoors: The outdoors provides a unique environment for music and dance there is less concern about noise a larger space to move freely natural sounds to listen to Teachers can take advantage of this space by adding sound elements and instruments to the outdoor environment. A stage can be added to encourage dance. Creating Environments for Learning: Birth to Age Eight, 3e
  • 7.
    Bullard Copyright © 2017,2014, 2010 by Pearson Education, Inc. All Rights Reserved Throughout history, in all cultures, music and dance have been a natural part of children’s experiences. Music and dance can enhance the quality of life, sometimes calming and other times exciting the participant. It helps to form our identity, teaching us about our culture and the cultures of others. Creating Environments for Learning Third Edition Julie Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Book Cover will be inserted here. Chapter 13 Developing Visual Art Centers Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers approach art in three different ways Non-interventionistProduction-orientedArt as inquiry
  • 8.
    * Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Non-interventionist As a non-interventionist, the teacher takes a hands-off approach to art. The teacher provides materials and encourages children to explore the art media. Without adult assistance it is difficult to move beyond exploration and children will not develop their full potential. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Production-oriented The emphasis in production-oriented art is on creating a teacher-prescribed art product. Because it stifles creativity as well as cognitive and artistic growth it is considered developmentally inappropriate (Copple & Bredekamp, 2009). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Art-as-inquiry
  • 9.
    The emphasis inart-as-inquiry is on active investigation, where children deepen their knowledge about art techniques as well as the subject of the art. Art is viewed as a language to communicate thoughts, ideas, and feelings. Art is often related to an in-depth project with the children using art to express their knowledge. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Art-as-inquiry involves teachers scaffolding children’s learning providing background experiences on the topics providing materials for inspiration teaching art techniques assisting children to revisit their art Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Stages of early childhood art Scribble stage primarily kinesthetic children do not pre-plan their artwork there are three sub stages random: children use their whole arm to draw, may draw off the paper controlled: children begin to use their wrist allowing them to
  • 10.
    make smaller marksand have more control naming: children make a variety of different lines and shapes and begin to name their scribbles Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Stages of early childhood art Pre-schematic at the beginning of this stage children will often draw tadpole people characterized by a head with lines coming from it representing legs and sometimes arms children will use a larger size for objects that are more important, powerful, or impressive to them Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Stages of early childhood art Schematic children have developed a schema for the way an object looks and may draw the object the same way each time children use baselines, skylines, and show beginning awareness of perspective Creating Environments for Learning: Birth to Age Eight, 3e Bullard
  • 11.
    Copyright © 2017,2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know? Tadpole figures are found in children’s artwork around the world and have been documented for more than 100 years (Lasky & Muderji, 1987). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved When children engage in art they enhance: artistic knowledge and skills creativity emotional development social development Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved When children engage in art they enhance: cognitive development math science literacy problem solving physical development
  • 12.
    Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective art center includes: ample space for designing, drying, storing works in progress, and displaying art storage for replenishing supplies a quiet space with plenty of light access to water easy to clean floor and tables Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective art center includes: an abundance of diverse, safe, non-toxic materials high-quality, authentic tools low, uncluttered shelves where materials are aesthetically displayed an abundance of reference materials and materials for inspiration Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Note that there is a place to store work in process. In addition, a book and jar filled with interesting items provide inspiration
  • 13.
    for young artists. CreatingEnvironments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved According to the National Core Art Standards (2014) children need the opportunity to: create art present art respond to art communicate about art (relate artistic ideas and works with societal, cultural and historical context to deepen understanding) Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Creating artChoose art materials that can be transformed by the child. Ask whether this art project will expand or limit creativity and the cognitive thought process. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
  • 14.
    Art materials forpreschool and early elementary grades include: Drawing (pencils, markers, chalk, crayons) Painting (tempera, watercolor, acrylic, finger paints) Collage (materials for two and three-dimensional creations) Sculpture (materials such as boxes, wood, rolled up newspaper to create three dimensional figures) Modeling (clay and dough) Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Children also need: high quality tools a variety of kinds of paper Why are high quality tools important? Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know? Giving children cookie cutters with clay or play dough is like giving them dittoes for drawing or coloring. It inhibits children from using their creativity and from creating their own three dimensional creations (Koster, 2005).
  • 15.
    Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved The children collected, sorted, and organized materials making diverse materials available for art activities. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Children need opportunities to engage in in-depth artwork In-depth artwork: assists children to deepen learning enhances artistic outcomes In-depth artwork can be encouraged through: repetition with a medium revisiting the same piece of art creating an idea using different types of media Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved When can children begin using art media?Children can begin to engage in art as soon as they show an interest.Beginning at the age of one, most children will draw, make collages, paint, and model with clay or play dough.
  • 16.
    Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Responding to art With adult guidance children can consider multiple aspects of a picture subject medium elements mood being conveyed Did you know? Children tend to prefer bright, saturated colors, pictures with a familiar subject, and simple compositions (Epstein & Trimis, 2002). Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Responding to art It is important to add materials to your art center and classroom that will over time expose children to: famous works of art art from different time periods and different cultural groups art that features different art media and styles
  • 17.
    Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers assist children to meet the goal of creating art by: providing materials and activities for drawing, painting, collage, sculpture, and modeling teaching art techniques providing appropriate tools and paper discussing children’s artistic creations Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers assist children to meet the goal of creating art by: providing art materials that can be transformed allowing adequate time to explore each new medium, tool, or element encouraging in-depth artwork through revisiting acknowledging learners observing and documenting children’s art processes and products Creating Environments for Learning: Birth to Age Eight, 3e Bullard
  • 18.
    Copyright © 2017,2014, 2010 by Pearson Education, Inc. All Rights Reserved Meeting the needs of all learners The art center and materials need to reflect cultural diversity and learners with differing abilities. Art provides an opportunity to expose children to: local culture their own unique culture the culture of others Art activities can also perpetuate stereotypes, so it is important to carefully choose activities. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved In the art area, children participate in self-expression, create unique visual images of their ideas and thoughts, and engage in problem solving and inquiry. As children create and study art they take part in a universal language that breaks cultural barriers and transcends the changes of time. Creating Environments for Learning Third Edition Julie Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Book Cover will be inserted here.
  • 19.
    Chapter 7 Developing DramaticPlay Centers Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved The dramatic play center enhances children’s literacy, cognitive, social, emotional, self-regulation, and creative skills. * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know? Vygotsky (a well-known theorist) considered dramatic play to be an ideal arena for learning self-regulation because: it is a highly motivating activity to practice rule-bound behavior the imaginary situation helps children to separate their thoughts and behaviors from what is going on around them the imaginary situation helps children to use their internal ideas to guide their behavior *
  • 20.
    Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Development of dramatic playChildren under the age of 2 typically need realistic objects for pretendingAround the age of 2, children begin to use less realistic objects where an item might be a symbolic representation for something elseBy the age of 3, most children are capable of pretending wi th imaginary objects and events even when props are not availableWhen children become older preschoolers, they begin to engage in sociodramatic play * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved What is sociodramatic play? To be considered sociodramatic play children must:engage in role playing pretend situations (pretends to be another person, animal, or object)make believe with actions and objectshave verbal and social interaction with at least one other person to coordinate roles and the plothave a play theme that persists for five minutes or more (Smilansky & Shefatya, 1990) *
  • 21.
    Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective dramatic play center: is located in a well-defined area of the classroom with sufficient space for at least four to six children to play is often located next to the block center to increase the use of materials between the two areas contains familiar and authentic materials that allow children to represent their experiences includes materials that reflect all members of the classroom and represents many cultures * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective dramatic play center also: contains a variety of props including literacy and math props duplicates of popular items loose parts so children can create their own props includes a way of displaying and organizing the clothing and props includes needed equipment
  • 22.
    * Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved An effective dramatic play center is: dynamic, changing as needed to sustain rich play opportunities inviting and aesthetic Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved This menu is an example of a way to add literacy to the dramatic play area. What are some other literacy props? Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Infant and toddler dramatic playAs soon as children begin to walk they need an area devoted to dramatic play. Toddlers need: dramatic play centers that children would be familiar with (house area) realistic props
  • 23.
    duplicate items toencourage parallel play and to decrease conflict * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved In this toddler classroom, the teachers combined the media table and the dramatic play area to enhance play possibilities. How would this enrich dramatic play? * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved School-age dramatic playSchool-age children continue to participate in sociodramatic play often re-enacting stories, movies, and their own narratives. The dramatic play center may become a stage or a puppet theatre to encourage these reenactments.The dramatic play might also become a micro- world.
  • 24.
    * Creating Environments forLearning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Did you know?As children engage in dramatic play they can gain and practice many of the skills listed in the common core. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Outdoor dramatic playNatural items and loose parts can enrich outdoor dramatic play. Did you know?Outdoor dramatic play increases in length and become more in-depth when an encapsulated space is available (Frost, Wortham, & Reifel, 2001). * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Changes to the dramatic play center allows children to:
  • 25.
    experiment with newroles explore new scenarios use additional vocabulary Children can assist in planning and making the changes. * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers facilitate learning in the dramatic play area through: providing adequate time for dramatic play (a minimum of one hour) planning centers that encourage active engagement providing rich, shared experiences building excitement and keeping interest alive through providing a dynamic center * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Teachers facilitate learning in the dramatic play area through:
  • 26.
    introducing materials andteaching mini lessons as needed assisting individual children to join and sustain dramatic play episodes enriching the dramatic play by incorporating materials from other centers meeting the needs of all learners including facilitati ng children acting out their fears observing and documenting individual children’s learning * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Adding the crowns with the large unit blocks encourages children to build a castle for their dramatic play. Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Superhero and war play Allows children to: feel powerful face their fears make friends establish their identity Banning this type of play often causes children to
  • 27.
    become deceptive, hidingtheir play declare they are not engaged in superhero or gun play not be able to work through issues * Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Superhero and war play There are many strategies that successful teachers use to manage this type of play including focusing on real-life heroes Creating Environments for Learning: Birth to Age Eight, 3e Bullard Copyright © 2017, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Through dramatic play, children can enact and transform reality, while increasing their cognitive, social, literacy, self- regulatory, creative and emotional skills.