©2012 Cengage Learning. All Rights Reserved. Chapter 12 Program Basics: Goals, Setting Up, Materials, and Strategies National Arts Standards Basic Goals

©2012 Cengage Learning.All Rights Reserved.

Chapter 12Program Basics: Goals, Setting Up, Materials, and Strategies

• National Arts Standards• Basic Goals of the Early Childhood Art Program• Setting Up for Art Activities• Setting Up for Art Activities—Specific Ages• Safety• Adapting Program Basics for Children with Special Needs


National Arts Standards

• Dance, music, theater, and visual arts

• Developed as guide/resource to states and school districts

• Describe sequential education in the arts

• K-4, 5-8 and 9-12


Basic Goals

• Process not product

• Needs of children

• Originality and independence

• Creative thinking

• Individualized progress

• Avoid “creative fakes”


Setting Up for Art Activities

• General considerations– Ease of dispensing and cleanup of materials– Safe storage of materials– Drying space– Set up for daily activities– Set up for weekly activities


Setting Up for Specific Ages

• Toddlers– Well-defined areas– Sturdy materials– Limited choices– Art near running water– Art away from traffic


Setting Up for Specific Ages (continued)

• Ages two to four years– Limited attention span– Alternative activities– Close supervision– Basic art materials– Basic art activities


Setting Up for Specific Ages (continued)

• Ages four to six years– Improved small muscle development– Interested in life beyond home and school– Art activities with more purpose– Wider variety of art materials– Wider variety of art activities


Basic Equipment, Materials, and Use

• Drawing materials—paper, crayons, markers, chalk

• Painting materials—paint sets, tempera, finger paints, brushes, paper

• Pasting materials—paste, glue sticks, paper, scissors

• Clay, play dough, modeling accessories

• Woodworking—space and equipment


Safety

• Potentially unsafe materials– Powdered clay– Paints requiring solvents– Dyes with chemical additives– Permanent markers– Instant papier-mâché– Epoxy, instant glues, rubber cement– Aerosol spray paints


Safety (continued)

• Teacher’s responsibilities:– Read labels– Check for age appropriateness– Check for ventilation requirements– Do not eat or drink while using materials– Do not transfer materials to other containers– Know your students– Be aware of students’ allergies– Be aware of students’ habits


Adapting Program Basics for Children with Special Needs

• Developmental delays– Open-ended activities– Demonstration– Task breakdown– Hand-over-hand assistance


Adapting Program Basics for Children with Special Needs (continued)

• Visual impairments– Offer verbal descriptions– Provide bright, even lighting– Reduce glare with dull finishes– Reduce glare with pastel paper– Use high-contrast materials– Use markers or crayons instead of paint– Add thickener and fragrances to paint


Chapter 13Two-Dimensional Activities

• Picture Making• Printmaking• Collage


Picture Making

• Any and all forms of visual expression– Beginning with controlled scribbling– Visual communication of feelings and ideas– Some encouragement, motivation may be

needed– Children’s book artists – Leo Lionni and Eric

Carle


Painting with a Brush

• Materials– Watercolor paint sets—oval-shaped—small

number of colors– Real-bristle brushes—all media– Paint containers– Rinse brushes in between colors of paint– Rinse under gently flowing cool water– Store cleaned brushes suspended/upright– Paintings dry horizontally


Crayons

• High quality

• Limited number of colors

• Wide assortment of coloring surfaces

• Use all sides

• Varied activities


Pasting

• Old-fashioned paste—full of discovery opportunities

• Glue sticks

• Types of paper

• Torn paper and pasting

• Proper scissors use

• Murals, mosaics, montage



Chapter 14Three-Dimensional Activities

• Developmental Levels and Three-Dimensional Media• The Value of Clay• Strategies for Working with Clay• Modeling• Activities• Adaptations for Children with Special Needs


Developmental Levels and Three-Dimensional Media

• Work in the round

• Sequence similar to two-dimensional– Random manipulation – Patting and rolling– Circles and rectangles– Forming clay figures– Development of schema—naming objects


The Value of Clay

• Pliability allows for easy changes

• Creative experiences

• Process versus product

• Tactile stimulation

• Small motor development

• Development of hand-eye coordination

• Language development


Strategies for Working with Clay

• Place of tables

• Number of children at one table

• Size of clay ball for each child

• Cleanup

• Storing clay


Modeling

• Benefits– Tactile perception– Develops adaptability to change– Develops concepts of form and proportion– Develops ideas of form, space, and materials


Activities

• Mobiles

• Stabiles

• Assemblage

• Cardboard construction

• Woodworking


Adaptations for Children with Special Needs

• Developmental delays– Offer one or two materials at a time– Separate containers for each material– Provide for large collage/assemblage base– Use glue stick, not paste


Adaptations for Children with Special Needs (continued)

• Attention deficit/hyperactivity disorder– Sit with a guide child– Set out material step by step– Separate container for each material


Adaptations for Children with Special Needs (continued)

• Visual impairments– Add color to glue to increase visibility– Use small squeeze bottle of glue or glue stick– Aluminum pie tin for dipping the glue utensil– Mark edges of collage paper– Guide child’s arm—location of materials


Chapter 22Creative Social Studies

• Preschoolers and Social Studies• Learning about One’s World• Individual Development and Identity• People in the Community• Teaching Young Children about Peace


Preschoolers and Social Studies

• Traditional social studies subjects not appropriate• Appropriate concrete social studies concepts:

Temporal awareness

Spatial knowledge

Number sense • NAEYC socially-minded traits• Storytelling introduction to continuity, change, similarity

and difference


Learning about One’s World

• Begins with self – Name– Family– Ethnic background– Family grouping– Family occupations– Living space


Individual Development and Identity

• Self-awareness—strengths and weaknesses

• Positive acceptance of self

• Positive physical acceptance

• Awareness of physical characteristics


People in the Community

• Adult roles

• Interdependence

• Helpers in the community

• Community workers

• Excursions in the community—field trips


Art and Social Studies

• Artists work:

Social expression

Social change

• Ben Shahn

• Louise Berliawsky Nevelson

• Romare Bearden

• Quilters of Gee’s Bend


Teaching Children about Peace

• Manifesto 2000

• Don’t hurt anybody

• Use words to settle problems

• Teacher’s role– Encourage children to work out their problems– Give children tools to define and settle

differences– Teach children how to use words to settle

differences

Documents

©2012 Cengage Learning. All Rights Reserved. Chapter 12 Program Basics: Goals, Setting Up, Materials, and Strategies National Arts Standards Basic Goals