The Impact of Arts Education: What Do We Know?EduSkills OECD
OECD Conference Educating for Innovative Societies on 26 April 2012 - Session 4: Arts Education in Innovation-Driven Societies - The Impact of Arts Education: What Do We Know? by Ellen Winner, Boston College
This talk concerning The Importance of Arts in Education was delivered at Westminster College on March 23, 2009. My personal favorite part of the talk was revealing the percentage of GNP the arts represent---a real sabot for that certain kind of philistine social (and economic) conservative who wants to crush arts funding in schools. For that individual, here's an economic argument that almost sounds like an artifact of some capitalist Utopia. Considering we don't produce much in the U.S. anymore---the legacy of Bretton-Woods---at least we still export the arts.
The Impact of Arts Education: What Do We Know?EduSkills OECD
OECD Conference Educating for Innovative Societies on 26 April 2012 - Session 4: Arts Education in Innovation-Driven Societies - The Impact of Arts Education: What Do We Know? by Ellen Winner, Boston College
This talk concerning The Importance of Arts in Education was delivered at Westminster College on March 23, 2009. My personal favorite part of the talk was revealing the percentage of GNP the arts represent---a real sabot for that certain kind of philistine social (and economic) conservative who wants to crush arts funding in schools. For that individual, here's an economic argument that almost sounds like an artifact of some capitalist Utopia. Considering we don't produce much in the U.S. anymore---the legacy of Bretton-Woods---at least we still export the arts.
Talks about the historical and theoretical perspectives of Viktor Lowenfeld and other researchers, as well as the informal survey taken on people of all ages regarding their artistic levels and developmental stages in art.
Let Our Children Speak With HeArt: Beyond-Grades And Beyond-School Ling Siew Woei
Graded-art system imposed at schools and arts learning center can be considered detrimental to a child’s intrinsic motivation to continue drawing as they grow. Drawing, a form of visual art should encourage the creation of thinking and communication that allows the children to speak from their heart. This study adopts reflexivity from the first author’s discouraging experience of art being graded during her childhood experience. It describes the arts syntegration model at a home-setting to promote thinking. This paper provides evidences that informal teaching beyond-school can promote significant creativity; especially for children between the ages of four and nine years.
Slideshow presentation of Engaging the Eye Generation by Johanna Riddle (Stenhouse, 2009).Defines today'sl learners, examines the concept of "new literacy", provides a sequential, spiraling model for developing multiple literacy skills in the classroom.
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docxoreo10
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
The Little People of Tomorrow PreschoolAshley Covington, Cassa.docxcherry686017
The Little People of Tomorrow Preschool
Ashley Covington, Cassandra Fredrick, David Gould, Shannon Kline, & April Underwood
Preschool Age
Preschool boys and girls are between the ages of 2 to five years old. They are very active and curious.
The Preschool Classroom
A preschool classroom needs to be organized, and the materials need to be accessible to all children,
Safety is the number one priority when it comes to preschoolers.
The furniture needs to be oversized and cushy.
The classroom should be divided into centers that are labeled so the children will associate the word with the activity.
All centers need to be visually accessible
Preschool Centers
Preschools need a classroom that is inviting and safe for the children to explore. It need to be spacious and provides a lot of room for them to explore.
Diverse Population
Read books that contain diverse characters
Look at magazines and photos that contain different cultures
Play games and use dolls that are of different diversities
Watch shows or videos that feature diverse population
Allow guest speakers to come in and share with the students
Talk and introduce about other languages
Teach about Geography
Make different foods for them to try
Play dress up to different customs
Decorate your room to incorporate diversity
Language Development
We as teachers and most of all parents, must never assume that a child is a certain age is just like everyone else. If you are a parent and are concerned about your child’s development, speak to the teacher and also consult with your child’s primary care provider.
Developmental Activities for Preschoolers
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Read to the child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book. Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech. The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for more than 150,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientist.
...
Art Is An Imagination Of Art
Imaginative Landscape
Imaginative Play
The Process of Creativity
Creative Play Observation
Imaginative Dreams
Imaginative Journeys
Benefits Of Sensory Play
If your child lacks imagination or confidence,is unable to focus or is too shy, then keep reading because we guarantee a fun way from America to solve these problems and unleash your child's creative side without limits nor inhibitions. Introducing Smart Art Studios from America - an art school unlike any other you will ever see. While most art schools want their students to draw, paint, and copy only what they see with rheir eyes, our students must create only what is seen with their own mind, not with their eyes. Talk about stimulating and cultivating creativity!
Read on and see how and why SAS can greatly benefit any child between the ages of 6-12, and for stressed adults and our seniors, this is wonderful therapy.
Developmental art in the low literacy classroomJean Marrapodi
An exploration of the art from my Liberian senior citizen low-literacy Sunday School class with a look at the parallels to developmental art in children and different cultures. Presented at the LESLLA (Low Educated Second Language and Literacy Acquisition) conference in Minneapolis, MN in 2011.
1. artistic practices + development:understanding children’s art in contextedpsy502winter 2010sarahj. ward
2. guiding question Children’s artistic development is significant for a number of reasons including the development of motor and cognitive skills. There is a tendency to objectify creativity. It’s a trait you have or a trait you don’t. The research that follows seems to agree: creative and artistic development has been studied in individual children and their work, but continues to ignore the child governed worlds that are critical to all sorts of growth. how are children’s artistic practices influenced by their social context?
