1. Koster’s Growing Artists
The Best of Chapters 8 -12
Koster’s Growing Artists

2. How can art activities be integrated throughout the curriculum?
Step 1. Teaching about art

3. How can art activities be integrated throughout the curriculum?
Step 2 - Connecting Art
Enriches the learning experience because it provides multiple pathways for children to learn
Sometimes a question may set the stage for an art activity
Art can lead the way into other lessons

4. How can art activities be integrated throughout the curriculum?
Step 3 - Learning through art
Art is found everywhere in the classroom
In order for integration to occur, children must have ideas and experiences to express.

5. What is emergent curriculum? (Reggio et. al.)
Teachers and children working together to explore ideas that interest them
Teachers model enthusiasm and wonder
Teachers ask tantalizing questions
Teachers gather resources and plan experiences and activities (web)

6. What is Project Approach? (Katz & Chard 2000)
An in-depth study of a particular topic that one or more children undertake.
Starts with carefully selected topic
Very effective in multi-age classes because activities draw on differing skills and knowledge of each child

7. Value of Integrated Curriculum (Gardner et. al.)
Caine, et. al. (2004) find that when a thematic approach is used, conditions are created that match optimum requirements for “brain-based” learning.
Brain-based learning is the informed process of using a group of practical strategies that are driven by sound principles derived from brain research. (Jensen, 2004)

8. What is an THEMATIC approach?
Guidelines for theme selection
Teach to their world…… (student interests)
Check the Ohio Academic Content standards, see if you can cover more than one subject
What do I, the teacher, know about &/or want to learn more about?
What resources do I have or can I get?
What are my time restraints?

9. What is an THEMATIC approach?
Art in thematic units
Open ended
Every day &/or special materials
Responsive activities (Drawing, Individual journals, storytelling center)
Group activities

10. What is an THEMATIC approach?
Planning a Thematic Unit
Brainstorm possibilities
Span the range of developmental areas
Tap into domains of multiple intelligences (comprehensiveness)
Think of vocabulary
Be flexible

11. What is an THEMATIC approach?
The Thematic unit in action
Check logistics (room arrangement, time needed, etc.)
Think about topics needed to be covered in other subjects.
How will you begin? end? (initial events & ending celebrations - videotape, share with parents, student displays, students share work)
Evaluation - Do a self evaluation

12. What is an INTRODUCTORY experience?
A short attention getting activity
The purpose is to get students ready to learn.

13. How visual arts help children grow
1.physically 2. 3.
4.language 5. 6.
7.Visual art concepts & skills

14. Two-dimensional expression
Kellogg (1969,1979)
Scribbles
Placement patterns
Diagrams & combines
Mandlas, suns & people

15. Music helps children grow:
Brain connections
Lowers stress hormones, affects heart rate & increases antibodies in children
Promote development (physical, social, cognitive, language, emotional, & music concepts & skills)

16. Music Development Sequence
Rhythm
Listening
Instrument
Song
(see pages new text)

17. Music Activities designed much like Visual Arts activities
One-on-One
Exploration Centers
Listening Center
Conducting Center
Sound Discovery Center
Instruments
Responsive Group Activities

18. Teaching a New Song Hear it first
Tag on “finishing” or accented words or phrase
Join in repeated or patterned part
Sing it on their own

19. Some ways to introduce new songs:
Whole song method
Call & Response
Say it first
Write it out
Clap the rhythm
Act it out
Substitute meaningful words
Tell the story
Make it familiar
Add signs
Sing along
Match it
Movements
Picture it
Puppets
Tape recorded
Sing to learn
Singing games
Cue cards
Parts
Rounds

20. Definition of creative movement or dance
Both art forms based on moving our bodies
In E.C. creative movement is the open-ended nature of movement activities that are DAP for young children
Dance refers to formalized styles with specific ways to move, steps & positions

21. How creative movement & dance help children grow
Motion cues help with concept development
Increased oxygen to brain aids cognitive functioning
Academic achievement is better in schools that offer frequent breaks for physical movement

22. Course Objective #2
Gain knowledge and appreciation of the nature and meaning of the arts, the historical, cultural and social contexts, personal expression, production / performance, and art criticism.

23. Course Objective #3
Plan and implement developmentally and individually appropriate curriculum and instructional practices based on knowledge of individual children, the community, and curriculum goals and content that honor children’s prior experiences at home and at school.

24. Course Objective #4
Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences to help young children develop intellectual curiosity, solve problems and make decisions.

25. Course Objective #5
Demonstrate current knowledge of and ability to develop and implement meaningful, integrated learning experiences, use the central concepts and tools of inquiry in curriculum content areas including art, music, drama, and movement

26. Piaget’s levels of play
Practice play – infants in sensorimotor stage explore and interact with objects using repeated actions
Symbolic play – preoperational children imitate action they have seen during make believe scenarios
Concrete operational – children play games with preset rules & organized sports, or re-enact stories they already know

27. Vygotsky and Play
Make believe only possible with emergence of abstract thought
Play promotes learning as children practice social behaviors in safe environment
Bruner and Sutton-Smith agree that play is a way to learn and think

28. Power of Play Children learn about the world Active
Intrinsically motivating
Integrates everything children know
Promotes longer attention spans and allows children to pursue interests more deeply
Develops creatively, social, emotionally & cognitively
Fun way to learn

29. How children develop through dramatic arts
Proficiency in oral language and body control
How to use costumes, props & settings
Aesthetically organized & creative presentation of a message or story
By age of 5 years most children capable of creating & performing complex stories, often sustaining them over an extended period of time

30. Sequence of development in dramatic arts (p. 393)
Preschool:
constructive play w/ blocks, sand, etc.
w/ other children w/ increasing interaction
uses voice to match character
play more fictional, can pretend, imaginary playmates, role-play imaginary characters
retell, invent & acts out stories w/ simple plots,
invented stories incorporate ideas from familiar stories

31. Sequence of development in dramatic arts (p. 393)
Kindergarten
more orderly object & constructive play
cooperative play w/ shared purpose
talks about their play
fantasy play is more complex & fluid
uses invented spelling & drawing to tell a story

32. Sequence of development in dramatic arts (p. 393)
Primary
construction more complex, creates props, likes games w/ rules
enacts roles & assigns roles in logical, fair ways
increased control over voice
evaluates dramatic performance
can use dissimilar objects to represent others, knows difference between real & pretend, daydreaming replaces pretend play
writes invented stories from experience or picture,
stories have elaborate plots, scripts for drama & puppet shows

33. Storytelling
Infants & Toddlers – family stories, read stories, tell me
Preschool/Kndgt. – family & school storeis, retell, puppets, masks, take a role, draw it
Primary – story jar, odd pairs, everyone’s story, one word, “what would happen if …?” describe it, setting easel