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How to create an engaging and developmentally appropriate creative art center
Terms in this set (28)
Setting up the creative art center
Easels, paints availble, add new materials, retire materials regulary, access to water.
Remember that children's drawing skills develop over time
Scribbles 2yrs, pre-schematic stage, 2-4schematic stage 5-8, realism stage 6-10
Remember to make the classroom itself something to appreciate
Make classroom pleasing to look at, do not overdo colors or clutter, change bulletin boards/walls regularly, laminated picture book poster, bring in flowers, seeds pods, and branches
Types of scribbles
Uncontrolled, controlled, Name scribbles " making meaning"
Appreciating the beauty around us including the children and the people around
Talk about beauty in everyone, read books about beauty in different ethnicities, have children take photos of themselves, have a children do hand printing/stamping
The creative are center promotes " physical development-small motor "
Spatter brushes, tear up paper, fold and cut paper objects, scissors, squeeze plastic bottles of paints
The creative art center promotes " physical development-Large motor "
Have children arm dance with crayons, use two arms with crayons in each hand
The creative art center promotes " cognitive development "
Let children experiment with mixing paint, let children create new colors with food colors, Mix colors of light with flashlights, bring in a prism and shine sunlight through it
The creative art center promotes "language development "
Allow children to talk about their work, talk about artists painting,look at artists paintings in children's books,have children tell stories about what they see, use art vocabulary words in talking About art
The creative art center promotes " emotional development "
Water play- mixing colors, cut up sponges in the water, shaving cream, dough, clay
The creative are center promotes " creative development "
Support creativity with encouragement rather than direction, have free choice materials always available, invite artists to your program
Role as a creative arts teacher
Set up center with appropriate materials, observe children to determine their levels, have activities at manipulative mastery and meaning levels, have materials to satisfy children's interests,record individual art accomplishments
Art at this age is about the process, not the product. Ex) don't direct their work, don't alter work,don't make a model& don't do arts & crafts
What do the 3ms ( meaning, mastery& manipulation) look like in the creative art center
Ex) making random marks on paper -
Playing with paste or glue -
Tearing or cutting paper into many pieces-
Making shapes and designs in finger paint -
Making a sun with rays -
Making houses, rainbows, vehicles-
These are Questions that encourage problem solving and imagination.
why are open ended questions important
Gets them thinking, encourages conversation, sends message that I am interested in your ideas.
details and examples ( Con )
Don't demand response, do not have right or wrong answers, don't generate a list, don't require a yes, no or no word response.
details and examples (Pro )
How did you know that would happen?, I wonder how purple got it's name, how would you fill this type of bucket up ?
an approach that opens with a compliment that is sincere and therefore effective " that's a beautiful painting "
When we tell children " I like that a lot or Oh, I love it " we are using valuing approach.
The adults tell children their art is good or great-that's great work Susan!"
An adult directly and bluntly asks " what's is it" or what's that supposed to be?
The adults attempts to draw from children some hint, title, or verbal statement about their art work! Please tell me all about it, what would you like to say about this? Probing less forward and abrasive than questioning.
When a child shows you his drawing of a tiger, it is tempting to reply" very good, but next time remember to draw strips on your tiger.
More effective approaches
Developmentally appropriate for talking with young children about their are; color, line, mass and volume, pattern, shape or form, space, texture
Discussing non representational art
You have filled your paper with many lines and shapes, I see one long thin line which frames your picture , there are blue lines that make the upper case M shape
Discussing representational art
What a colorful picture, it' look like the sun trying to peek through the cloud,
Sustaining and concluding the dialogue
Teacher; when I look at the right side of your picture I see a pattern of six blue points outlined with an orange line
Child: And there were strawberries in the ice
Teacher; did you eat strawberry ice cream
Child; yes and this is for my mommy birthday too can you put my name on it
Teacher; of course and let's put it in your cubby to keep until your mother comes for you
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