1. HOW TO TEACH CHILDREN’S ART

2. Art vs Craft
Art is an opportunity for children to explore art media with no product goal or samples of what the product is to look like when finished.
Child Directed = they are given the supplies and told an idea and then let loose to create.
Ie: create an elephant out of these materials.
Crafts require that the children produce something that is similar or exactly the same. They are showed an end result, told what materials to use, told what to do, and how to do it.
Teacher Directed = Child wants theirs to look like the one you showed them instead of creating their own unique product.
Black line (ie: coloring books) copies

3. PURPLE In first grade, Mr Lohr said my purple tepee wasn’t
realistic enough, that purple was no color for a tent, that purple was color for people who die, that my drawing wasn’t good enough to hang with the others. I walked back to my seat counting the swish-swish-swishes of my pants. With a black crayon, nightfall came to my purple tent in the middle of the afternoon
In second grade, Mr. Barta said, “Draw anything.” He didn’t care what. I left my paper blank, and when he came around to my desk, my heart beat like a tom-tom while he touched my head with his big hand and in a soft voice said, “The snowfall. How clean and white and beautiful.”

4. WHAT CAN ART DO FOR CHILDREN?
It is therapeutic – can be an expression of strong feelings.
A means to express self – interest, perceptions and style.
Children are not yet under the constraints of realism.
They feel free to represent in their art what matters to them.
Shows the uniqueness of child’s identity.
Gives them a sense of accomplishment.
What if they ask you to do it for them?

5. WHAT CAN ART DO FOR CHILDREN? Cont’d
Gives them a heightened awareness and appreciation of the beauty of the visual world.
Helps them organize and understand the world.
Visual thinking helps cognitive (intellectual) and emotional development.
Art is a record of growth and the child’s unique way of relating to the world.

6. Have students draw a red flower with a green stem like mine and comment on how they do not look like my picture. Now read the 1st half of the story.

7. Creativity is the art of putting something together in a new and different way.

8. Children are often very creative; however, we sometimes teach children that it is unacceptable.
The Little Boy
Once a little boy went to school. He was quite a little boy. And it was quite a big school. But when the little boy Found that he could go to his room By walking right in from the door outside, He was happy. And the school did not seem Quite so big any more. One morning, When the little boy had been in school a while, The teacher said: “Today we are going to make a picture,” “Good!” thought the little boy. He liked to make pictures. He could make all kinds: Lions and tigers, Chickens and cow, Trains and boats—And he took out his box to crayons And began to draw. But the teacher said: “Wait! It is not time to begin!” And she waited until everyone looked ready. “Now,” Said the teacher, “We are going to make flowers,” “Good!” thought the little boy, He liked to make flowers, And he began to make beautiful ones With his pink and orange and blue crayons. But the teacher said, “Wait! And I will show you how.” And she drew a flower on the black board. It was red, with a green stem. “There,” said the teacher. “Now you may begin.” The little boy looked at the teacher’s flower. Then he looked at his own flower, He liked his flower better than the teacher’s. But he did not say this, He just turned his paper over And made a flower like the teachers. It was red, with a green stem. On another day, When the little boy had opened The door from the outside all by himself, The teacher said, “Today we are going to make something with clay.” “Good!” thought the little boy. He liked clay. He could make all kinds of things with clay” Snakes and snowmen, Elephants and mice, Cars and trucks—And he began to pull and pinch His ball of clay. But the teacher said, Wait! It is not time to begin!” And she waited until everyone looked ready. “Now,” said the teacher, “We are going to make a dish! “Good thought the little boy, He liked to make dishes, And he began to make some That were all shapes and sizes. But the teacher said, “Wait! And I will show you how.” And she showed everyone how to make One deep dish. “There,” said the teacher, “Now you may begin.” The little boy looked at the teacher’s dish Then he looked at his own. He liked his dishes better than the teacher’s But he did not say this, He just rolled his clay into a big ball again, And made a dish like the teacher’s. It was a deep dish. And pretty soon The little boy learned to wait And to watch, And to make things just like the teacher. And pretty soon He didn’t make things of his own anymore. Then it happened That the little boy and his family Moved to another house, In another city, And the little boy had to go to another school. This school was even Bigger Than the other one, And there was not door from the outside Into his room He had to go up some big steps ,And walk down a long hall To get to his room. And the very first day He was there, the teacher said, “Today we are going to make a picture.” “Good!” thought the little boy, And he waited for the teacher To tell him what to do But the teacher didn’t say anything. She just walked around the room. When she cam to the little boy, She said, “Don’t you want to make a picture?” “Yes,” said the little boy. “What are we going to make?” “I don’t know until you make it, “said the teacher. “How shall I make it?” asked the little boy. “Why, any way you like,” said the teacher, “And any color?” asked the little boy. “Any color,” said the teacher, “If everyone made the same picture, And used the same colors, How would I know who made what, And which was which?” “I don’t know, “said the boy. And he began to make pink and orange And blue flowers. He liked his new school, Even if it didn’t have a door Right in from the outside! Helen E. Buckley

10. HOW TO TEACH ART: RELAX THE CONTROLS:
No lessons, just let them develop their own creativity.
Picasso said, “We all should learn to draw like a child – it teaches us to be free and spontaneous.
Avoid the use of models and patterns. It inhibits creativity and free expression.
Coloring books (black line paper) VS. Blank paper
Avoid constant adult interference, supervision, and control.
Expect a mess.
These are great as long as they know that they must help clean up.

