Good morning! ses. ic uring your - University of Torontojhewitt/pepper/UploadedFiles/900... · Good morning! a different table ople it uring your ic ses. Image from: . Curriculum

Good morning! Please sit at a

different table

beside people

you did not sit

with during your

last art and music

classes.

Image from: www.dezeen.com

http://www.google.ca/url?sa=i&rct=j&q=chair&source=images&cd=&cad=rja&docid=BjCY16oA7u_bCM&tbnid=-1XSUyTgQRpN_M:&ved=0CAUQjRw&url=http://www.dezeen.com/2010/04/25/111-navy-chair-by-emeco-2/&ei=vpc5Ut7fDcbb2QXhnYCABg&bvm=bv.52288139,d.b2I&psig=AFQjCNGRHAZtwmTc7hJpdMvIeNycqaQG1w&ust=1379592494789794

http://www.dezeen.com/2010/04/25/111-navy-chair-by-emeco-2/

Curriculum and

Program Planning

IV: Art

Session 2

Cindy Kwan

Mothercraft College

AGENDA

• Developmental Art Theories: Kellogg and Lowenfeld

• The Art Learning Opportunity (LO)Sheet: intentional teaching for intentional learning: art objectives – explained – Using observations to develop art based LOs

– Planning Art learning opportunities

– Anti-Bias concepts for Art LOs: 12 areas of bias

– The do’s and don’ts of Art LOs

• Assign: Creative Art Resource File

• Sensory art experiences: defined

• Sensory art experiences for all age groups: connection to learnings from Child Development course

• Safety considerations

® Registered trade-mark of the Canadian Mothercraft Society

To do: For Session 3 on Sept. 21

Bring in items from home:

• 1 tool

• 1 surface

• 1 medium

• Items that use the 5

senses

Image from: healthtips-sastha.blogspot.com

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=41sujQ_iQ4SAsM&tbnid=Ht_4aqOACyNPFM:&ved=0CAUQjRw&url=http://healthtips-sastha.blogspot.com/2012/02/tips-to-remember-things.html&ei=i8szUuqSDcmk2gW2joGIDw&bvm=bv.52164340,d.b2I&psig=AFQjCNEbVRy3hiEsrr67mP1DO5rJ__R8uQ&ust=1379212535101233

http://healthtips-sastha.blogspot.com/2012/02/tips-to-remember-things.html




THEORIES and

ART “Enfolding” from artist: Daphne Odjig, Ojibwa tribe, image from

http://www.rmbrwhen.com/nativ.htm

Image from: www.little-sweeties.com

http://www.rmbrwhen.com/nativ.htm

http://www.little-sweeties.com/




Why Have Theories?

PT: Theories → Framework: • To explain a child’s artistic development: what,

why and how children create

• To help you communicate with families about what children are learning through creative experiences

• A guide for developmentally appropriate practice: set appropriate yet flexible expectations

• To appreciate the process and the products of art within appropriate timeframes

Image from: sharpologist.com

http://sharpologist.com/2012/11/the-face-shape-guide.html


KELLOGG AND LOWENFELD

Both (similarities):

• have a more general developmental explanation for artistic development in children

• incorporate social, cultural, personality, and environmental factors: more holistic approach

• include ages and stages to help understand a child’s artistic development

• view artistic expression as following a predictable sequence: shift and change as child grows. Child can go back and forth in the skills used

(Fox, Schirrmacher, 2015,p. 96 - 105)


Kellogg’s Theory of Development of Art

• Kellogg (1969) looked

at over 1 million

paintings and drawings

from children, over 31

countries, 3 decades

• Theory: artistic

development

progresses over a

series of stages

Image from:

http://www.phoebehearstpreschool.org/history/rhoda-kellogg/


Kellogg’s Theory of Development of Art

SCRIBBLE STAGE

PLACEMENT STAGE (2-3yrs)

SHAPE STAGE (3y)

DESIGN STAGE (3-4y)

PICTORIAL STAGE (4-5 y)


Scribble Stage

20 basic scribbles (Fox, Schirrmacher, 2015,p. 96 - 105)


Kellogg (cont’d)

2. PLACEMENT STAGE (2-3yrs): scribbles become more controlled and child now focuses more on where the scribbles are placed



Kellogg (cont’d)

