1. Artistic Development “The teacher who knows the difference between adult and child world views is likely to communicate and educate more successfully than one not so prepared.” —David Elkind (1974, p. 134)

2. Children of these ages are: Learning through play Developing control over their bodies Curious Have short attention spans Unique How Do Children Develop in the Arts?

3. Developmentally Appropriate Practice [DAP] DAP asks: Is this activity appropriate for children of this age? Is this activity appropriate for this particular child at this particular time?

4. Normative Development Is this activity appropriate for children of this age? Infant – Birth to 12months Toddler – 12 months to 2years Preschooler – 3 to 5 year Kindergartener – 5 & 6 years Primary – 6 to 8 years

5. Normative Development: Music Infant Toddler Preschooler Kindergartener Primary

6. Normative Development: Creative Movement Infant Toddler Preschooler Kindergartener Primary

7. Normative Development: Drama Infant Toddler Preschooler Kindergartener Primary

8. Normative Development: Visual Arts Infant Toddler Preschooler Kindergartener Primary

9. Factors Affecting Artistic Production Physical Development Emotional State Social Behavior Intellectual Development Child’s Creative Work Peer and Adult Reactions Previous Experiences Art Media Accepted Culture

10. Gardner’s Model of Cognitive Development Infancy to 18 months: Piaget’s sensorimotor stage 18 months to 2 years: Learn to use symbols 2 to 3 years: Spatial understanding develops 3 to 4 years: Numerical understanding develops 5 to 7 years: Invent notational systems

11. Multimedia Production Model Mode 1: Random actions Mode 2: Conscious control Mode 3: Imitative Mode 4: Symbol development Mode 5: Cultural style Mode 1 Mode 2 Mode 5 Mode 3 Mode 4

12. Drawing Begins with Scribbles

13. Placement Patterns

14. Graphic Symbol Development Mandalas, suns, and people by children ages 2 to 5

15. Developmental Stages Developmental Stages of Child Art, Based on Kellogg (1969) and Lowenfeld and Brittain (1987) Infancy to Age 2½ Random Scribbling 2½ to 3 Controlled Scribbling 3 to 4½ Named Scribbling 4½ to 7 Preschematic

16. How Do We Select Developmentally Appropriate Arts Activities? A successful arts educator: Sets realistic expectations Values process over product Understands factors affecting child Selects activities that every child can do successfully

17. Assessing Artistic Growth Observation Tools Checklists Anecdotal records Real records Photographs and videos Portfolios

18. Portfolio Contents Work samplesChecklists Photographs and videos Interviews AudiotapesAttitude surveys Anecdotal notes Process folio selections

19. Evaluating Children’s Arts Process Studying a single artwork or performance can be another way to gain more insight into the child’s arts process. Step 1: Describe what you see. Step 2: Compare it to normative levels or the child’s previous work. Step 3: Write a summary.

20. Writing a Summary This is a tempera painting by a three-year-old girl named Katie. The child called it “My Rainbow” How would you describe it?

21. Interacting with Families Portfolio sharing Talking together Art happenings Letters and newsletters Pamphlets Activity ideas Surveys

22. Self-Assessment The purpose of self-assessment is to grow as a teacher of the arts. Use Checklists Student feedback Notebook Journal “Terrific” Me folder

23. Learn more about the child artist. The Brain Connection: http://www.brainconnection.com/topics/?main=fa/child-brain http://www.brainconnection.com/topics/?main=fa/child-brain Child Development Institute: http://childdevelopmentinfo.com/http://childdevelopmentinfo.com/ Child Development & Early Childhood Development Advice: http://www.pbs.org/parents/childdevelopmenttracker/ http://www.pbs.org/parents/childdevelopmenttracker/ Conclusion: The Child Artist Copyright 2015 Cengage Learning. All Rights Reserved.