1. Welcome to Unit 4 The Process of Creating an Art Program

2. Looking back to Unit 3
Consider if you’ve mastered the Unit 3 learning goals & share your knowledge…
Within a theoretical context, explain how art aids a child’s physical/motor and mental development and discuss the place of art in the total early childhood program
Define the terms self-acceptance, self-concept, and social competence within a theoretical context and describe how the art program can add to a child’s self-concept, self-acceptance, and social competence
Recognize, evaluate, and explain the three stages of art development in early childhood (scribble, basic forms, and pictorial), including appropriate materials for use in each stage
Discuss appropriate art activities and materials for toddlers, preschoolers, and K-2nd graders

3. Unit 4 Project: Designing an Art Center
You have read about and discussed the basic goals, setup, materials, and strategies, including specific two-dimensional and three-dimensional activities, for an early childhood art program. Now you can apply this knowledge to this project. You will design an age appropriate art center for one of these specific age group of students:
toddlers, one and one-half to four years
preschoolers, four to six years
young school-age children, six to eight years
You will address ten factors for designing a successful art center. Include at least two-to-three sentences addressing each factor. In addition, you will be asked to choose which factors are most important to your design and explain why.

4. You should use the template provided for your project
You should use the template provided for your project. While you are encouraged to integrate material from the course readings and discussions, make sure to paraphrase (don’t copy word-for-word!) and provide the sources for your content.
Your paper should be typed, double-spaced and in a 12-point font size (Arial or Times New Roman). You must include a title page (and references if used), but this does not count in the page guidelines.
Please refer the APA Quick Reference Guide under Course Home and also visit the KU Writing Center for APA writing style. The grading rubric that will be used to evaluate your final project is located in your class syllabus.  
Submit your completed project to the Unit 4 Dropbox. If you need help using the Dropbox, see the Dropbox Guide located in the Academic Tools tab.  

5. Supporting your writing…
Provide reasons for your writing by incorporating proof via quotes/ citations from your text and/ or other reputable resources that demonstrate what you write reflects current research in early childhood theory and includes best practices for private and community schools. List all sources in a separate reference page and use APA Format to present your quotes/ citations.

6. Read Project Directions & Check Project Rubric
Thoroughly read the project directions
Check the grading rubric
Connect with classmates for support
Ask questions
Don’t procrastinate; turn your project in on time

7. Seminar Discussion: The Process of Creating an Art Program
In an early childhood art program, the process is more important to the child than the product. Art gives the child a chance to try new materials and techniques. The child expresses feelings, ideas, actions, and abilities while making the product. The expression of these feelings is more important than the product’s look. The emphasis is on maintaining good experiences with many kinds of materials, for art helps develop a child’s self-confidence.

8. Seminar Questions
SQ #1: List some special considerations for setting up art and art-related areas for toddlers. SQ #2: List the skills, interests, and abilities of young preschool children (aged two to four) and older preschool children and kindergartners (aged four to six). Discuss appropriate art activities for each age range. SQ #3: Discuss variations to include in crayon pictures, the importance of murals and collages as two-dimensional art activities, and various printing techniques appropriate in early childhood art programs.

9. When Creating an Art Area for Toddlers
Set up well – defined areas
Provide sturdy materials
Put out only a few materials at a time
Be sure to provide sufficient adult supervision in busy areas
Rotate materials often
Provide duplicates of favorite materials
Consider traffic patterns and place art away from them
What activities are appropriate?

10. Developmental Abilities of 4-6 Year Olds
Small muscle development is improved
Activities such as buttoning, using scissors, and using pencils are possible
Children have vocabularies of over 2,000 words and can speak sentences with at least five words
There is more interest shown in life beyond home and school
They can draw simple designs and pictures
Dancing and music are enjoyed
They can tell stories
The ycan build more complex block structures

11. Appropriate Art Activities for 4-6 Year Olds
watercolor painting
mosaics
printing with paper stencils
spatter painting
magic markers, pencils, pens
small group art activities
painting to music
art activities, including outside interests

12. Two Dimensional Art: Crayon Pictures
Use crayons and white chalk on colored construction paper
Making crayon rubbings by placing shapes or textures under paper and rubbing over the surface
Make a crayon resist by first drawing in brilliant colors, then cover drawing with watercolor paint
Paint a colorful background, allow to dry, then draw directly over the painted surface with chalk or crayon

13. Two Dimensional Art: Murals and Collages
How We Feel
Playground Fun
Our Neighborhood
We Build a Snowman
A Trip in Space
What We Do in School
How We Communicate
Trips to the Park, Zoo, Shopping Centers
a “touchandsee” display
a shadow box display
an abstract collection of materials
a representational theme
school curricular areas
nature materials collage
a paper or cloth collage

14. Two Dimensional Art: Printing Techniques
Found Object Printing: objects, paint, paper
Vegetable Printing: cut or whole vegetables, paint, paper
Paper Stencils: scissors, paper, paint, pieces of tissue or cotton balls
Spatter Techniques: old toothbrushes, paint, paper
Stencil Rubbings: flat objects, crayons, paper
Monoprinting: paint, paper, Styrofoam meat trays or pieces of heavy cardboard

15. Seminar Questions
SQ #4: Compare the developmental process of drawing to learning to work with clay.
SQ #5: List the appropriate materials and tools needed for assemblage and cardboard construction activities for young children.
SQ #6: Name at least two appropriate (adapted) two-dimensional or three-dimensional art activities for (a) children with developmental delays; (b) children with visual impairments; (c) children with attention deficit disorders; and (d) children with physical impairments.

16. Early Scribble Stage Controlled Scribbles Basic Forms Pictorial Stage
Comparison
Drawing
Clay
Early Scribble Stage Controlled Scribbles Basic Forms Pictorial Stage
Random Manipulation Patting and Rolling Making Shapes Forming Clay Figures

17. Three Dimensional Art: Assemblage and Cardboard
Containers: wooden boxes, cardboard boxes, cigar boxes, match boxes Mounting boards: pasteboards, corrugated cardboard, wood, crates, picture frames Objects: wooden forms or scrap lumber, driftwood, screening, corks Adhesives: paste, glue, staples Tools: scissors, staplers, knife, hammer, nails Cardboard: boxes, cartons, corrugated, paper cups, plates Discarded materials: paper bags, soda straws, yarn, string, feathers, cloth, tissue paper, construction paper

18. Children with Special Needs
Developmental Delays – minimize choices, provide containers for 3-dimensional art supplies, provide large bases, use glue sticks Physical Impairments – provide stable base, use dowels to spread glue, glue container taped to table, all materials in child’s reach, reduce steps to complete activity, set out materials in stages, place materials in separate containers Visual Impairments – add yellow coloring to glue, add texture to glue, use small squeeze bottle or glue stick, place glue in pie plate with colored tape around edges, mark edges of collage paper with bright paint, guide child to materials

19. Take 5 and return to share…
Take 5 minutes to locate one of the following YouTube videos & return to seminar to discuss your findings.
Two-Dimensional Art
2. Three-Dimensional Art

20. Wrap Up
Because every process involves the whole child, and not only a single segment, art education may well become the catalyst for a child-centered education in which the individual and his creative possibilities are placed above subject matter, in which the child’s inner equilibrium may be considered as important as scientific achievements. (Lowenfeld, 1957, p.11)