#4 TEACHERS GUIDE LEARNING The arts provide a central thread to guide and integrate learning across all curricular domains.

Guided Art Explorations Interactive art experiences, rich in artistic knowledge, skills, and creative dispositions, in which educators guide students through a learning cycle of awareness, exploration, elaboration and utilization, resulting in understanding and a product that communicates personal ideas, imagination and feelings.

“The arts call forth a complex constellation of cognitive and creative capacities that reveal a rich interweaving of intuitive, practical, and logical forms of thought at work advancing the range and depth of children’s thinking.” Champions of Change

TEACHING STRATEGIES SUPPORT STIMULATE STRETCH SPARK! INSPIRE

Aesthetic Operations NATURE EVERYDAY EXPERIENCES CULTURES WORKS OF ART

Repetition – Patterns, Rhythm, Expectations Formalization – Balance, Space, Unity, Simplify Dynamic Variation – Movement, Contrast, Variety Exaggeration – Scale, Emphasis, Proportion Surprise – Manipulation of expectations, Novelty AESTHETIC OPERATIONS Attention Intention Communication

Aesthetic Operations: An Ecological Approach Nature Mother-Child Interactions Ceremonies, Rituals & Culture The ARTS: Dance, Music, Theater, Visual Arts

Inborn Aesthetic Capacities Inherent in Human Interactions Found in Ceremonies & Rituals Focuses Attention of Individual/Group Addresses Emotional Needs Reduces Stress Promotes Group Harmony Creates Culture Evident in all Art Forms REPETITION FORMALIZATION DYNAMIC VARIATION EXAGGERATION SUPRISE!

PASELA Outcomes Children achieve the Pennsylvania Early Learning Literacy Standards language, literacy, creative arts and approach to learning indicators, Childcare staff and artists have increased knowledge of child development, and ability to create literacy-rich aesthetic environments and use integrated teaching strategies encompassing visual arts, music, movement and drama, Parents, artists, educators and community members create partnerships to develop understanding and utilization of the arts in preparing children for school success, and Inclusive learning opportunities are expanded.

PASELA Growth Development Artistic Learning Individual Style Fine motor skills Social awareness Language use Artistic Learning Vocabulary Artistic behaviors Articulated details, expression Individual Style Discovery of self See self as a resource Interaction with others Personal Meaning See art as a way to make sense of the world Use art to communicate ideas, thoughts, and feelings

ORGANIZATIONAL IDEAS for ART EXPLORATIONS & CURRICULUM DESIGN Elements & Principles . . . Art Modes and Media . . . Periods of Western Art . . Art from Various cultures Themes in Art . . . . . . . . Aesthetic topics . . . . . . . Landmark Artworks. . . . Artists & their work . . . . Art Styles. . . . . . . . . . Line, color, texture, shape, form, value, space, unity, rhythm, pattern, movement, contrast, emphasis Drawing, painting, printmaking, collage, ceramics, weaving, architecture, photography, new media Prehistoric art, Renaissance, art of the Middle Ages, Baroque art, Modern art, Post-Modern art Art of China, Native Americans, art of Africa, Egypt, African-American, Hispanic Folk art The sea, art and nature, Mythology, Animals in art, Landscapes, Portraits, Images of Women, Music Beauty, Artist’s intent, Creative process, Art vs. Nature O’Keeffe’s Black Hollyhocks, van Gogh’s Starry Night, Egyptian Pyramids, Hokusai’s The Great Wave Miro, Mary Cassatt, Romare Bearden, Pablo Picasso, David Hockney, Michelangelo, Goya, Frieda Kahlo Rococo style, Impressionism, Surrealism, Pop Art, Chinese Ming period, Dadaism, Fauvism

Documentation requires Attention to learning and involves questions, wonderings Recording in multiple ways, more than one source and/or medium Shared with the learners Analysis or interpretation about aspects of learning from multiple perspectives Information and design communicates a Learning Story and informs future learning

Documentation vs Display Five features of documentation: Does the “display/documentation” involve a question about learning? Is it shared back with the learners? Does it involve more than one medium, source of information? Does it entail multiple perspectives, and include adult analysis or reflections? Does it help inform future learning experiences as well as revisit past learning? Most documentation shows evidence of the learning process as well as product, and isn't just a record of what happened, but an analysis or interpretation of the learning that took place. @ 2006 Making Learning Visible Project at the Harvard Graduate School of Education

SHARING THE LEARNING STORY DISPLAY DOCUMENTATION