Presentation on theme: "HOW TO TEACH CHILDREN’S ART. Art vs Craft Art is an opportunity for children to explore art media with no external product goal - no samples of what the."— Presentation transcript:
HOW TO TEACH CHILDREN’S ART
Art vs Craft Art is an opportunity for children to explore art media with no external product goal - no samples of what the product is to look like when finished.Art is an opportunity for children to explore art media with no external product goal - no samples of what the product is to look like when finished. –Child Directed = they are given the supplies and told an idea and then let loose to create. Ie: create an elephant out of these materials. Craft activities require that the children produce something that is similar or exactly the same. They are showed an end result, told what materials to use, told what to do, and how to do it.Craft activities require that the children produce something that is similar or exactly the same. They are showed an end result, told what materials to use, told what to do, and how to do it. –Child wants theirs to look like the one you showed them instead of creating their own unique product. –Black line (ie: coloring books) copies fall under this category.
WHAT CAN ART DO FOR CHILDREN? It is therapeutic – can be an expression of feelings. A means to express self – interest, perceptions and style. –A–A–A–Art is the best way children can communicate their inner feelings and thoughts. –C–Children are not yet under the constraints of realism. –T–They feel free to represent in their art what matters to them. –S–Shows the uniqueness of child’s identity. Gives them a sense of accomplishment by developing products that reflect their own feelings, ideas, and risks. –W–What if they ask you to do it for them? Visual thinking h hh helps intellectual and emotional development. (science, math, language…) –A–Art is a record of growth and the child’s unique way of relating to the world.
1. Creativity is the art of putting something together in a new and different way.
1-WHAT DO YOU SEE?
2-WHAT DO YOU SEE?
3-WHAT DO YOU SEE?
4-WHAT DO YOU SEE?
6-WHAT DO YOU SEE?
7-WHAT DO YOU SEE?
8-WHAT DO YOU SEE? Does a different angle or perspective make a difference?
Children are often very creative; however, we sometimes teach children that it is unacceptable.
The Little Boy... 1/2
HOW TO TEACH ART: 1.RELAX THE CONTROLS –No lessons, just let them do it. Picasso said we should learn to draw like a child – they teach us to be fresh and spontaneous. –Avoid the use of models and patterns. –Avoid the use of models and patterns. It Inhibits creativity, limits free expression. Instead provide a blank paper and see what they can do with it! –Allow the child freedom to develop their own creativity. –Encourage children to try using materials in different ways. “I wonder if the bottom side of the crayon will work the same way as the pointed end”. There is not just one way to do something. –Avoid constant adult supervision and control. Allow for free choice of activities and ideas. It develops independence –Expect a mess Help child feel safe with a mess by always wearing smocks if needed.
2- INSPIRE PERSEVERANCE “obsession and dogged endurance”Albert Einstein claimed that he actually had no specific talent, that it was just his “obsession and dogged endurance” that helped him arrive at his world-changing ideas. Encourage the child to see the product through to completion.Encourage the child to see the product through to completion. Never interrupt a child who is deeply involved in their work.Never interrupt a child who is deeply involved in their work. Support and encourage the child by responding to their artistic expression by:Support and encourage the child by responding to their artistic expression by: –Listening and questioning –Praise their attempts –Give positive reinforcement through specific statements. NOT – Nice Job! “I like the way you put the buttons close together”
What Do You Say? What not to say:What not to say: –That’s pretty –What is it a picture of? How to respond:How to respond: Describe what you seeDescribe what you see –“I see you used all the colors on the easel today.” Talk about the actions that they took to create the pictureTalk about the actions that they took to create the picture –“Look how fast your arm is moving to create the picture.” Ask about the processAsk about the process –“Where does your idea come from?” –“How is it organized?” –“Tell me about it.” Use words that encourage and support their effortsUse words that encourage and support their efforts –“You sure made a lot of paintings today, which one should we hang up?” –“What did you enjoy about doing this?”
3. TOLERATE DIFFERENCES Creative children often do not fall into social norms.Creative children often do not fall into social norms. They will want to know how and why things work and look for a different way to do things. Sometimes they are frustrating and time consuming. Each child should feel that his art is taken seriously, understood, commented on and appreciated.Each child should feel that his art is taken seriously, understood, commented on and appreciated. –It sometimes looks or the idea is funny but remember that their intention is serious. Don’t judge or inhibit spontaneous expression.Don’t judge or inhibit spontaneous expression. “I like the way you used the blue paint” Get excited about their discoveries and shareGet excited about their discoveries and share your own discoveries as you work along with them.
4- BE THE CHILD’S ADVOCATE4- BE THE CHILD’S ADVOCATE Creative children are often not viewed positively byCreative children are often not viewed positively by teachers and peers. It tends to be frowned upon when people go against the norm. Encourage and Support creative artistic activities by accepting the child’s attempts at creativity without criticism.Encourage and Support creative artistic activities by accepting the child’s attempts at creativity without criticism. Never change a child’s art work in any way!Never change a child’s art work in any way! PROVIDE A CREATIVE ENVIRONMENTPROVIDE A CREATIVE ENVIRONMENT – Use a wide variety of mediums in the art area – Use a wide variety of mediums in the art area to encourage exploration and experimentation.
