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Chapter 6 Creativity: Art & Music When bringing you a “creation,” however simple or strange, a child is unconsciously saying, “Here is a part of myself.

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Presentation on theme: "Chapter 6 Creativity: Art & Music When bringing you a “creation,” however simple or strange, a child is unconsciously saying, “Here is a part of myself."— Presentation transcript:

1 Chapter 6 Creativity: Art & Music When bringing you a “creation,” however simple or strange, a child is unconsciously saying, “Here is a part of myself I am giving you.” Al traer una "creación", sin embargo simple o extraña, un niño inconscientemente está diciendo: "aquí está una parte de mí te voy a dar." ©2015 Cengage Learning. All Rights Reserved.

2 Art, Music and Movement  Music and art are languages  Música y el arte son idiomas  A means of communication  Un medio de comunicación  A developmentally appropriate classroom will weave art, music and movement into the daily curriculum  Un aula apropiado tejerá arte, música y movimiento en el currículo diario  Should be a focused part of the day and also be integrated with other content areas ©2015 Cengage Learning. All Rights Reserved.

3 Art, Music and Movement  Debe ser enfocada parte del día y también puede integrarse con otras áreas de contenido  Art, music and movement activities nurture the development of minds, bodies, emotions, and language  Actividades de arte, música y movimiento de fomentar el desarrollo de mentes, cuerpos, emociones y lenguaje ©2015 Cengage Learning. All Rights Reserved.

4 Effect of Music and Movement on Domains  Music and movement activities:  Actividades de música y movimiento:  Encourage physical development  Fomenta el desarollo fisico  The importance of play  La importancia del juego  Incorporate intellectual growth  Incorpora el desarollo intelectual  Involve listening  Involucra escuchar ©2015 Cengage Learning. All Rights Reserved.

5 Effect of Music and Movement on Domains  Provide socially and emotionally responsive activities  Proporcionar actividades socialmente y emocionalmente sensibles  Cultivate musical language development  Cultivar el desarrollo del lenguaje musical  Stimulate children’s creativity and uniqueness  Estimular la creatividad y la singularidad de los niños ©2015 Cengage Learning. All Rights Reserved.

6 Infant & Toddler Developmental Stages in Art  Sensory experience  Experiensas sensoriales  Consider safety and appropriateness of materials  Considerar la seguridad y la conveniencia de los materiales  Children use entire bodies to interact with art materials  Los niños usan cuerpos enteros para interactuar con los materiales de arte ©2015 Cengage Learning. All Rights Reserved.

7 Infant & Toddler Developmental Stages in Art  Enjoyment comes from exploration  Disfrute proviene de exploración  Transitions to and from art activities are important  Transiciones hacia y desde las actividades artísticas son importantes  Flexibility is needed both inside and outside  Se necesita flexibilidad tanto dentro como fuera de  Scribbling begins early  Hacer garabatos empieza temprano ©2015 Cengage Learning. All Rights Reserved.

8 Children’s Developmental Stages in Art  Preschoolers, pre-kindergartners, and kindergartners  Kellogg’s “20 Basic Scribbles”  Placement stage  Shape and design stage  Pictorial stage  Child creates in order to make sense of world  Niño crea para hacer sentido del mundo  May tear up art work while involved in the process  Puede romper la obra de arte mientras que intervienen en el proceso ©2015 Cengage Learning. All Rights Reserved.

9 Children’s Developmental Stages in Art  Children enjoy using their imaginations  Los niños disfrutan usando su imaginación  Do not provide models for copying  No proporcionan modelos para copiar  Continued exploration and manipulation  Manipulación y exploración continua ©2015 Cengage Learning. All Rights Reserved.

10 Kellogg’s Stages of Art ©2015 Cengage Learning. All Rights Reserved.

11 Children’s Developmental Stages in Art (continued)  Early primary grades  More serious and focused  Más serio y concentrado  Realistic color and proportion emerge  Proporción y color realista emergen  Careful planning is part of the process  Una planificación cuidadosa es parte del proceso  Opinion of adult becomes important  Opinión de adulto se convierte en importante  Child thinks art must be recognizable in both content and subject ©2015 Cengage Learning. All Rights Reserved.

12 Children’s Developmental Stages in Art (continued)  Niño cree que el arte debe ser reconocible tanto en contenido como tema  Individual, creative, and cultural differences emerge  Surgen las diferencias individuales, creativas y culturales  Often art is not a major focus of the day, but it should still be included frequently  A menudo el arte no es un foco importante del día, pero aún debe estar incluido con frecuencia ©2015 Cengage Learning. All Rights Reserved.

