Chapter OneEDU 216

Every child is an artist. The problem is how to remain an artist once

they grow up.- Pablo Picasso

Children between the ages of 1-8 are busy discovering the nature

in their world.

Children between the ages of 1-8 are busy discovering the nature

in their world.•They are not creating a product---- they are

involved in a process!•Why do you think this statement is true? •Children are at play!•They gain control of their motor skills.•They learn to use symbols

•They are not creating a product---- they are involved in a process!

•Why do you think this statement is true? •Children are at play!•They gain control of their motor skills.•They learn to use symbols

ToddlerToddler

•Need to explore with all senses

•Limited self-regulatory skills

•Engage in parallel play

•Developing large muscle control

•Short attention spans

•Need to repeat actions

•Understand more than they can say

•Need to explore with all senses

•Limited self-regulatory skills

•Engage in parallel play

•Developing large muscle control

•Short attention spans

•Need to repeat actions

•Understand more than they can say

Toddler ActivityToddler Activity

•Activities that allow for exploration

•Activities that allow to manipulate materials

•Give few instructions

•Have close supervision

•Activities that allow for exploration

•Activities that allow to manipulate materials

•Give few instructions

•Have close supervision

Three Year OldThree Year Old

• Shows more self control

• Usually does not put inappropriate things in mouth

• Developing control over wrists, hands and fingers

• Increased attention span

• Shows more self control

• Usually does not put inappropriate things in mouth

• Developing control over wrists, hands and fingers

• Increased attention span

ActivitiesActivities

• Offer a wider variety of materials

• Value the process not the product

• Encourage to use materials

• Supervision still required

• Offer a wider variety of materials

• Value the process not the product

• Encourage to use materials

• Supervision still required

Four and Five Year OldsFour and Five Year Olds

• Exhibits a more mature grip on drawing tools• Can concentrate for about 30 minutes on an

activity• Can work with a small group and share supplies• May dictate or write stories• Can follow a 3 step direction• Can classify objects and make predictions• Can use words to describe qualities of objects

• Exhibits a more mature grip on drawing tools• Can concentrate for about 30 minutes on an

activity• Can work with a small group and share supplies• May dictate or write stories• Can follow a 3 step direction• Can classify objects and make predictions• Can use words to describe qualities of objects

ActivitiesActivities

• Can use a variety of media• Can be self selected or group activity• Ready for aesthetic and art appreciation

activities• Use art to express ideas• Can work on their own, and manage

materials with adult supervision

• Can use a variety of media• Can be self selected or group activity• Ready for aesthetic and art appreciation

activities• Use art to express ideas• Can work on their own, and manage

materials with adult supervision

Six Seven and Eight Year OldsSix Seven and Eight Year Olds

• Holds materials with a mature grip• Can concentrate for up to an hour on a

project or an on-going project• Can initiate, participate, and assume roles in

cooperative group activities• May write stories• Understand that objects can share more than

one quality.

• Holds materials with a mature grip• Can concentrate for up to an hour on a

project or an on-going project• Can initiate, participate, and assume roles in

cooperative group activities• May write stories• Understand that objects can share more than

one quality.

ActivityActivity

• Need to have self selected activities with a wide range of materials

• Be introduced to art activities that require specialized skills or sequencing projects

• Can be expected to carry out and organizing art activities

• Need to have self selected activities with a wide range of materials

• Be introduced to art activities that require specialized skills or sequencing projects

• Can be expected to carry out and organizing art activities

Describe a time when you observed a non-age

appropriate or age appropriate activity with a partner.

Why Should art be taught to young children?

Why Should art be taught to young children?

• To be an integral part of their lives• Purpose could be decorative• Purpose could be communicative• Purpose could be aesthetically pleasing• Purpose could be spiritually expressive

• To be an integral part of their lives• Purpose could be decorative• Purpose could be communicative• Purpose could be aesthetically pleasing• Purpose could be spiritually expressive

Art is a Child’s First Language

(Reggio)

Art is a Child’s First Language

(Reggio)• It is essential to the growth of their minds.• Children do not separate art from their daily

activities• It reflects how children’s minds are dealing with

the world• It is through the exploration of materials and

environment that children begin to develop graphic symbols to represent thought.