The Little Boy... 2nd1/2 CIRCLES C omplete the handout any way you want! Remember: I t is the P PP Process not the Product that is important.
YOUR BRAIN: Left Brain:Left Brain: –Dominant, analyzes, counts, marks time, verbalizes, logical. Right Brain:Right Brain: –Visual, dream, create, intuition, time free. School doesn’t teach this mode. Every Child is an artist. Every Child is an artist. The problem is how to remain an artist once he grows up. artist once he grows up. - Pablo Picasso - Pablo Picasso IF THIS IS HARD FOR YOU >>>>>>IF THIS IS HARD FOR YOU >>>>>>
EXPERIENCE THE SHIFT FROM LEFT TO RIGHT BRAIN: Draw with opposite hand Draw upside down Listen to soft music (no words) Symmetrical drawings FYI: Right Brain doesn’t recognize and label things that are upside down.
WHO IS THIS PERSON?
The Art Center Usually freeplay – choose to participateUsually freeplay – choose to participate Organization of the area affects the kids ability for inspiration, creativity, and self-expressionOrganization of the area affects the kids ability for inspiration, creativity, and self-expression Shelves with clear containersShelves with clear containers Near a sinkNear a sink Away from traffic and activityAway from traffic and activity Tables and chairsTables and chairs Easels act as a room divisionEasels act as a room division Display the area and room with children’s work!Display the area and room with children’s work!
Basic Materials Paint On Paint With Draw On Draw With Clean up With Put things together with Cut with Mold Construct Whatever you plan to throw away.
STAGES OF ART Scribbling: (1 ½ - 3 years old) –Usually random experimental marks like zig zags –By 3 using shapes in scribbling.
Pre-schematic: (3-4 year olds) –Tries to represent to objects he sees in his environment –Colors are not realistic. –Can draw shapes and uses time to create pictures –The circle is the most favorite and recognizable shape Sun, wheels, flowers, fireworks, whiskers
Schematic: (4-5 year olds) –Begin to draw people – their way (People with no necks). Uses circles to represent face with the arms and legs coming out of the face. Add basic body features: hair, hands, feet –Self-portrait is typical (large head with tiny stick-like arms) –X-Ray art – showing both the inside and the outside of the picture at the same time.
Realistic: (5-6 years old) Interested in art that looks real Noticeable difference in drawings between Genders: –What do boys draw? (superheroes, transportation, war-like scenes) –What do girls draw? (houses, people, rainbows, flowers –As they get older you will see smaller, more details, and often get discouraged. Why?
ARE WE TAUGHT HOW TO DRAW A LANDSCAPE? DRAW YOUR CHILDHOOD HOUSE AND LANDSCAPE.
PURPLE STORY In first grade
ART ACTIVITIES FOR CHILDREN: ART PROJECTS Cooked play dough Goofy Goop Texture pictures with sand paper & crayons Light Table Tissue paper Art Tie Die Art
ART ACTIVITIES FOR CHILDREN: Cont’d Wire Whip & Fly Swatter Art Paint Roller Art Salad Spinner Art Colored Bubbles Eye Dropper Art
ART ACTIVITIES FOR CHILDREN: Cont’d Sweetened Condensed Milk Art Foam Art Gelatin Giggles Collage Art
Magnet Painting Rubber Band Painting Fabric and cotton on a stick Paint Bombs Paint Rollers Wire whisk Tissue on paper-squirt with water Color on sandpaper, and iron White pasta, make snowflakes Spray bottles in snow, mix colors Tape tongue depressors, Draw pic's and make a puzzle Graphing on shower curtain Wands-Hangers and Tissue paper TP tubes with ribbon PVC pipes and sensory tables Berry Baskets and Hole Punches
Play Dough Cereal Art Spaghetti Art Bubble Gum Art String Art Leaf Print- Dip in paint and print Tissue on paper and squirt with water Color on sand paper and bake to melt Punch out on paper and brush over Strainer Warming Tray Hand Christmas Tree Cup Cake liners- Snowman, flowers Popsicle sticks: Flowers and Triangle Cornflake Wreath Ball with glued tissue paper and glitter
Salt Dough Ornaments Cinnamon Sticks rubbed on and cut out as ornaments Squirt Shaving Cream on Laminated Santa Face Finger Painting Mix Colors- charts Shaving Cream on bag to mix colors Eye Droppers Spray bottles in snow to mix colors Soak tongue depressor in food coloring, dry-mix Shaving Cream Weave Plastic mat in slits-Chicken wire, cardboard and yarn Lacing Cards- lace with yarn, pipe cleaner, or shoelaces Tape tongue depressors, draw pictures, then make into puzzle
WHAT IS CREATIVITY? Elaboration: Ability to expand on ideas –“What if fish could fly?” Originality: Ability to create unique, clever responses. –Invent an interesting way to keep a cobweb collection. Problem Solving: Ability to sense solutions and problems. –You don’t have a paint brush, but you have paint.
WHAT IS CREATIVITY? Cont’d Fluency: The ability to produce numerous ideas, word, symbols and relationships. –Make a list of sticky things to eat. –List what you would take to Mars. –List how you would get to school without getting wet in the rain without an umbrella? –List pink things that are fun. Flexibility: Ability to change the mode of a response. –List ways to use chewing gum wrappers. –List how Lucy and Charlie Brown are alike.