3. SHAPE STAGE (3y):

• around 2y, the child gains more control

over hand movements and former scribbles

produce overall gestalts (aka forms) and

you can see implicit shapes in them

– circle, cross, x, square, triangle, odd form



Kellogg: 3. Shape Stage cont’d

• Eventually, those implicit shapes become

more defined with a single outline and you

get: diagrams



Kellogg 3.SHAPE STAGE (3y) cont’d:

• One basic diagram, the

MANDALA (or mandaloid)

prevalent during this stage;

serves as basic artistic

reference in future drawings

• Children use mandalas to draw

people, flowers, and sun

figures



Kellogg (cont’d)

4. DESIGN STAGE (3-4y):

• with ability to create diagrams or

mandalas, the child now moves into

design stage.

• child now combines 2 diagrams to

make a combine and eventually

child puts more diagrams together to

make an aggregate (Fox, Schirrmacher, 2015,p. 96 - 105)




Kellogg cont’d

5. PICTORIAL

STAGE (4-5 y):

what child draws

starts to

resemble objects

that are

recognizable



LOWENFELD

+ BRITTAIN Image from:

http://www.arteducationstudio.com/viktor.htm

Image from: https://www.amazon.com/Creative-Mental-Growth-Viktor-Lowenfeld/dp/0023721103


LOWENFELD and BRITTAIN

1. Scribbling stages *

2. Preschematic stage (4-7y) *

3. Schematic (7-9y)*

4. Dawning realism: The gang age (9-12y) *

5. Pseudonaturalistic/Realistic Drawing (12 – 14y)

6. Artistic Decision: Adolescent Art (14 – 17 y)

Fox, Schirrmacher, 2015,p. 96 - 105 based on Lowenfeld, V., & Brittain, W.L.

(1987). Creative and Mental Growth. New York: Macmillan


Lowenfeld and Brittain:

1.Scribbling Stages

• beginning of self expression

• child needs to be able to scribble first and make

those marks before moving on to the next stage

• 3 different substages:

1. substage 1A :disordered and random

scribbling (1.5 – 2.5y)

2. substage 1B: controlled scribbling (2.5-3y)

3. substage 1C: named scribbling (3.5 – 4y)



Lowenfeld and Brittain:

2. PRESCHEMATIC STAGE (4-7y): • Schema: is a generalized symbol that

represents a specific concept

e.g. a stick figure represents all people

• This is the child’s first attempt to make representations of reality

• Representations are built up from former scribbles

• Start to see child draw geometric shapes you can recognize

• Placement and size is random and out of proportion

• You see child draw representations of head and feet of humans

Rocco, 4 ½ y

"This is me!" (Fox, Schirrmacher, 2015,p. 96 - 105)


PRESCHEMATIC STAGE (4-7y): cont’d

Ricky, 5 y

Self portrait

• Colour used randomly, not realistically

• Objects drawn are isolated entities – no relationship

• Relative size appears at end of stage

• Art – personal expression, not for public communication

• Child draws how they feel or think about an object and thus why creation may seem distorted to others

• Children enjoy talking about their art at this stage

• Objects drawn facing forward (Fox, Schirrmacher, 2015,p. 96 - 105)


Schematic Stage (7-9y):

• Achievement of a form concept, used and repeated

• Human figure made up of geometric shapes is repeated and refined

• Baseline appears to portray space

• Skyline may also appear at top

• 2 dimensional representation of space relations (e.g. flat objects)

• Artwork displays more detail

• Start to see drawings become more stiff or conforming to the way they should be

Erika, 7y (Fox, Schirrmacher, 2015,p. 96 - 105)


Dawning realism: The gang age (9-12y)

• Group friendships (same sex) most common.

• Greater awareness of detail

• Creations become more realistic from child’s perspective

• Child is more self conscious about their art

• Objects are drawn smaller and less distorted

• Perspective grows: awareness of the space between the base line and sky line.

• Creation of more 3 dimensional images (Fox, Schirrmacher, 2015,p. 96 - 105)


Also remember:

5. Pseudonaturalistic/Realistic Drawing (12 – 14y)

6. Artistic Decision: Adolescent Art (14 – 17 y)

Consider:

– Children continue to become more self-critical of

their own artwork

– Spontaneous artwork diminishes

Thus: the importance of providing an environment

that celebrates creativity and art within the early

foundational years (Fox, Schirrmacher, 2015,p. 96 - 105)


Intentional Teaching for

Intentional Learning:

ART

To plan and do with

intent/purpose

Image from: small-business-ideas-branded-by-passion.com

Remember

this from last

week?