13 Creativity  Creativity is the process of doing, or bringing something new and imaginative into being  La creatividad es el proceso de hacer, o traer algo nuevo e imaginativo a ser  Provide opportunities for creativity to be expressed  Proporcionar oportunidades para la creatividad para expresarse  Show genuine respect  Ensena respeto genuino  Provide an inspiring environment  Proporcionar un ambiente inspirador  Do not be a destroyer of creativity  No ser un destructor de la creatividad ©2015 Cengage Learning. All Rights Reserved.

14 Reflect on This  Coloring books are not creative art  Libros para colorear no son arte creativo  How would you handle a parent who brought coloring books that are advertisements from the company where she works?  ¿Cómo manejaría usted un padre que trajo libros para colorear que son anuncios de la empresa donde trabaja? ©2015 Cengage Learning. All Rights Reserved.

15 Creating an Environment for Creative Expression  Children go at their own pace and are self-directed  Los niños van a su propio ritmo y son autodirigidos  Children learn by active manipulation of objects and interactions with people  Los niños aprenden por manipulación activa de los objetos y las interacciones con las personas  Eliminate conditions providing stress and too strict time limits  Eliminar condiciones de estrés y demasiado estrictos límites de tiempo ©2015 Cengage Learning. All Rights Reserved.

16 Providing an Art Environment  Provide time, space, and materials  Proporcionar tiempo, espacio y materiales  Spacious area near a window if possible  Amplia zona cerca de una ventana si es posible  Art experiences through out the day  Arte de experiencias a través del día  Plan art activities for centers, small groups and outdoors  Plan de actividades artísticas para centros, pequeños grupos y al aire libre ©2015 Cengage Learning. All Rights Reserved.

17 Providing an Art Environment  Keep safety in mind  Mantener la seguridad en mente  Encourage children to participate in all phases of art, including set-up and clean-up  Anímelos a participar en todas las fases del arte, incluyendo la puesta en marcha y limpiar  Ensure that each and every child will be successful  Asegurar que cada niño tenga éxito ©2015 Cengage Learning. All Rights Reserved.

18 The Art Environment  Bring order to the environment by setting up the structure of space, time, and materials to reflect your educational goals  Poner en orden el ambiente estableciendo la estructura del espacio, tiempo y materiales para reflejar sus metas educativas  Design thought out space where children can discover, process, experiment, and explore  Diseño pensado espacio donde los niños pueden descubrir, procesar, experimentar y explorar  Arrange the materials and space so that the children can self-select if you want them to work independently  Organizar los materiales y el espacio para que los niños pueden seleccionar si quieres que trabajen de forma independiente ©2015 Cengage Learning. All Rights Reserved.

19 The Art Environment  Store and label materials and tools so that children learn how to get what they need and put an item back and clean-up by themselves  Almacene y etiquete los materiales y herramientas para que los niños aprenden cómo conseguir lo que necesita y poner un elemento nuevo y limpiar por sí mismos  Be flexible (Se flexible)  Adjust the arrangement of the easels, tables, chairs, and other furniture to suit the needs of individual children at specific times  Ajustar el arreglo de los caballetes, mesas, sillas y otros muebles para satisfacer las necesidades de cada niño en momentos específicos ©2015 Cengage Learning. All Rights Reserved.

20 Music and Movement Environments  Developmentally appropriate early music experiences should occur in child-initiated, child-directed, teacher-supported play environments  Apropiadas las experiencias tempranas de música deben ocurrir en entornos de juego Iniciado por el niño, niño-dirigido, apoyado por profesor  Numerous music and movement activities should be provided DAILY, in a well-planned space ©2015 Cengage Learning. All Rights Reserved.

21 Music and Movement Environments  Numerosas actividades de música y movimiento deben proporcionarse a diario, en un espacio planificado  Classrooms should be arranged to accommodate music and movement, not just allowed outdoors or in a large motor room  Deben disponerse de aulas para dar cabida a la música y movimiento, no sólo permitida al aire libre o en una gran sala del motor  Consider sound levels  Considera el nivel de sonido ©2015 Cengage Learning. All Rights Reserved.

22 Outdoor Environment  Provides  Expanded space  Freedom to move  Freedom to mess  Wider choices of media  Nature excursions also can inspire creativity in artwork  Proporciona: espacio expandido, libertad de moverse, con libertad a ensuciarse, más amplia opciones de medios, excursiones de naturaleza también pueden inspirar la creatividad en la obra de arte ©2015 Cengage Learning. All Rights Reserved.

23 Aesthetic Environment  Being artistic does not just mean making art or music, it also means developing a sense of aesthetics  Ser artístico no sólo significa hacer arte o música, también significa desarrollar un sentido de la estética  Recognize beauty, inside and out  Reconocer la belleza, dentro y por fuera  Pay attention to and use details of sounds, color, shape, patterns, and texture  Preste atención a y utilizar datos de sonidos, color, forma, patrones y texturas ©2015 Cengage Learning. All Rights Reserved.