5. abstract through (pictures as symbols)as both fine motor skills and cognitive skills advance together, children move from scribbling identifying shapes in scribbles drawing shapes combining shapes to make objects objects to pictures, with increased realism
6.
7.
8. Children’s culture is in some ways similar to adult culture but it is wrong to assume that they are exactly the same
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10. It should avoid the trap of an ‘adultist’ top-down approach to the research and the choice of methods and not seek to approximate the child’s world to that of the adult’s. The possible limitations in language and articulation of younger children may, in fact, actually be reinforced by adult attempts to place their own interpretation on the words and drawings of children…. [researchers] need to create the potential for children to have their own ideas and explanations heard and understood Milburn & McKie, 1999, p.397 draw + tell d + t was originally introduced to health education circles in 1989 Grounded in a philosophical position which is concerned with how the social world is interpreted, understood, experienced or produced Methods of data generation are flexible and sensitive to social context Methods of analysis and explanation building involve understandings of complexity, detail and context Drawings have been used to project what is not overt Assist communication b/t children and adults (Milburn & McKie, 1999)
11. a ski trip memory if you had your very own world, what would it look like mom + dad anything you’d like draw + tell topics I chose the draw + tell technique because it enabled me to come up with topics that I knew they were familiar with and also those that would show their individuality. I had them all draw at once, which was a challenge in itself because paying attention to 4 kids and their interactions with one another is a lot. If I were to conduct this research again I would use a video recorder so that I could go back and review the scene from different angles.
12.
13. Average of ten parts a person including hair, eyes, pupils, ears, arm and fingers, leg and foot
30. Describes in simple terms how different materials, techniques, and processes cause various responses (e.g., says, "The color blue in the picture makes me feel sad.”)
33. Knows how people's experiences (e.g., cultural background, human needs) can influence art
34. Expresses ideas about personal artwork that may or may not refer to the image (e.g., describes a schematic drawing (circle for head, circle for body, lines for legs and arms) as a picture of her dog eating)
53. Increased dexterity fine motor skill development(Kellogg, 1967, p13 & 29; pbs.org, 2010)
54. mom + dad your ski trip your very own world anything you’d like
55. I’m still drawing this because its going to be extra good! … You could see everything on the mountain – but mostly fog - Saxton describing the ski picture Pecky, what are you drawing? - me finishes scribbling looks at picture, looks at me A mirror. - Peck What’s in the mirror? - me Pecky. - Peck My best memory from the ski trip was skiing – Lake Yeah, it was Lake’s first time up the chairlift – Lyla It was really fun, right Lake? – Sax conversation about chairlift and mountain continues. They each end up drawing the chairlift You don’t need to draw everything in that color - Sax to Lake Why did you choose that green Lake? - me Oh I can answer that! Because it’s his favorite – Lyla Yeah, he does everything in that color - Sax Mom, come here, I want to look at you – Lyla as she carefully draws her mom in the outfit that she’s wearing that day (Sax, will go on to draw his mom by looking at Lyla’s picture for guidance) Basically, it’s a world in the sky and the guys who live in it look like this – Dum Dums! And they have fire shoes to fly! - Lyla describing her very own world Hey Lyla, why’d you draw that sunset? – me Because I’m good at it! - Lyla I’m going to guess what daddy’s wearing: a light blue shirt and shorts… just like me! – Lake Lake draws his dad, James, on a plane – Emily, his mom, asks if it’s because daddy’s coming home on a plane the following day. Lake says “yes.”
56. discussions/observations Children used each other to tell stories Lyla and Sax were especially comfortable stepping in and answering questions for the younger kids and also explaining their own and their siblings work Peck knew exactly which colors he wanted to color with. He chose one color/picture Lyla paid meticulous attention to what Emily, her mom, looked like that day – down to shoes and eye color Lake sought affirmation as he worked and after he was finished Lake was able to leave the task at hand, draw something new, and then come back to the task while still incorporating what he wanted to be drawing (an airplane) Lyla labeled her pictures with names There is a definite progression of people and objects becoming more “life-like” While the children didn’t “teach” one another directly this particular day, they used social cues and stories to give meaning and validity to their pictures
57.
58. prompting from peers as well as adults guides the artistic process
59. children use each other’s pictures as guides to help them draw their own
62. references Backett-Milburn, K. & McKie, L. (1999). A critical appraisal of the draw and write technique. Health Education Research : Theory and Practice. 14(3), 387-398. Berk, L.E. (2002). Infants and children: Prenatal through middle childhood. Boson: Allyn and Bacon Csikszentmihaly, M. (1997). Finding flow: the psychology of engagement with everyday life. New York: Basic Books. Csikszentmihalyi, M., Gardner, H., and Feldman, D.H. (1994). Changing the World: a framework for the study of creativity. Westport: Praeger. Kellogg, R., and O’Dell, S. (1967). The Psychology of Children’s Art. New York, New York: Random House. Merriam S.B. & Associates (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey-Bass PBS Parents. Child Development Tracker. http://www.pbs.org/parents/childdevelopmenttracker/three/creativearts.html (Feb. 12, 2010). Vygotsky, L.S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.