1. December 3, 2014 3-D Art Take Home Final Exam The Art Center and Art Experiences through Technology Welcome to Week Fifteen

2. Get your cardboard piece Get out Glue Guns and Glue Sticks to share There are materials all around the classroom, explore, experiment and create You will need to take a photo of your work to include in your portfolio! “Dream Catchers” See Instruction Sheets on Tables (Also loaded on Angel)

3. You get what you pay for!

4. What we provide to young children in the art area: influences the amount of time and interest they invest in the artistic experiences they will pursue there.

5. The Early Childhood Art Center is: An artist’s studio Conveniently located and easily accessible Well stocked with developmentally appropriate tools and materials Orderly and organized A place with rules and limits

6. The artist’s studio is: inviting well stocked well lit filled with “working” noise a place where the artist can mix the media and use tools in a variety of ways depending on the focus of the artist.

7. Conveniently Located and Easily Accessible It should be placed in an area conducive to the type of work that will happen there and be out of high traffic area. Shelves and cabinets should be included to provide easy access to materials and supplies. Provide separate table for messier activities and a place for easels should be nearby. Have access to water for washing both hands and art tools in important. Provide a place to dry paintings The art area should be a prominent feature of the outdoor play yard too.

8. Well Stocked with Developmentally Appropriate Materials open ended art media tools and equipment: like scissors and hole punches and adaptive equipment to support the developmental needs of all children Accessories like stamps and ink pads And “found” items or “artistic junk” Work with your group to create the ultimate list of the tools and materials that should be provided to young children in the art area. Be sure to include materials with help to support a variety of family cultures and experiences too.

9. Orderly and Organized How the materials in this area are stored and arranged promote both creativity, individuality and independence. Similar materials should be grouped together Stored at the child’s level in clear, labeled containers and trays Provide new materials slowly allowing children to master the basic techniques and media first. Over time, introduce new materials and tools at group time. Some beautiful Photos to inspire… (Designs for Living and Learning, Margie Carter & Deb Curtis)

10. Remember the FOUR R’s: restore the studio replenish rotate renew A commitment to this aspect of classroom practice requires teachers to value what children are doing and schedule the time to support that value.

11. A Place with Rules and Limits The art area should provide children a place to share ideas, negotiate for materials, problem solve, interact with each other about their process and outcomes. A few, appropriate rules feel safe to explore and create. Rules and the related consequences should always be applied equally and fairly. Rules and the consequences should be discussed in advance and the reasons for those rules explained. Older children should have input in creating the rules and the consequences for breaking those rules.

12. A Place with Rules and Limits Limit the number of children in all of the “centers” in the classroom. Provide smocks. What are some of the reasons families may want these? Use art tools properly Use only what you need at the time. Share supplies Respect others ideas and space Return what you are using to where you found it. Clean up and recycle when you are done

13. Creativity and Technology A computer should neither be a substitute for concrete learning nor replace human interactions. It is not whether or not we should have computers but when to introduce then and how to use them.

14. Creativity and Technology Computers can provide catalysis for children’s social interactions. Computers offer limited sensory information Care should be taken to ensure that every child has access to computers. (be aware of children with access at home and boys who often “take over”) Children with special needs need software which supports their development.

15. Creativity and Technology Open ended software which avoids overuse of media characters Computer activities should be offered alongside with other activities: choice The amount of time children spend in this area should be regulated Teachers should be aware of parental values and the child’s history with computers.

16. High Tech Tots: we must be careful that parental fears of their children being left behind and carefully crafted corporate sales pitches don’t guide our technology policies and turn children into “mouse potatoes.” Screen time MIGHT be dangerous for children, especially very young children. (http://www.theguardian.com/science/head- quarters/2013/aug/29/screen-time-mental- health-children)

17. The NAEYC Position Statement on the Use of Technology with Young Children When used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. Intentional use requires early childhood teachers and administrators to have information and resources regarding the nature of these tools and the implications of their use with children. Limitations on the use of technology and media are important.

18. The NAEYC Position Statement on the Use of Technology with Young Children Special considerations must be given to the use of technology with infants and toddlers. Attention to digital citizenship and equitable access is essential. Ongoing research and professional development are needed. Read the Key Messages of this position statement posted on ANGEL

19. For next week: Resource Portfolios due Take Home Finals are due In-Class Final will be given Creativity Potluck!