1. #4 TEACHERS GUIDE LEARNING
The arts provide a central thread to guide and integrate learning across all curricular domains.

2. 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.

3. “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

4. TEACHING STRATEGIES
SUPPORT
STIMULATE
STRETCH
SPARK! INSPIRE

5. Aesthetic Operations
NATURE
EVERYDAY EXPERIENCES
CULTURES
WORKS OF ART

6. 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

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

8. 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!

9. 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.

10. 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

11. 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

12. 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

13. 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

14. SHARING THE LEARNING STORY
DISPLAY
DOCUMENTATION