1. ART Presenter: Elidia Anaya Child Development Spring Conference April 25, 2015

2. Infant & Toddler Developmental Stages in Art  Sensory experience  Consider safety and appropriateness of materials  Children use entire bodies to interact with art materials  Enjoyment comes from exploration  Transitions to and from art activities are important  Flexibility is needed both inside and outside  Scribbling begins early ©2015 Cengage Learning. All Rights Reserved.

3. Children’s Developmental Stages in Art (continued) ◦Early primary grades ◦More serious and focused ◦Realistic color and proportion emerge ◦Careful planning is part of the process ◦Opinion of adult becomes important ◦Child thinks art must be recognizable in both content and subject ◦Individual, creative, and cultural differences emerge ◦Often art is not a major focus of the day, but it should still be included frequently ©2015 Cengage Learning. All Rights Reserved.

4. Drawing Development

5. Art in Early Childhood: Curriculum Connections By Jill Englebright Fox, Ph.D., and Stacey Berry, M.Ed. ◦Art and Socio-Emotional Development  Emotional satisfaction  They have control over the materials they use and the autonomy they have in the decisions they make (Schirrmacher, 1998; Seefeldt, 1993).  Deciding what they will make and what materials they will use may be the first opportunity children have to make independent choices and decisions.  Making art also builds children's self-esteem by giving them opportunities to express what they are thinking and feeling (Klein, 1991; Sautter, 1994).  Sautter (1994) learn to accept criticism and praise from others.  Small group art activities also help children practice important social skills like taking turns, sharing, and negotiating for materials.

6. Art in Early Childhood: Curriculum Connections By Jill Englebright Fox, Ph.D., and Stacey Berry, M.Ed. Art and Cognitive Development  For very young children, making art is a sensory exploration activity.  Kamii and DeVries (1993) suggested that exploring materials is very important because it is through exploration that children build a knowledge of the objects in the world around them.  Activities centering around making art also require children to make decisions and conduct self-evaluations.  This early use of symbols in artwork is very important because it provides a foundation for children's later use of words to symbolize objects and actions in formal writing.

7. Art in Early Childhood: Curriculum Connections By Jill Englebright Fox, Ph.D., and Stacey Berry, M.Ed. ◦Art and Motor Development  While making art, young children develop control of large and small muscle groups (Koster, 1997).  The large arm movements required for painting or drawing at an easel or on large paper on the floor build coordination and strength.  The smaller movements of fingers, hands, and wrists required to cut with scissors, model clay, or draw or paint on smaller surfaces develop fine motor dexterity and control.  Making art also helps children develop eye-hand coordination (Koster, 1997).

8. Creativity ◦Creativity is the process of doing, or bringing something new and imaginative into being ◦Provide opportunities for creativity to be expressed ◦Show genuine respect ◦Provide an inspiring environment ◦Do not be a destroyer of creativity

9. Creating an Environment for Creative Expression  Children go at their own pace and are self-directed  Children learn by active manipulation of objects and interactions with people  Eliminate conditions providing stress and too strict time limits ©2015 Cengage Learning. All Rights Reserved.

10. Providing an Art Environment  Provide time, space, and materials  Spacious area near a window if possible  Art experiences through out the day  Plan art activities for centers, small groups and outdoors  Keep safety in mind  Encourage children to participate in all phases of art, including set-up and clean-up  Ensure that each and every child will be successful ©2015 Cengage Learning. All Rights Reserved.

11. The Art Environment  Bring order to the environment by setting up the structure of space, time, and materials to reflect your educational goals  Design thought out space where children can discover, process, experiment, and explore  Arrange the materials and space so that the children can self-select if you want them to work independently ©2015 Cengage Learning. All Rights Reserved.

12. 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  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 ©2015 Cengage Learning. All Rights Reserved.

13. Aesthetic Environment  Being artistic does not just mean making art or music, it also means developing a sense of aesthetics  Recognize beauty, inside and out  Pay attention to and use details of sounds, color, shape, patterns, and texture  Use books with all types of illustrations  Display fine art and listen to a variety of music  Use light and sound in interesting ways

14. Art Activities Abstract Art

15. Art Activities Sculpture

16. Art Activities Marble Painting

17. Art Activities Painting with Objects

18. Art Activities Shaving Cream Marbleizing

19. Art Activities Salt Crystal Coffee Filter