11. HOW TO TEACH ART: Cont’d
Remember it is the Process not the Product that is important.

12. HOW TO TEACH ART: Tolerate Differences
Each child should feel that his art is taken seriously, understood, commented on, and appreciated.
The process or final product may seem funny but remember that the child’s intention is serious.
Don’t judge or inhibit spontaneous expression.
Encourage children to try using materials in different ways.
“I wonder if the bottom of the crayon will work the same as the top?”
Get excited about their discoveries and share your own discoveries, too, as you work along with them.

13. HOW TO TEACH ART: Inspire Perseverance
Encourage the children to see their product through to the end.
Never interrupt a child deeply involved in their work.
Albert Einstein said that he actually had no specific talent, but that it was just his, “obsession and dogged endurance” that helped him arrive at life-changing ideas.
Support and encourage by responding appropriately to their words and their actions:
Praise their attempts
Listen, respond, and question
Specific positive reinforcement “Nice Job!” VS.
“I like the way you put those buttons close together”

14. HOW TO TEACH ART: Cont’d
How to respond:
“Tell me about it. “ VS.
“What is it a picture of?”
Describe what you see
“You used all of the colors.”
Talk about their actions
“Look how fast your arm moves”
Talk about the process
“How is it organized?”
“Where does the idea come from?”
“What did you enjoy doing in this picture.”

15. The Art Center Usually freeplay – choose to participate
Organization of the area affects the kids ability for inspiration, creativity, and self-expression
Shelves with clear containers
Near a sink
Away from traffic and activity
Tables and chairs
Easels act as a room division
Display the area and room with children’s work! 15

16. Basic Materials to inspire Creativity
Paint On
Paint With
Draw On
Draw With
Clean up With
Put things together with
Cut with
Mold
Construct
Whatever you plan to throw away. 16

17. Students create the flower any way they want
Students create the flower any way they want. Now read the 2nd half of the story. Discuss the feelings between the 2 instructions.

18. Draw with your toe or eyes closed. (2-3 yo)
Draw this basic mug picture with your mouth. (4-5 yo)
Draw with your opposite hand. (6-7 yo)
Draw with you strong hand. (8+ yo)

19. STAGES OF ART Scribbling:
Begins at 18 months, usually zig zags, by age 3 uses shapes in scribbling.

20. STAGES OF ART: Cont’d Pre-schematic:
4 year olds try to represent things, colors not realistic.

21. STAGES OF ART: Cont’d Schematic:
About age 7 – like to represent forms.

22. STAGES OF ART: Cont’d Schematic continued:
Sex differences at this age.
What do boys draw? What do girls draw?

23. STAGES OF ART: Cont’d Realism:
About age 9, smaller, more details, don’t want to show work, often get discouraged. Why?

24. DO WE LEARN TO DRAW A LANDSCAPE?
DRAW YOUR CHILDHOOD HOUSE AND LANDSCAPE.

25. HOW IMPORTANT ARE THESE ASPECTS OF EXPECTATIONS?
Neatness
Realistic
Focused on a theme or idea
Following directions and copying a model
Novel or original work

26. ART ACTIVITIES FOR CHILDREN:
ART PROJECTS
Cooked play dough
Goofy Goop
Texture pictures with sand paper & crayons
Light Table
Tissue paper Art
Tie Die Art

27. ART ACTIVITIES FOR CHILDREN: Cont’d
Wire Whip & Fly Swatter Art Paint Roller Art Salad Spinner Art Colored Bubbles Eye Dropper Art

28. Magnet Painting
Rubber Band Painting
Fabric and cotton on a stick
Paint Bombs
Paint Rollers
Wire whisk
Tissue on paper-squirt with water
Color on sandpaper, and iron
White pasta, make snowflakes
Spray bottles in snow, mix colors
Tape tongue depressors, Draw pic's and make a puzzle
Graphing on shower curtain
Wands-Hangers and Tissue paper
TP tubes with ribbon
PVC pipes and sensory tables
Berry Baskets and Hole Punches

29. Play Dough
Cereal Art
Spaghetti Art
Bubble Gum Art
String Art
Leaf Print- Dip in paint and print
Tissue on paper and squirt with water
Color on sand paper and bake to melt
Punch out on paper and brush over Strainer
Warming Tray
Hand Christmas Tree
Cup Cake liners- Snowman, flowers
Popsicle sticks: Flowers and Triangle
Cornflake Wreath
Ball with glued tissue paper and glitter

30. Salt Dough Ornaments
Cinnamon Sticks rubbed on and cut out as ornaments
Squirt Shaving Cream on Laminated Santa Face
Finger Painting
Mix Colors- charts
Shaving Cream on bag to mix colors
Eye Droppers
Spray bottles in snow to mix colors
Soak tongue depressor in food coloring, dry-mix Shaving Cream
Weave Plastic mat in slits-Chicken wire, cardboard and yarn
Lacing Cards- lace with yarn, pipe cleaner, or shoelaces
Tape tongue depressors, draw pictures, then make into puzzle