Koster’s Growing Artists The Best of Chapters 8 -12 Koster’s Growing Artists

How can art activities be integrated throughout the curriculum? Step 1. Teaching about art

How can art activities be integrated throughout the curriculum? Step 2 - Connecting Art Enriches the learning experience because it provides multiple pathways for children to learn Sometimes a question may set the stage for an art activity Art can lead the way into other lessons

How can art activities be integrated throughout the curriculum? Step 3 - Learning through art Art is found everywhere in the classroom In order for integration to occur, children must have ideas and experiences to express.

What is emergent curriculum? (Reggio et. al.) Teachers and children working together to explore ideas that interest them Teachers model enthusiasm and wonder Teachers ask tantalizing questions Teachers gather resources and plan experiences and activities (web)

What is Project Approach? (Katz & Chard 2000) An in-depth study of a particular topic that one or more children undertake. Starts with carefully selected topic Very effective in multi-age classes because activities draw on differing skills and knowledge of each child

Value of Integrated Curriculum (Gardner et. al.) Caine, et. al. (2004) find that when a thematic approach is used, conditions are created that match optimum requirements for “brain-based” learning. Brain-based learning is the informed process of using a group of practical strategies that are driven by sound principles derived from brain research. (Jensen, 2004)

What is an THEMATIC approach? Guidelines for theme selection Teach to their world…… (student interests) Check the Ohio Academic Content standards, see if you can cover more than one subject What do I, the teacher, know about &/or want to learn more about? What resources do I have or can I get? What are my time restraints?

What is an THEMATIC approach? Art in thematic units Open ended Every day &/or special materials Responsive activities (Drawing, Individual journals, storytelling center) Group activities

What is an THEMATIC approach? Planning a Thematic Unit Brainstorm possibilities Span the range of developmental areas Tap into domains of multiple intelligences (comprehensiveness) Think of vocabulary Be flexible

What is an THEMATIC approach? The Thematic unit in action Check logistics (room arrangement, time needed, etc.) Think about topics needed to be covered in other subjects. How will you begin? end? (initial events & ending celebrations - videotape, share with parents, student displays, students share work) Evaluation - Do a self evaluation

What is an INTRODUCTORY experience? A short attention getting activity The purpose is to get students ready to learn.

How visual arts help children grow 1.physically 2. 3. 4.language 5. 6. 7.Visual art concepts & skills

Two-dimensional expression Kellogg (1969,1979) Scribbles Placement patterns Diagrams & combines Mandlas, suns & people

Music helps children grow: Brain connections Lowers stress hormones, affects heart rate & increases antibodies in children Promote development (physical, social, cognitive, language, emotional, & music concepts & skills)

Music Development Sequence Rhythm Listening Instrument Song (see pages 314-315 new text)

Music Activities designed much like Visual Arts activities One-on-One Exploration Centers Listening Center Conducting Center Sound Discovery Center Instruments Responsive Group Activities

Teaching a New Song Hear it first Tag on “finishing” or accented words or phrase Join in repeated or patterned part Sing it on their own

Some ways to introduce new songs: Whole song method Call & Response Say it first Write it out Clap the rhythm Act it out Substitute meaningful words Tell the story Make it familiar Add signs Sing along Match it Movements Picture it Puppets Tape recorded Sing to learn Singing games Cue cards Parts Rounds

Definition of creative movement or dance Both art forms based on moving our bodies In E.C. creative movement is the open-ended nature of movement activities that are DAP for young children Dance refers to formalized styles with specific ways to move, steps & positions

How creative movement & dance help children grow Motion cues help with concept development Increased oxygen to brain aids cognitive functioning Academic achievement is better in schools that offer frequent breaks for physical movement

Course Objective #2 Gain knowledge and appreciation of the nature and meaning of the arts, the historical, cultural and social contexts, personal expression, production / performance, and art criticism.

Course Objective #3 Plan and implement developmentally and individually appropriate curriculum and instructional practices based on knowledge of individual children, the community, and curriculum goals and content that honor children’s prior experiences at home and at school.

Course Objective #4 Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences to help young children develop intellectual curiosity, solve problems and make decisions.

Course Objective #5 Demonstrate current knowledge of and ability to develop and implement meaningful, integrated learning experiences, use the central concepts and tools of inquiry in curriculum content areas including art, music, drama, and movement

Piaget’s levels of play Practice play – infants in sensorimotor stage explore and interact with objects using repeated actions Symbolic play – preoperational children imitate action they have seen during make believe scenarios Concrete operational – children play games with preset rules & organized sports, or re-enact stories they already know

Vygotsky and Play Make believe only possible with emergence of abstract thought Play promotes learning as children practice social behaviors in safe environment Bruner and Sutton-Smith agree that play is a way to learn and think

Power of Play Children learn about the world Active Intrinsically motivating Integrates everything children know Promotes longer attention spans and allows children to pursue interests more deeply Develops creatively, social, emotionally & cognitively Fun way to learn

How children develop through dramatic arts Proficiency in oral language and body control How to use costumes, props & settings Aesthetically organized & creative presentation of a message or story By age of 5 years most children capable of creating & performing complex stories, often sustaining them over an extended period of time

Sequence of development in dramatic arts (p. 393) Preschool: constructive play w/ blocks, sand, etc. w/ other children w/ increasing interaction uses voice to match character play more fictional, can pretend, imaginary playmates, role-play imaginary characters retell, invent & acts out stories w/ simple plots, invented stories incorporate ideas from familiar stories

Sequence of development in dramatic arts (p. 393) Kindergarten more orderly object & constructive play cooperative play w/ shared purpose talks about their play fantasy play is more complex & fluid uses invented spelling & drawing to tell a story

Sequence of development in dramatic arts (p. 393) Primary construction more complex, creates props, likes games w/ rules enacts roles & assigns roles in logical, fair ways increased control over voice evaluates dramatic performance can use dissimilar objects to represent others, knows difference between real & pretend, daydreaming replaces pretend play writes invented stories from experience or picture, stories have elaborate plots, scripts for drama & puppet shows

Storytelling Infants & Toddlers – family stories, read stories, tell me Preschool/Kndgt. – family & school storeis, retell, puppets, masks, take a role, draw it Primary – story jar, odd pairs, everyone’s story, one word, “what would happen if …?” describe it, setting easel