1. Chapter 12 Program Basics: Goals, Setting Up, Materials, and Strategies
National Arts Standards
Basic Goals of the Early Childhood Art Program
Setting Up for Art Activities
Setting Up for Art Activities—Specific Ages
Safety
Adapting Program Basics for Children with Special Needs

2. National Arts Standards
Dance, music, theater, and visual arts
Developed as guide/resource to states and school districts
Describe sequential education in the arts
K-4, 5-8 and 9-12

3. Basic Goals Process not product Needs of children
Originality and independence
Creative thinking
Individualized progress
Avoid “creative fakes”

4. Setting Up for Art Activities
General considerations
Ease of dispensing and cleanup of materials
Safe storage of materials
Drying space
Set up for daily activities
Set up for weekly activities

5. Setting Up for Specific Ages
Toddlers
Well-defined areas
Sturdy materials
Limited choices
Art near running water
Art away from traffic

6. Setting Up for Specific Ages (continued)
Ages two to four years
Limited attention span
Alternative activities
Close supervision
Basic art materials
Basic art activities

7. Setting Up for Specific Ages (continued)
Ages four to six years
Improved small muscle development
Interested in life beyond home and school
Art activities with more purpose
Wider variety of art materials
Wider variety of art activities

8. Basic Equipment, Materials, and Use
Drawing materials—paper, crayons, markers, chalk
Painting materials—paint sets, tempera, finger paints, brushes, paper
Pasting materials—paste, glue sticks, paper, scissors
Clay, play dough, modeling accessories
Woodworking—space and equipment

9. Safety Potentially unsafe materials Powdered clay
Paints requiring solvents
Dyes with chemical additives
Permanent markers
Instant papier-mâché
Epoxy, instant glues, rubber cement
Aerosol spray paints

10. Safety (continued) Teacher’s responsibilities: Read labels
Check for age appropriateness
Check for ventilation requirements
Do not eat or drink while using materials
Do not transfer materials to other containers
Know your students
Be aware of students’ allergies
Be aware of students’ habits

11. Adapting Program Basics for Children with Special Needs
Developmental delays
Open-ended activities
Demonstration
Task breakdown
Hand-over-hand assistance

12. Adapting Program Basics for Children with Special Needs (continued)
Visual impairments
Offer verbal descriptions
Provide bright, even lighting
Reduce glare with dull finishes
Reduce glare with pastel paper
Use high-contrast materials
Use markers or crayons instead of paint
Add thickener and fragrances to paint

13. Chapter 13 Two-Dimensional Activities
Picture Making
Printmaking
Collage

14. Picture Making Any and all forms of visual expression
Beginning with controlled scribbling
Visual communication of feelings and ideas
Some encouragement, motivation may be needed
Children’s book artists – Leo Lionni and Eric Carle

15. Painting with a Brush Materials
Watercolor paint sets—oval-shaped—small number of colors
Real-bristle brushes—all media
Paint containers
Rinse brushes in between colors of paint
Rinse under gently flowing cool water
Store cleaned brushes suspended/upright
Paintings dry horizontally

16. Crayons High quality Limited number of colors
Wide assortment of coloring surfaces
Use all sides
Varied activities

17. Pasting Old-fashioned paste—full of discovery opportunities
Glue sticks
Types of paper
Torn paper and pasting
Proper scissors use
Murals, mosaics, montage

19. Chapter 14 Three-Dimensional Activities
Developmental Levels and Three-Dimensional Media
The Value of Clay
Strategies for Working with Clay
Modeling
Activities
Adaptations for Children with Special Needs

20. Developmental Levels and Three-Dimensional Media
Work in the round
Sequence similar to two-dimensional
Random manipulation
Patting and rolling
Circles and rectangles
Forming clay figures
Development of schema—naming objects

21. The Value of Clay Pliability allows for easy changes
Creative experiences
Process versus product
Tactile stimulation
Small motor development
Development of hand-eye coordination
Language development

22. Strategies for Working with Clay
Place of tables
Number of children at one table
Size of clay ball for each child
Cleanup
Storing clay

23. Modeling Benefits Tactile perception Develops adaptability to change
Develops concepts of form and proportion
Develops ideas of form, space, and materials

24. Activities Mobiles Stabiles Assemblage Cardboard construction
Woodworking

25. Adaptations for Children with Special Needs
Developmental delays
Offer one or two materials at a time
Separate containers for each material
Provide for large collage/assemblage base
Use glue stick, not paste

26. Adaptations for Children with Special Needs (continued)
Attention deficit/hyperactivity disorder
Sit with a guide child
Set out material step by step
Separate container for each material

27. Adaptations for Children with Special Needs (continued)
Visual impairments
Add color to glue to increase visibility
Use small squeeze bottle of glue or glue stick
Aluminum pie tin for dipping the glue utensil
Mark edges of collage paper
Guide child’s arm—location of materials

28. Chapter 22 Creative Social Studies
Preschoolers and Social Studies
Learning about One’s World
Individual Development and Identity
People in the Community
Teaching Young Children about Peace

29. Preschoolers and Social Studies
Traditional social studies subjects not appropriate
Appropriate concrete social studies concepts:
Temporal awareness
Spatial knowledge
Number sense
NAEYC socially-minded traits
Storytelling introduction to continuity, change, similarity and difference

30. Learning about One’s World
Begins with self
Name
Family
Ethnic background
Family grouping
Family occupations
Living space

31. Individual Development and Identity
Self-awareness—strengths and weaknesses
Positive acceptance of self
Positive physical acceptance
Awareness of physical characteristics

32. People in the Community
Adult roles
Interdependence
Helpers in the community
Community workers
Excursions in the community—field trips

33. Art and Social Studies Artists work: Social expression Social change
Ben Shahn
Louise Berliawsky Nevelson
Romare Bearden
Quilters of Gee’s Bend

34. Teaching Children about Peace
Manifesto 2000
Don’t hurt anybody
Use words to settle problems
Teacher’s role
Encourage children to work out their problems
Give children tools to define and settle differences
Teach children how to use words to settle differences