What does this mean?

“When I plan and implement a learning opportunity, I

am aware of where the children are developmentally

(as individuals), I am aware of their current interests

(only possible because I’ve been making objective

observations), and I’m aware of their developmental

next steps (as individuals). I’ve been in consistent

communication with the families so I’m up to date on

other events that may affect the children. With all this

in mind, I can make goals (long term) for individual

children which become objectives (short term). AND, I

can do this all with the same materials.”


NOTE: this logic applies to all that you do as

ECEs, not just for art and music; only

possible via relationship/bond (ie.

attachment) with children and their families

NOTE: individual objectives can also apply

and benefit the whole group

What does this mean? cont’d


HOW TO

FOCUS

YOUR ART

LEARNING OPPORTUNITIES

Image from: www.businessinsider.com

ART OBJECTIVES

http://www.businessinsider.com/


Cognitive

Physical

Socio-

emotional

3 main areas/domains of

Development: Language

Gross motor

Fine motor

Sensory

Emotional

*Moral

Social

Art

Music

Math

Drama

Science

SUBDOMAINS/

CURRICULUM AREAS

included


Domains

→ Cognitive Socio-

emotional

Physical Language

Curriculum

Areas /

Sub-

domains

Math Social Final

motor

Science Emotional Gross

motor

Art *Moral Sensory

Music

Drama

Domains + Curriculum


ART OBJECTIVES: SPECIFIC TO ART – some examples

• To creatively explore ____ :specify materials (e.g. with clay, mud, goop...)

• To practice ______: specify art category (e.g. cutting and tearing) to develop an aesthetic sense

• To encourage child to paint with ____ (e.g with a feather, toothbrush…) [younger age groups]

• To encourage child to paint with ____ (e.g with a feather, toothbrush…) representing his/her unique thoughts [older age groups]


ART OBJECTIVES: SPECIFIC TO ART – some examples

• To appreciate the process of art through _____ (e.g. painting, using paper mache, playdough)

• To increase child’s sense of form and design while (e.g. painting, sculpting…)

• To develop a sense of beauty in the child (aesthetic sense) while ... (eg. pasting and collaging with...)

• To encourage the child to creatively explore new ideas with a mixture of sand, paint, and toothbrushes…water, soap flakes and fingers, paint (dry) etc.. Aesthetics see: Fox, Schirrmacher, 2015, ch. 7)


How to Generate Art Objectives • Your observations of the children – what are their current

interests? What do they spend a lot of time doing? Use observations to determine what your art objective should be.

• Know Child Development – ensure art objective is developmentally appropriate (e.g. are the children ready to master the objective or are they in the exploratory phase?) Are skills emerging? Practicing? Mastering?

• Watch your Grammar – make sure the art component of the sentence comes first!

E.g. To encourage child to creatively explore pasting and collaging with cultural fabrics

Vs. To develop child’s finger strength while pasting and collaging with cultural fabrics

DO NOT DO THIS FOR ART OBJECTIVE! IT BECOMES FINE MOTOR AND

NOT ART!

Image from: solidwize.com

http://www.google.ca/url?sa=i&source=images&cd=&cad=rja&docid=g2pk3Bkac_iMVM&tbnid=GyVq64w1Uv6uBM:&ved=0CAgQjRwwAA&url=http://solidwize.com/author/solidwizerohit/page/6/&ei=ItEzUou1Ko762AXG7YGYBg&psig=AFQjCNGx6ZCj_liRJLG0zumFcVNJqeJd3A&ust=1379213986771628

http://solidwize.com/author/solidwizerohit/page/6/


The Learning Opportunity Sheet • A tool to help you plan based on observations of

the children

• 3 pages:

– Page 1: what you plan to do

– Page 2: what actually happened, what did you

observe (what you say to parents in the future); self-

evaluation; plan for next steps (what you tell

employers in the future)

– Page 3: the mentor signs and evaluates

Note: only select sections of the LO sheet will be

emphasized at this point. More to follow in later sessions in

CPP courses

Image from: www.poweredbyintuition.com

The focus of your

assignments

http://www.poweredbyintuition.com/2011/08/06/why-its-important-to-question-everything/


Planning Art learning opportunities 1. Observation Ideas

2. First Domain: Cognitive – Art

First Domain Objective: choose an Art Objective

3.Second Domain: NOT COGNITIVE OR LANGUAGE!

