1. ©2012 Cengage Learning. All Rights Reserved. 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

2. ©2012 Cengage Learning. All Rights Reserved. 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

3. ©2012 Cengage Learning. All Rights Reserved. Basic Goals Process not product Needs of children Originality and independence Creative thinking Individualized progress Avoid “creative fakes”

4. ©2012 Cengage Learning. All Rights Reserved. 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

5. ©2012 Cengage Learning. All Rights Reserved. Setting Up for Specific Ages Toddlers –Well-defined areas –Sturdy materials –Limited choices –Art near running water –Art away from traffic

6. ©2012 Cengage Learning. All Rights Reserved. Setting Up for Specific Ages (continued) Ages two to four years –Limited attention span –Alternative activities –Close supervision –Basic art materials –Basic art activities

7. ©2012 Cengage Learning. All Rights Reserved. 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

8. ©2012 Cengage Learning. All Rights Reserved. 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

9. ©2012 Cengage Learning. All Rights Reserved. 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

10. ©2012 Cengage Learning. All Rights Reserved. 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

11. ©2012 Cengage Learning. All Rights Reserved. Adapting Program Basics for Children with Special Needs Developmental delays –Open-ended activities –Demonstration –Task breakdown –Hand-over-hand assistance

12. ©2012 Cengage Learning. All Rights Reserved. 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

13. ©2012 Cengage Learning. All Rights Reserved. Chapter 13 Two-Dimensional Activities Picture Making Printmaking Collage

14. ©2012 Cengage Learning. All Rights Reserved. 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

15. ©2012 Cengage Learning. All Rights Reserved. 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

16. ©2012 Cengage Learning. All Rights Reserved. Crayons High quality Limited number of colors Wide assortment of coloring surfaces Use all sides Varied activities

17. ©2012 Cengage Learning. All Rights Reserved. Pasting Old-fashioned paste—full of discovery opportunities Glue sticks Types of paper Torn paper and pasting Proper scissors use Murals, mosaics, montage

18. ©2012 Cengage Learning. All Rights Reserved.

19. ©2012 Cengage Learning. All Rights Reserved. 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

20. ©2012 Cengage Learning. All Rights Reserved. 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

21. ©2012 Cengage Learning. All Rights Reserved. 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

22. ©2012 Cengage Learning. All Rights Reserved. Strategies for Working with Clay Place of tables Number of children at one table Size of clay ball for each child Cleanup Storing clay

23. ©2012 Cengage Learning. All Rights Reserved. Modeling Benefits –Tactile perception –Develops adaptability to change –Develops concepts of form and proportion –Develops ideas of form, space, and materials

24. ©2012 Cengage Learning. All Rights Reserved. Activities Mobiles Stabiles Assemblage Cardboard construction Woodworking

25. ©2012 Cengage Learning. All Rights Reserved. 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

26. ©2012 Cengage Learning. All Rights Reserved. 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

27. ©2012 Cengage Learning. All Rights Reserved. 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

28. ©2012 Cengage Learning. All Rights Reserved. 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

29. ©2012 Cengage Learning. All Rights Reserved. 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

30. ©2012 Cengage Learning. All Rights Reserved. Learning about One’s World Begins with self –Name –Family –Ethnic background –Family grouping –Family occupations –Living space

31. ©2012 Cengage Learning. All Rights Reserved. Individual Development and Identity Self-awareness—strengths and weaknesses Positive acceptance of self Positive physical acceptance Awareness of physical characteristics

32. ©2012 Cengage Learning. All Rights Reserved. People in the Community Adult roles Interdependence Helpers in the community Community workers Excursions in the community—field trips

33. ©2012 Cengage Learning. All Rights Reserved. Art and Social Studies Artists work: Social expression Social change Ben Shahn Louise Berliawsky Nevelson Romare Bearden Quilters of Gee’s Bend

34. ©2012 Cengage Learning. All Rights Reserved. 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