1. Chapter Six Creating a Place for the Arts

2. Every child is an artist. The problem is how to remain an artist once they grow up. - Pablo Picasso

3. Topics Kind of environment needed for arts (space, arrangement, supply storage, displaying children work, etc.) Creating an aesthetic environment Kind of environment needed for arts (space, arrangement, supply storage, displaying children work, etc.) Creating an aesthetic environment

4. Jim Greenman Author of Caring Spaces, Learning Places Order – most important aspect for reflecting teacher’s goals Author of Caring Spaces, Learning Places Order – most important aspect for reflecting teacher’s goals

5. Organizing Art Supplies Organization makes supplies appealing but also teaches Control amounts, label, choose suitable containers Consider storage of finished artwork (until it goes home) Organization makes supplies appealing but also teaches Control amounts, label, choose suitable containers Consider storage of finished artwork (until it goes home)

6. Food and Art See page 160 and develop your own list of pros and cons

7. Displaying Children ’ s Artwork Not all pieces treated equally (p. 162) Encourage children’s to self select pieces Names, dates (information shared depends on venue - keep confidentiality for children’s safety) Display attractively but don’t enhance Create a presentation center w/ accompanying info. (photo, transcription, etc.) Plan ahead for too much and unidentified pieces Not all pieces treated equally (p. 162) Encourage children’s to self select pieces Names, dates (information shared depends on venue - keep confidentiality for children’s safety) Display attractively but don’t enhance Create a presentation center w/ accompanying info. (photo, transcription, etc.) Plan ahead for too much and unidentified pieces

8. Sending artwork home Include explanation Treat with respect Suggest display ideas for families Suggest art ideas for families Include explanation Treat with respect Suggest display ideas for families Suggest art ideas for families

9. Creating an aesthetic environment Go for neutral background (walls, floors, etc.) Attractive, efficient storage Reggio – beautiful items arranged by color in clear plastic jars or baskets Slowly changing displays of natural objects Build in flexibility Can children do what they need to do to learn (and clean up) independently? Go for neutral background (walls, floors, etc.) Attractive, efficient storage Reggio – beautiful items arranged by color in clear plastic jars or baskets Slowly changing displays of natural objects Build in flexibility Can children do what they need to do to learn (and clean up) independently?

10. Teacher friendly spaces Greenman’s principles apply to teacher’s comfort too – safe, functional, soft, attractive, etc. Remember to include something beautiful to YOU Greenman’s principles apply to teacher’s comfort too – safe, functional, soft, attractive, etc. Remember to include something beautiful to YOU

11. Current Research Gardner- When activities, children can learn in whatever way best fits their intellectual strengths. Olson (1997) - Children learn to write in the same way written language developed from pictures. (Children ’ s drawings as “ first order SYMBOLS ” that represent objects or actions.) Olson proposes a joining of art and language instruction. Art is the beginning of writing. Gardner- When activities, children can learn in whatever way best fits their intellectual strengths. Olson (1997) - Children learn to write in the same way written language developed from pictures. (Children ’ s drawings as “ first order SYMBOLS ” that represent objects or actions.) Olson proposes a joining of art and language instruction. Art is the beginning of writing. 

12. Current Research In the Reggio Emilia Preprimary Schools, children ’ s art is used as one method of recording observations, ideas, and memories of experiences. Katz and Chard (1990) - Art, rather than being a separate part of the curriculum, is then used throughout the curriculum as an important way children can explore ideas and communicate about the project or theme. Torrance (1970) - defined creativity as being able to see a problem, form ideas about, and then communicate the results. In the Reggio Emilia Preprimary Schools, children ’ s art is used as one method of recording observations, ideas, and memories of experiences. Katz and Chard (1990) - Art, rather than being a separate part of the curriculum, is then used throughout the curriculum as an important way children can explore ideas and communicate about the project or theme. Torrance (1970) - defined creativity as being able to see a problem, form ideas about, and then communicate the results. 

13. Creativity is not something that can be taught, but something that must be nurtured.

14. A thoughtful art program should: 1.Help a child grow 2.Educate the whole child 3.Be taught by someone who can think artistically 4.Integrate art into the curriculum 5.Use art to express what they know 1.Help a child grow 2.Educate the whole child 3.Be taught by someone who can think artistically 4.Integrate art into the curriculum 5.Use art to express what they know

15. A thoughtful art program should: 6.Provide perceptual, sensory and kinesthetic experiences 7.Encourage self-reflection and responding to the art of others 8.Introduce children to rich visual experiences from a wide range of artistic heritages 9.Provide an environment in which the creative process can flourish 6.Provide perceptual, sensory and kinesthetic experiences 7.Encourage self-reflection and responding to the art of others 8.Introduce children to rich visual experiences from a wide range of artistic heritages 9.Provide an environment in which the creative process can flourish

16. For next week E-mail/post on wiki reflections about the art museum field trip by Monday afternoon and comment on classmates’ reflections by Tuesday morning Literature Lesson Plan Due 1-22-11 Read Chapter 7 Study for March 1 Midterm E-mail/post on wiki reflections about the art museum field trip by Monday afternoon and comment on classmates’ reflections by Tuesday morning Literature Lesson Plan Due 1-22-11 Read Chapter 7 Study for March 1 Midterm