Second domain skill: pick skill from a different developmental domain

4. List all your materials, including clean up materials


Planning Art learning opportunities

1.Your

Observations


Your observations:

• Objectively observe what children are

doing (consider 5 senses, interests,

materials used,

emerging/practicing/mastering skills)

• Consider what children have

communicated to you (in how they act,

what they’ve said to you, what families

have told you)

Image from: www.poweredbyintuition.com

http://www.poweredbyintuition.com/2011/08/06/why-its-important-to-question-everything/


Note: MATERIALS

• Choice of materials will aid in accomplishing your 1st domain

objective and your 2nd skill

• Materials: help to address different learning styles of the children

– CONCRETE – predominantly for kinaesthetic learners

– REPRESENTATIONAL – visual learners

– SYMBOLIC – auditory learners

• Learning Opportunities should have a minimum of 2 types of

materials

• Note: concrete/representational/symbolic – can be found all in

one object! (e.g. Book)

• Note: be specific if using materials with anti-bias component

(e.g. skin tone paint vs. ‘paint’)

Image from: www.ign.com

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=aaV2oivn-RrM-M&tbnid=2ncmg8vYNVUDeM:&ved=0CAUQjRw&url=http://www.ign.com/boards/threads/the-official-vesti-like-farm.452934138/page-24&ei=69UzUs2yD4ah3AWfpYDgBw&psig=AFQjCNG273q0nO-8gDmZuBFKedKWT__d2A&ust=1379215181465419

http://www.ign.com/boards/threads/the-official-vesti-like-farm.452934138/page-24


5. Think Anti – Bias: pick from 12 areas of

bias

Anti Bias method: *incorporation,

**expansion, or *personalization

Note:

*incorporation, personalization: explain

in Materials section

**expansion: explain in Question section

Planning Art learning opportunities cont’d


6. Motivational Strategy:

The techniques/strategies you are going to use to

encourage children to come to your learning opportunity

(NOT force)

– E.g. hiding your materials under a cloth

– E.g. singing a song to attract their attention

– E.g. building suspense with your voice as you

introduce materials at the table to attract children

nearby

– E.g. coming closer with materials on a tray for infant



7. Concept Vocabulary: concept words

you want reinforced during the Art LO

e.g. Red, yellow, wet, sticky, cold,

smooth (appropriate for the age group)

Note: this is Language (3rd domain

addressed in your LO!)



Assign – Creative Art

Resource File: • Pairs

• Group Contract – complete and return Session 3

• Create1 Art learning opportunity for each age group (infant, toddler, preschool, schoolage): total 4 Art LOs

• Total: 20%

• Due: October 5 by 9am, in class

• Note: some sections in this assignment are different than the LO sheet to capture your understanding of Art

• Group Evaluation Sheet – to be submitted on Oct. 5

• Reminder: only select sections of the LO sheet are emphasized in this assignment. More to follow in later sessions in different CPP courses and on placement

Image from: harrrp.ca

http://harrrp.ca/?p=585


Image from: harrrp.ca

http://harrrp.ca/?p=585


Note: Marks from the Group Evaluation sheet are

compiled and contribute to course engagement


See

previous

slides

Pick a fun title that reflects your LO

Estimate age of children

Estimate # of children to do LO at one time


• Worth 5 marks

• Your recipe: how will you set up and do your LO

• How will you implement it? What will you say?

• Use “I” statements (e.g. “I will encourage children to….)

• Should support your objective and skill, focus on the PROCESS

See

previous

slides

See

previous

slides


The do’s and don’ts of Art LOs

FOCUS ON

PROCESS?


You say, “Oh

WOW! That’s

such a great

happy face!”

Q: How do you

think the child

might respond?


CAUTION

• Risk of Interpretation – The child had no intent of drawing a ‘happy face’. How would that make the child feel?

• It’s not up to you to put a label on what the child has created

• The child may label his/her creation: NOT YOU

• Your focus: how child moved the paint with his/her hands, how the brush was held, how he/she squeezed the playdough and NOT how pretty or perfect the artwork is


• Pre-cut shapes glued to image

• Colouring books

• Copying a model (e.g. make this elephant)

• Crafts

PT: These activities do not foster creativity and are NOT true art learning opportunities. They limit the child’s freedom to create.