24 Aesthetic Environment  Use books with all types of illustrations  Usa libros con todo tipo de ilustraciones  Display fine art and listen to a variety of music  Exhibición de Bellas Artes y escuchar una gran variedad de música  Use light and sound in interesting ways  Uso de luz y sonido en formas interesantes ©2015 Cengage Learning. All Rights Reserved.

25 Musical Instruments  Have instruments of good quality  Instrumentos de buena calidad  Encourage children to listen to the instruments, touch them, and experiment with making sounds and music on them  Alentar a los niños a escuchar los instrumentos, tocarlos y experimentar con haciendo música y sonidos en ellos  Types of instruments  Percussion, Wind, String, Brass  Tipos de instrumentos: percusión, viento, cuerda, latón ©2015 Cengage Learning. All Rights Reserved.

26 Making Musical Instruments  Instruments made from donated materials  Drums  Tambourine  Wood-block tambourine  Sandpaper blocks  Shakers  Wind chimes  Shoe box guitar  Flute ©2015 Cengage Learning. All Rights Reserved.

27 Storing and Caring for Instruments  All instruments, including those made by the children, should be treated with care  Instruments are not to be used as toys or weapons  Rules (limits) should be developed and explained  Special storage place ©2015 Cengage Learning. All Rights Reserved.

28 Involving Children in All Forms of Art  Tearing, cutting, and gluing  Painting  String painting  Object painting  Finger painting  Crayons, markers, and chalk  Crayon rubbings  Crayon resist  Three-dimensional materials  Height, width, depth  Texture  Use of hands ©2015 Cengage Learning. All Rights Reserved.

29 How Art Activities Can Support Development  Tearing, cutting, and gluing  Help small muscle development  Provide tactile experiences  Collage making  Painting  Encourages language development  Helps with judgment of spatial relationships  Develops form perception  Allows for the coordinated use of many muscles  Provides opportunities for manipulation and experimentation ©2015 Cengage Learning. All Rights Reserved.

30 More on How Art Activities Can Support Development  Painting (continued)  With string, gadgets, feet  With various textured paints and objects  Crayons, markers, and chalk  Provide excellent prewriting experiences  Drawing, rubbings, resist  Three-dimensional materials  Encourage exploration  Help children release emotional tensions and frustrations ©2015 Cengage Learning. All Rights Reserved.

31 Reflect on This  Is it art or is it a craft?  How can you tell if an activity is truly creative? ©2015 Cengage Learning. All Rights Reserved.

32 Support Children’s Development with Music  Express aesthetic qualities through movement of children’s bodies as they listen to, perform, and create music  Stimulate children to experiment with how sound is created through their voices or musical instruments, to recognize songs, and to explore melodies by varying tempo, rhythm, tone, and volume ©2015 Cengage Learning. All Rights Reserved.

33 Support Children’s Development with Music  Include listening activities by asking for a response, remembering a song or parts of a song, recognizing musical instruments, focusing on sound, and developing auditory discrimination  Extend vocabulary, learn word and sound patterns through singing and listening ©2015 Cengage Learning. All Rights Reserved.

34 Explore Dimensions of Music  Beat: An accent of sound or a continuing series of accents  Melody: A sequence of tones of varying pitches organized in a rhythmically meaningful way  Pitch: The highness or lowness of a tone on a musical scale  Rhythm: A sense of movement and patterns in music created by beats, the duration and volume of sounds, and the silences between sounds ©2015 Cengage Learning. All Rights Reserved.

35 More Dimensions of Music  Tempo: A sense of slowness or rapidity in music  Timbre (TAM-bur): The unique tone quality of a voice or a musical instrument  Tone: An individual musical sound  Volume: The softness or loudness of a sound ©2015 Cengage Learning. All Rights Reserved.

36 Songs and Singing  Singing can be experienced alone or shared with others  Songs encourage children to make up new words and to move with the music  Singing with children throughout daily routines nurtures important learning connections  Enthusiastic teacher participation encourages the development of children’s musical ability ©2015 Cengage Learning. All Rights Reserved.

37 Introduction of Classical Music  Research has shown that classical music has a significant effect on the brain  Gradually introduce classical background music into the environment  Think about when and why you want to have music playing  Be intentional  Choose selections carefully  Children should not be deprived of the whole musical picture because they are too young to understand it ©2015 Cengage Learning. All Rights Reserved.