• It is essential to the growth of their minds.• Children do not separate art from their daily

activities• It reflects how children’s minds are dealing with

the world• It is through the exploration of materials and

environment that children begin to develop graphic symbols to represent thought.

Art Helps Children Grow by:Art Helps Children Grow by:

• Improves well-being

• Builds visual perception

• Creates Community

• Develops Thinking

• Child’s first language

• Nurtures Creativity

• Improves well-being

• Builds visual perception

• Creates Community

• Develops Thinking

• Child’s first language

• Nurtures Creativity

What are the components of a thoughtful art program for

young children?

What are the components of a thoughtful art program for

young children?

• Goals - The long term changes in behavior that the activity is meant to foster. (The goal cannot be done with one activity.)

• Environment - Surrounds the child where they think and learn. It is where they think and learn.

• Delivery - This is how the activity is presented.• Activities - The activities provide the content - the

concepts, tools, media, and techniques.

• Goals - The long term changes in behavior that the activity is meant to foster. (The goal cannot be done with one activity.)

• Environment - Surrounds the child where they think and learn. It is where they think and learn.

• Delivery - This is how the activity is presented.• Activities - The activities provide the content - the

concepts, tools, media, and techniques.

Current ResearchCurrent Research

• Gardner- When activities, children can learn in whatever way best fits their intellectual strengths.

• Olson (1997) - Children learn to write in the same way written language developed from pictures. (Children’s drawings as “first order SYMBOLS” that represent objects or actions.) Olson proposes a joining of art and language instruction. Art is the beginning of writing.

• Gardner- When activities, children can learn in whatever way best fits their intellectual strengths.

• Olson (1997) - Children learn to write in the same way written language developed from pictures. (Children’s drawings as “first order SYMBOLS” that represent objects or actions.) Olson proposes a joining of art and language instruction. Art is the beginning of writing.

Current ResearchCurrent Research

• In the Reggio Emilia Preprimary Schools, children’s art is used as one method of recording observations, ideas, and memories of experiences.

• Katz and Chard (1990) - Art, rather than being a separate part of the curriculum, is then used throughout the curriculum as an important way children can explore ideas and communicate about the project or theme.

• Torrance (1970) - defined creativity as being able to see a problem, form ideas about, and then communicate the results.

• In the Reggio Emilia Preprimary Schools, children’s art is used as one method of recording observations, ideas, and memories of experiences.

• Katz and Chard (1990) - Art, rather than being a separate part of the curriculum, is then used throughout the curriculum as an important way children can explore ideas and communicate about the project or theme.

• Torrance (1970) - defined creativity as being able to see a problem, form ideas about, and then communicate the results.

Creativity

is not something that can be taught, but something that must

be nurtured.

A thoughtful art program should:

A thoughtful art program should:

1. Help a child grow

2. Educate the whole child

3. Be taught by someone who can think artistically

4. Integrate art into the curriculum

5. Use art to express what they know

1. Help a child grow

2. Educate the whole child

3. Be taught by someone who can think artistically

4. Integrate art into the curriculum

5. Use art to express what they know

A thoughtful art program should:

A thoughtful art program should:

6. Provide perceptual, sensory and kinesthetic experiences

7. Encourage self-reflection and responding to the art of others

8. Introduce children to rich visual experiences from a wide range of artistic heritages

9. Provide an environment in which the creative process can flourish

6. Provide perceptual, sensory and kinesthetic experiences

7. Encourage self-reflection and responding to the art of others

8. Introduce children to rich visual experiences from a wide range of artistic heritages

9. Provide an environment in which the creative process can flourish

For next Tuesday….For next Tuesday….

• Read chapter two.• E-mail me one paragraph reaction about

this evening. (Preferred michele_beery@wilmington.edu)

• Personal timeline (page 59) Due 1-26-10• Begin looking for lesson plans and an

article to review.• I’ll be sending you the arts standards

and power points for Chapter 2.

• Read chapter two.• E-mail me one paragraph reaction about

this evening. (Preferred michele_beery@wilmington.edu)

• Personal timeline (page 59) Due 1-26-10• Begin looking for lesson plans and an

article to review.• I’ll be sending you the arts standards

and power points for Chapter 2.