1. Leighana Jagow

2.  Age 2-begin to represent their experiences on paper  Age 3-their repertoire of shapes expand to include squares, rectangles, triangles, crosses, and Xs  Early drawing consist of a circle (to depict a head or a head with a body) with some facial features (mouth, eyes) and four lines (to depict arms and legs)  With age, preschoolers increasingly add features: hair, hands, fingers, feet

3.  Age 4-children begin to combine drawing of several objects to create pictures of groups or nature scenes  Initially things are scattered over the page but eventually the placement of objects on page is somewhat consistent with real life  Elementary grades-drawing become more detailed, realistic, and appropriately proportional  Upper elementary grades-children represent depth in their drawings

4.  If art is not in the school curriculum some children draw and paint very little once they reach adolescence  Their artistic skills progress very little  Those who have art in their curriculum can refine their abilities to show texture, depth, perspective, and spatial relationships  They also convey moods and emotions by selecting various shapes, hues, and intensities of color

5.  If children receive extensive instruction in artistic technique their drawing become more elaborate, detailed and true to life  Middle elementary grades-some children begin to mimic popular images in their local environment  Some children have a natural talent for art  Some children with autism spectrum disorders show significant delays to their overall cognitive development

6.  One characteristic of autism is an unusually ability to focus on visual details  Children may be more inclined to capture details in what they see when they have trouble ignoring the details  Creating paintings capture certain events or moods

7. Art at age 3 Art at age 10 Art at age 15 Art at age 21

8.  All human beings of all ages love music  6-month-olds pay more attention to the Mother when they sing to them instead of talking to them  Most parents talk to their infants in a style know as infant-directed speech  Infant-directed speech: Has a singsong quality to it, with considerable repetition and greater variation in pitch than is true in normal speech

9.  Young infants can hear subtle differences in spoken language and change in music that adults don’t hear  Gain proficiency in singing during the early childhood years  Age 2-repeat some of the song lyrics they hear  Age 5-6-can sing a recognizable tune and keep it in the same key and meter  Music literacy-the ability to read and understand musical notation

10.  Age 4-can invent was to represent musical sounds with objects; can also invent strategies for representing music on paper  About 4% of children in any-age group have amusia  Amusia-an inability to detect small changes in pitch that are common in melodies  Individuals with absolute pitch can also recall the exact pitch of a note they heard  Absolute pitch is more common in infants and preschoolers rather than adults or older children

11.  Ability to produce music seems to draw from nature and nurture  Some children with autism have exceptional instrumental talent  Singing enhances the self-esteem, resilience, and academic achievement of students

12. Basic Development al Issues Art and Music Nature and Nurture Hereditary and maturational factors play some role in artistic and musical development. In the preschool years, children's ability to draw depends largely on maturation of find motor skills. Furthermore, most children seem to have an inborn appreciation for music from birth. And some children show exceptional talent in art or music even without formal instruction. For the most part, however, development in art and music is the result of training and practice.

13. Universality and Diversity Virtually all cultures have some form of art and music. Artistic styles and musical patterns differ considerably from culture to culture, however, children’s development in these areas varies accordingly. For instance, although preschoolers’ drawing tend to be quite similar across cultures, by middle childhood their artwork begins to mimic the styles and images they see in their environment. Qualitative and Quantitative Change Many qualitative changes are seen in art and music development. For example, with growth and experience, children’s drawings begin to address composition, perspective, and texture. And in their preschools years, their songs begin to reflect a consistent rhythm and key. Quantitative change is seen in such things as children’s increasing knowledge of musical notation and increasing automaticity in playing a musical instrument.

14.  http://www.youtube.com/watch?v=Wb2vYEo yGNQ http://www.youtube.com/watch?v=Wb2vYEo yGNQ  http://www.youtube.com/watch?v=0Ktlf7AIr Cc http://www.youtube.com/watch?v=0Ktlf7AIr Cc