38 Sequence of Introducing Musical Sounds, Instruments  Introduce recordings children can sway to  Have children clap to rhythm  Use wind chimes and music boxes  Introduce instruments one at a time  Have children play in groups  Use jingle bells  Experiment with vibrations ©2015 Cengage Learning. All Rights Reserved.

39 Music and Movement Activities  Friends Go Marching  Dance to cultural music  Interpret instrumental music  Partners “Go In and Out the Window”  Balance beanbags as you move  Twist on paper plates to Chubby Checker  Move with scarves ©2015 Cengage Learning. All Rights Reserved.

40 Art Across the Curriculum  Connect art to everything you do  Encourage the use of art vocabulary  Combine art and math on a regular basis  Use art to explore scientific principles  Promote literacy and brain development  Art is multimodal and multisensory learning ©2015 Cengage Learning. All Rights Reserved.

41 Art and Science  Discover what a specific material can do and what the child can do to control it  Observe what happens when colors are mixed together  Notice what happens when flour and water are combined  Experiment with thick paint and thin paint ©2015 Cengage Learning. All Rights Reserved.

42 Art and Science  Discover what happens when you press down hard or lightly with a brush or crayon on paper  Observe what happens when paint is brushed over a crayon picture  Determine what occurs when different ingredients are mixed together ©2015 Cengage Learning. All Rights Reserved.

43 Connect Music, Movement with Areas of Curriculum  Use music and musical activities to promote mathematical thinking  Contributes to language curriculum by introducing vocabulary, sound patterns, and literacy skills  Supports social studies by bringing into the classroom music, musical instruments, and dances from around the world  Incorporate books ©2015 Cengage Learning. All Rights Reserved.

44 Technology  Art and music can be enhanced by using  Overhead projectors  Cameras  Photocopiers  Tape recorders/CDs/MP3 players  Videotapes  Computer technology  ALWAYS preview software so you know it is developmentally appropriate and meets your educational objectives ©2015 Cengage Learning. All Rights Reserved.

45 Multicultural/Anti-Bias Activities  Bring the arts into the classroom by  Displaying prints and books that include art  Listening to world music  Inviting community artists to visit or going to their studios  Taking field trips to galleries, museums, performances, and public art displays  Multicultural instruments and art materials should always be available  Use music and art projects that reflect both ancient and modern cultures ©2015 Cengage Learning. All Rights Reserved.

46 Art and Special Needs Children  Art and music are open-ended, so they can accommodate the needs of each and every child  Adaptations  Art center  Music center  Materials  Implements ©2015 Cengage Learning. All Rights Reserved.

47 Sharing Art and Music with Families  Help families understand why art and music are important  Explain stages of art and music development  Encourage art, music and movement to happen in the home environment  Suggest materials, spaces, and togetherness ©2015 Cengage Learning. All Rights Reserved.

48 Be A Facilitator and Observer of Art and Music  Do not focus on the outcome or product— focus on the process  Facilitate and observe  Do not evaluate/judge art work or try to elicit responses  Provide space, materials, and time  Use ART TALK and MUSIC TALK  Always try songs, materials and activities first before introducing them to the children  Model appropriate use of instruments, materials and implements ©2015 Cengage Learning. All Rights Reserved.

49 Guidance Guidelines in Art and Music Centers  Clarify goals and objectives for each center  Establish rules and limits to guide children toward responsibility  Ensure that a wide variety of art and music activities are available in many places in the room  Mess is okay in art, noise is ok in music  Different types of instruments and art materials require an understanding of how to use them appropriately ©2015 Cengage Learning. All Rights Reserved.

50 Use of Food in Art Projects  Considerations  Sends mixed messages about playing with food  World hunger  Expense  Cultural sensitivity  Allergies  Self-regulation skills of toddlers  Food products such as flour, cornstarch, salt, and food coloring are acceptable  Alternative choices ©2015 Cengage Learning. All Rights Reserved.

51 Tips for Displaying Children’s Art  Display art in the classroom  Display art at the children’s eye-level  Change the art displays frequently  Mount or frame art like in a museum  Display all types of creations, not just the best or all at one time  Avoid visual over-stimulation  Use different methods to display art work ©2015 Cengage Learning. All Rights Reserved.

52 Music Tips for Teachers  Be aware that music activities prepare the brain for listening and more difficult tasks by preparing the brain to work from both hemispheres  Invite families to participate in your music experiences  Use a variety of approaches for including music and movement  Flannel board, puppets, simple props, books ©2015 Cengage Learning. All Rights Reserved.

53 Music Tips for Teachers  Know the songs well  Sing them in their entirety, not phrase by phrase  Incorporate simple actions into the songs  Cross midline  Ask children to provide sound effects for a story  Observe and listen to the children  Be involved and enthusiastic ©2015 Cengage Learning. All Rights Reserved.


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