1. TEACHING YOUNG CHILDREN Chapter 16 The Creative Arts

2. Creativity is… digging deeper. looking twice. crossing out mistakes. talking/listening to a cat. getting in deep water. getting out from behind locked doors. plugging in the sun. wanting to know. having a ball. building sand castles. singing in your own way. shaking hands with the future.

3. Defining Creativity Novelty – Adults: idea or product must be new, or novel – Young Children: consider “new” to the child who produced the idea/product New to the person who created it Appropriateness – Adults: acceptable and useful by some sort of criteria, variable by culture and group – Children: when efforts are meaningful to them they are appropriate

4. Characteristics of Creative Individuals Curiosity: Consistently ask meaningful questions Flexibility: Try new approaches to problems Sensitivity to problems: Quickly identify problems Originality: Unusual ideas/create original products Independence: Comfortable working alone Redefinition: Combine ideas/materials in new ways Penetration: Spend time thinking deeply

5. Assisting with the Creative Process Adults who value creativity – Value process and originality Low-risk early childhood settings – Failure is acceptable and normal Freedom to explore – Provide blocks of time and choice Open-ended materials – Paint, paper, musical instruments, dramatic play props, etc.

6. Creativity & Play Play and creativity are closely linked Highly creative adults often describe their creative acts as “playing around” with ideas or materials A playful mindset is beneficial to productive thought Sheer pleasure, sheer fun

7. The Young Artist Why include the arts? – To help children express feelings and ideas – Adults can integrate academics through art, to help children see connections and find patterns – The arts provide children with a universal language for communication

8. Misconceptions about Art Art is a nonessential element of the curriculum Discovering talent is the goal You must have performance skills in art to teach it Creative art experiences are adult-centered The early childhood professional is uninvolved

9. Developmental Trends Birth – 2 Years – Scribbling and mark-making stage – Random to controlled 2 – 4 Years – Personal symbol and design – Includes features important to child 4 – 7 Years – Attempts at public representation – More recognizable to others, more detail Later Primary and up – Realism, realistic details

10. Art Curriculum Four Central Elements – Sensing and experiencing – Making art – Learning about art, artists and their styles – Aesthetics Discipline-Based Art Education – Designed for primary grades and beyond – Promotes developing the technical skills needed in art production and teaching four disciplines that help children create, understand, and appreciate art

11. The Adult’s Role in Art Experiences Provide a variety of appropriate materials Value creativity Describe and/or demonstrate appropriate uses for art tools and materials Avoid the use of models Emphasize process of art rather than product Talk about art with children Display children’s art

12. Talking About Art Six questions to ask yourself as you prepare to talk with children – What is it made of? (size, tools, medium) – What do you see? (lines, angles, shapes, colors) – What does it represent? (design, story, symbol) – How is it organized? (perspective, composition, view) – What is it about, what is the nature of involvement? (violence, peace, love, sadness) – Where does the idea come from? (imagination, TV)

13. The Art of Reggio Emilia In Reggio Emelia, adults consider art serious work 3 Program Principles: – Understanding cognitive theories of art – Motivating children to produce art – Selecting teaching strategies

14. Art Activities Infants & Toddlers – Nearly everything ends up in mouth – Pudding, play-dough, place artwork within view Preschoolers – Mural/Straw painting, crayon rubbings, clay, attend an art show Primary children – Paper, glue, scissors, crayons, chalk, pastels, drawing/sketching, crayon shavings,

15. Music and the Young Child The importance of music – Benefits Psychomotor skills – large and small muscles Perceptual skills Affective development – express feelings Cognitive growth Social skills – participation, sharing, cooperation Cultural understandings

16. Musical Development Infants – React to loudness, softness, human voice Toddlers – Listen to music, repeat some phrases, enjoy making music 3 Years – Better voice control, master simple songs 4 Years – Can learn basic musical concepts, sing complete songs from memory 5 Years – Maturing sense of pitch, rhythm, and melody 6, 7, & 8 Years – Singing voices approaching maturity, enjoy silliness and word- play – 10-note range, sense of harmony, awareness of printed music, often have well-established preferences

17. Movement & Music Movement + Music = Learning – Include finger plays – March to music – Use rhythm instruments – Provide space for movement and music

18. Music Curriculum 4 Main Elements – Listening to music – Responding to music through movement – Children must have many opportunities to make music – Help children begin to understand music and music-making

19. Facilitating Musical Experiences Plan and prepare the environment Encourage creative expression Emphasize enjoyment Make music fun – demonstrate your own excitement Carefully observe

20. Music Activities Infant/Toddler – Playfully sing throughout the day – Play background music – Place rattles within reach of children Preschool – Scarves/music CD, marching band, music appreciation Primary – Make music, sing, increase the variety of listening music, attend live concerts

21. Creative Dramatics, Theater, and Dance Dramatic Play – Provide opportunities to act out child-chosen themes – Provide quality play props – Facilitate this type of play Theater – Primary children are ready for more structured activities – Puppet stories – Attend live performances Dance – Adapt movement activities to develop early dance skills