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Chapter 12 Program Basics: Goals, Setting Up, Materials, and Strategies
National Arts Standards Basic Goals of the Early Childhood Art Program Setting Up for Art Activities Setting Up for Art Activities—Specific Ages Safety Adapting Program Basics for Children with Special Needs
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National Arts Standards
Dance, music, theater, and visual arts Developed as guide/resource to states and school districts Describe sequential education in the arts K-4, 5-8 and 9-12
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Basic Goals Process not product Needs of children
Originality and independence Creative thinking Individualized progress Avoid “creative fakes”
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Setting Up for Art Activities
General considerations Ease of dispensing and cleanup of materials Safe storage of materials Drying space Set up for daily activities Set up for weekly activities
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Setting Up for Specific Ages
Toddlers Well-defined areas Sturdy materials Limited choices Art near running water Art away from traffic
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Setting Up for Specific Ages (continued)
Ages two to four years Limited attention span Alternative activities Close supervision Basic art materials Basic art activities
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Setting Up for Specific Ages (continued)
Ages four to six years Improved small muscle development Interested in life beyond home and school Art activities with more purpose Wider variety of art materials Wider variety of art activities
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Basic Equipment, Materials, and Use
Drawing materials—paper, crayons, markers, chalk Painting materials—paint sets, tempera, finger paints, brushes, paper Pasting materials—paste, glue sticks, paper, scissors Clay, play dough, modeling accessories Woodworking—space and equipment
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Safety Potentially unsafe materials Powdered clay
Paints requiring solvents Dyes with chemical additives Permanent markers Instant papier-mâché Epoxy, instant glues, rubber cement Aerosol spray paints
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Safety (continued) Teacher’s responsibilities: Read labels
Check for age appropriateness Check for ventilation requirements Do not eat or drink while using materials Do not transfer materials to other containers Know your students Be aware of students’ allergies Be aware of students’ habits
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Adapting Program Basics for Children with Special Needs
Developmental delays Open-ended activities Demonstration Task breakdown Hand-over-hand assistance
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Adapting Program Basics for Children with Special Needs (continued)
Visual impairments Offer verbal descriptions Provide bright, even lighting Reduce glare with dull finishes Reduce glare with pastel paper Use high-contrast materials Use markers or crayons instead of paint Add thickener and fragrances to paint
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Chapter 13 Two-Dimensional Activities
Picture Making Printmaking Collage
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Picture Making Any and all forms of visual expression
Beginning with controlled scribbling Visual communication of feelings and ideas Some encouragement, motivation may be needed Children’s book artists – Leo Lionni and Eric Carle
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Painting with a Brush Materials
Watercolor paint sets—oval-shaped—small number of colors Real-bristle brushes—all media Paint containers Rinse brushes in between colors of paint Rinse under gently flowing cool water Store cleaned brushes suspended/upright Paintings dry horizontally
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Crayons High quality Limited number of colors
Wide assortment of coloring surfaces Use all sides Varied activities
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Pasting Old-fashioned paste—full of discovery opportunities
Glue sticks Types of paper Torn paper and pasting Proper scissors use Murals, mosaics, montage
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Chapter 14 Three-Dimensional Activities
Developmental Levels and Three-Dimensional Media The Value of Clay Strategies for Working with Clay Modeling Activities Adaptations for Children with Special Needs
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Developmental Levels and Three-Dimensional Media
Work in the round Sequence similar to two-dimensional Random manipulation Patting and rolling Circles and rectangles Forming clay figures Development of schema—naming objects
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The Value of Clay Pliability allows for easy changes
Creative experiences Process versus product Tactile stimulation Small motor development Development of hand-eye coordination Language development
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Strategies for Working with Clay
Place of tables Number of children at one table Size of clay ball for each child Cleanup Storing clay
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Modeling Benefits Tactile perception Develops adaptability to change
Develops concepts of form and proportion Develops ideas of form, space, and materials
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Activities Mobiles Stabiles Assemblage Cardboard construction
Woodworking
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Adaptations for Children with Special Needs
Developmental delays Offer one or two materials at a time Separate containers for each material Provide for large collage/assemblage base Use glue stick, not paste
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Adaptations for Children with Special Needs (continued)
Attention deficit/hyperactivity disorder Sit with a guide child Set out material step by step Separate container for each material
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Adaptations for Children with Special Needs (continued)
Visual impairments Add color to glue to increase visibility Use small squeeze bottle of glue or glue stick Aluminum pie tin for dipping the glue utensil Mark edges of collage paper Guide child’s arm—location of materials
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Chapter 22 Creative Social Studies
Preschoolers and Social Studies Learning about One’s World Individual Development and Identity People in the Community Teaching Young Children about Peace
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Preschoolers and Social Studies
Traditional social studies subjects not appropriate Appropriate concrete social studies concepts: Temporal awareness Spatial knowledge Number sense NAEYC socially-minded traits Storytelling introduction to continuity, change, similarity and difference
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Learning about One’s World
Begins with self Name Family Ethnic background Family grouping Family occupations Living space
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Individual Development and Identity
Self-awareness—strengths and weaknesses Positive acceptance of self Positive physical acceptance Awareness of physical characteristics
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People in the Community
Adult roles Interdependence Helpers in the community Community workers Excursions in the community—field trips
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Art and Social Studies Artists work: Social expression Social change
Ben Shahn Louise Berliawsky Nevelson Romare Bearden Quilters of Gee’s Bend
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Teaching Children about Peace
Manifesto 2000 Don’t hurt anybody Use words to settle problems Teacher’s role Encourage children to work out their problems Give children tools to define and settle differences Teach children how to use words to settle differences
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