4. You’re Not Teaching Crafts! Art and Preschool are About Experimentation Children’s art work should a production of their own __________ without a lot of adult direction Art work can be teacher ________, but the process should be done by the child If each art piece is the ______, where is the creativity? Activities should always be open-______ There needs to be room for exploration creativity initiated same ended
6. Children should be familiarized with the art products as a developmental standard Subdomain V.D.: The Arts (3-year-old) A. Expression and Representation H.S.13 examples Trying one medium many times in order to experience its properties in depth (such as painting at the easel several days in a row, using several colors, or covering the whole paper with paint); Constructing a flat structure with unit blocks, randomly exchanging pieces until they feel satisfied; Punching, patting, rolling, squishing, and flattening play dough; Using a variety of drawing materials, such as markers, pencils, chalk, and crayons; Messing about with finger paint or colored shaving cream, making many different swirls and dabs; Dribbling glue on the paper, and watching it drip, flow, and spread out.
7. Motor Development 18-24 Months B. Fine Motor Development 1. Demonstrates improved strength, control and eye-hand coordination. H.S./CFR 1304.21 (a)(5)(ii); (a)(5)(iii), (b)(3)(ii) As young toddlers’ eye-hand coordination improves, they enjoy activities that include smaller arm and hand movement such as crayons, markers, and finger paints. Activities are more purposeful, and numerous ways to do things are explored. Young toddlers demonstrate improved strength, control, and eye-hand coordination by: Emptying and filling containers; Stacking five to six blocks; Stringing large beads onto a string; Scribbling using a variety of art materials such as markers, chalk, water colors, and finger paints; Imitating the finger plays of their parents, caregivers, and teachers; Lining up four cubes to make a train.
8. Objective One: Participants will learn through presentation and class discussions what an art environment means in an early learning classroom.(look at “Art for It’s Own Sake” article)
9. Activity One Making Art Portfolios You can use homemade materials in your art center for the children to experiment with. Tonight we will use cereal boxes to make art portfolios for the kids to take their art home in or to keep at school. Children love to have things in the classroom to call their own and this is a great project for them. It also helps with name recognition.
10. Materials Used: Empty cereal boxes Construction paper Homemade decoupage glue (1 part water, 1 part glue Old magazines Scissors Paint brushes
12. Objective Two: Participants will learn through discussion and presentation new ways to develop an open-ended art program in their classrooms. The best way to create an open-ended art program in your classroom is to create an art center full of exploration and ALWAYS have art materials readily available throughout the day. Everyday the children should have the opportunity to create their own masterpieces without a lot of adult direction. They should be free to explore the products and manipulate the materials as a part of their development.
13. Ways to Have Open-Ended Art Everyday in Your Classroom Fantastic Fun Box Talk about what to place into your boxes Tape card stock shapes, numbers, and letters to a table and reveal the objects by crayon rubbings Have play dough out everyday with different materials to cut and shape the dough Have easels available for painting, drawing, writing, using chalk and pastels
14. Extraordinary Easels Self Portraits Painting on an easel is extremely important for children’s fine motor skills. This activity can direct and promote the correct holding position of crayons, pencils, and brushes. Also, another great way to promote this skill is to put broken crayons and chalk at the writing table. Children should be allowed to place their facial features on their own. It is not developmental appropriate to place the eyes, ears, hair, mouth, and nose in the “perfect” position. The teacher should allow for creativity on the children’s part. This also encourages them to look at themselves and their peers and see themselves and their peers as they see them, not as YOU see them.
16. Objective Three Participants will better understand how art promotes other areas of development through the presentation and discussion.
17. Art plays such an important role in early childhood development. Many children learn to express themselves through art and learn communication/language skills and social /emotional skills. Building Self-confidence Social-emotional
19. Here a child is enhancing her communication skills with her teacher and her sensory development. “A 10-year national study on after-school arts programs found that “children involved in the arts use linguistic and cognitive thinking skills that transfer readily to social and academic activities” (Epstien, 12).
20. Objective Four: The participants will understand what an “art center” is in their classroom and what should be incorporated in the center by the presentation checklist.
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