Coming together through the Arts Chapter 5

A bird doesn’t sing because it has an answer, it sings because it has a song. Maya Angelou

Developing Social Skills Children of different ages play differently, gradually getting less solitary and more cooperative At 5 or 6 years children being to value & differentiate their own products from those of others

Creating Positive Social Climate Allow enough time Give children appropriate needed attention Give assistance to every child Be aware of own biases (gender, race & physical) and change or fake it!

Promoting Cooperative Behaviors Varies with children’s ages Focus (sing), patience (describe), cooperation (practice turn taking) and joy of others (celebration of projects)

Mixed Age and Ability Groups BEST settings to develop cooperative arts behaviors Open ended activities Planned pairs, groups of 3, etc. Allow youngest or least experienced to go first in group projects in visual arts, performance arts do opposite p.126

Promoting Appropriate Behavior Prevention Redirection Removal Class Meetings p. 127

Groups Arts Activities Murals, group sculpture, mosaics all require teacher’s preplanning Teachers working together models collaboration Capture the process (experience chart or Reggio documentation)

Children with Special Needs IDEA law requires least restrictive environment Honor children’s unique developmental paths Open-ended activities, assistance, role models, allow time for practice

Mitchell (2004) Materials that all children can use Objectives from IEP Space considerations? Time for both exploration and skill practice

Arts Therapy Both diagnostic and therapeutic Know your limitations – Code of Ethics says you will not harm Know generalized art development (children use colors in order presented) Music, Art, and Drama therapy specialties

See text for Modifications Muscular control Visual needs Behavior or emotional needs Helping other children accept children with special needs

Anti-Bias Curriculum Materials reflect wide range of natural skin tones Mirrors and photos of classmates and their families Books and materials represent community and world beyond (non- stereotypical) Diverse artists represented

Help children acquire inner strength, empathy, a strong sense of justice, and the power to take action in the face of bias. p.139

Holidays and Art + fun, creative rituals, part of a society’s culture -all holidays presented with equal emphasis? throughout the year? -Stereotypical symbols (unachievable by children & limit creativity)

For next Monday Post your reflection on our wiki page titled Valentines– What did you hear, read, observe this week that challenges something you believe? Read Chapter 6 (Place for the Arts) Mid-term exam tentatively scheduled on March 1 over Chapter 1-6