THINK: Creativity as a Continuum

Learning opportunities

that really promote creativity

Learning opportunities that DO NOT

promote creativity at all


(Fox, Schirrmacher, 2015, ch 8) Image from: www.wellnesscoach.com

Q: Sensory art

experiences?

Q: For different age

groups? Child

development?

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=1N2S0MN9nzwbTM&tbnid=74J-t8lZGXxAEM:&ved=0CAUQjRw&url=http://www.wellnesscoach.com/%E2%80%9Cmodify-your-thinking-to-handle-new-situations%E2%80%9D-wisdom-from-a-fortune-cookie-150.html&ei=a9gzUpGgFcPP2AWU54C4CQ&psig=AFQjCNHSABWP8gkyIwv2AbTjYZzXZaHWdw&ust=1379215838808533

http://www.wellnesscoach.com/%E2%80%9Cmodify-your-thinking-to-handle-new-situations%E2%80%9D-wisdom-from-a-fortune-cookie-150.html


Think: Different Age Groups

Consider choice of:

• materials (safe, appropriate?)

• Containers (big, small, easy to spill/hold)

• Tool (big, small, easy grip)

• Medium

• Surface

• Inclusion for all children (location of LO,

accessibility, tool size, choice of medium)


Items to Avoid/Be Careful

• Glitter (4 years +)

• Tools – too sharp/hot for the age group?

• Balloons (avoid young children)

• Powder paints

• Natural items – make sure not poisonous

• Styrofoam

• Crayons – asbestos?

(Fox, Schirrmacher, 2015, p. 72 – 74) Image from: www.childrenscolorado.org

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=sMaDLDQi5wXhzM&tbnid=d74Jd4kDhAxyxM:&ved=0CAUQjRw&url=http://www.childrenscolorado.org/safekids/&ei=kdozUpu0OcP-2gX17ICICQ&psig=AFQjCNGc3k0eUqKtkLUm1SQ-poRMTqYT7g&ust=1379216380051204

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&docid=sMaDLDQi5wXhzM&tbnid=d74Jd4kDhAxyxM:&ved=0CAQQjB0&url=http://www.childrenscolorado.org/safekids/&ei=kdozUpu0OcP-2gX17ICICQ&psig=AFQjCNGc3k0eUqKtkLUm1SQ-poRMTqYT7g&ust=1379216380051204


• Size of materials used

• Egg shells

• Used cardboard egg cartons

• Paints – non toxic

• Read your labels!

• Watch where you get your materials

• Overwhelming children with excessive smells (especially young children)

• Read charts within the program room to determine allergies/awareness of sensitivities

Items to Avoid/Be Careful cont’d

Image from: www.childrenscolorado.org

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=sMaDLDQi5wXhzM&tbnid=d74Jd4kDhAxyxM:&ved=0CAUQjRw&url=http://www.childrenscolorado.org/safekids/&ei=kdozUpu0OcP-2gX17ICICQ&psig=AFQjCNGc3k0eUqKtkLUm1SQ-poRMTqYT7g&ust=1379216380051204

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&docid=sMaDLDQi5wXhzM&tbnid=d74Jd4kDhAxyxM:&ved=0CAQQjB0&url=http://www.childrenscolorado.org/safekids/&ei=kdozUpu0OcP-2gX17ICICQ&psig=AFQjCNGc3k0eUqKtkLUm1SQ-poRMTqYT7g&ust=1379216380051204


To do: For Session 3 on Sept. 21

Bring in items from home:

• 1 tool

• 1 surface

• 1 medium

• Items that use the 5 senses

Image from: healthtips-sastha.blogspot.com

• Group contract:

Creative Art Resource

File

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=41sujQ_iQ4SAsM&tbnid=Ht_4aqOACyNPFM:&ved=0CAUQjRw&url=http://healthtips-sastha.blogspot.com/2012/02/tips-to-remember-things.html&ei=i8szUuqSDcmk2gW2joGIDw&bvm=bv.52164340,d.b2I&psig=AFQjCNEbVRy3hiEsrr67mP1DO5rJ__R8uQ&ust=1379212535101233




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Good morning! ses. ic uring your - University of Torontojhewitt/pepper/UploadedFiles/900... · Good morning! a different table ople it uring your ic ses. Image from: . Curriculum