Art & Expression Planning

ART & EXPRESSION PLANNING

ACTIVITY PROGRAMMING FOR ART & EXPRESSION

At TOPP KIDS, our Active Play Coordinators focus on activities that will help children develop their cognitive, social, and motor abilities. As Froebel recognized, making art and enjoying the art of other people and cultures are very important to the development of the whole child. We always try to feature great ARTS & EXPRESSION activities for kids that peak their interests and get them thinking. Most projects should be geared towards the weekly theme. Not all of these activities however are leader directed. The best ARTS & EXPRESSIONS come from the children and their on-the-spot creativity. So, go! Get Messy! Create and have fun!

RULES FOR ART & EXPRESSION PORTFOLIO

MODALITIES OF ART
There are many different modalities of art you can explore when planning for ART & EXPRESSION including some of these:

• Loose parts play
• Explore artiststhrough time
• Drama- & Improvisation – plays, TOPP KIDS got talent, air band
• Painting and murals and graffiti art
• Media art- make a movie, commercial, music video,
• Photography
• Drawing
• Culinary art
• Cultural art
• Nature art
• Dance
• Face painting
• Sculpture
• Fashion design
• Architecture
• Sewing
• Printing & stamping
• Videography
• Weaving
• Design a business, election stand, lemonade stand, etc.
• Multimedia
• Animation
• Creative writing
• Comic book creation
• Music
• Collage
• Go on a field trip to a gallery, exploring graffiti around the city, a museum, a theatre etc

BASIC DEFINITIONS OF ART
ART: Definition and Meaning: The meaning of beauty and art is explored in the branch of philosophy called aesthetics. For more definitions, see the following:

• Fine Art
  Includes: drawing, painting, sculpture and printmaking.
• Visual Art
  Includes: fine arts, certain contemporary arts (e.g. installation, performance) and decorative arts.
• Decorative Art
  Broadly synonymous with crafts.
• Applied Art
  Includes: architecture, industrial-design, fashion/furnishings-design, interior-design etc.
• Crafts
  Broadly synonymous with decorative arts

ANNUAL MANDATORY ART & EXPRESSION PROGRAMMING

• Boom Wackers kit (rent form the office)
• TOPP KIDS got talent show
• Collaborative mural
• Comic book or storybook
• Dramatic play prop boxes
• Fashion show (design, sewing, dramatic play etc)
• Photography or videography project
• Art gallery or market
• Bring in a dance instructor from the community

WHAT IS NOT ACCEPTABLE ART & EXPRESSION PLANNING?
The Art & Expression portfolio is home to a wide variety of modalities of art and ways in which we can learn to express ourselves. Repetitious crafts or activities should not be necessary when programming for this portfolio, and a variety of modalities should be explored weekly. With any medium, art activities should be process based and not product based. Be CREATIVE and INNOVATIVE! Things like colouring sheets and melty beads are not acceptable as a planned activity.

ART IN EARLY CHILDHOOD: CURRICULUM CONNECTIONS BY JILL ENGLEBRIGHT FOX, PH.D., AND STACEY BERRY, M.ED.

KEEPING MATERIALS STOCKED FOR ARTS & EXPRESSION
It is important that we keep materials always fully stocked at TOPP KIDS, both on the Art Cart and in storage. The great thing about art supplies is that you don’t always have to buy new. Using the Material Donation Letter, you can talk to local businesses to provide many types of materials-cardboard and boxes, fabrics, wood scraps, recyclables, etc. Many of the other supplies are most affordable when found at dollar stores or even Walmart. Learn to hunt for the best deal and always make sure you have fun/ exciting materials for kids to create with.

SOCIAL AND EMOTIONAL DEVELOPMENT IN ART
Children feel as sense of emotional satisfaction when they are involved in art, whether it is exploring clay, drawing or making a collage from recyclable materials. This satisfaction comes from the control children have over the materials they use and the autonomy they have in the decisions they make (Schirrmacher, 1998; Seefeldt, 1993). Children are presented with the opportunity to build on their social and emotional development by making independent choices and decisions. Also, by providing them opportunities to express what they are thinking and feeling helps to build on their self-esteem and confidence (Klein, 1991; Sautter, 1994). Sautter (1994) stated that when children participate in art activities with their peers, the feedback they provide each other builds self-esteem by helping them learn to accept criticism and praise from others. It also provides multiple occasions to build on social skills, such as turn-taking, sharing, and negotiating.

For example: an experience. I explored clay over a week with my children, the first day I placed a large brick of clay in the middle of the table and left the children to naturally explore it by poking, smelling, touching the clay. The next day I again placed the block of clay on the table, but this time added a bowl of water, this then gave them the opportunity to explore a different texture. The third day the clay, water and a few tools were placed on the table, this invited the children to make marks and even take smaller piece away. The next two days I added some photos and objects of clay art and watched and listened to the children’s creative minds explore in different ways. This project had no end product, it was a process that allowed the children to learn through exploration.
Activities centred on making art, such as loose parts, require children to make their own decisions and conduct self-evaluations. Klein (1991) described four decisions that child artists make. First, they decide what they will portray in their art- a person, a tree, an elephant. Second, they choose the media they will use, the arrangement of objects in their work, and the perspective viewers will take. Children decide next how quickly or how slowly they will finish their project, and finally, how they will evaluate their creation.

MOTOR DEVELOPMENT IN ART

https://www.giarts.org/sites/default/files/Head-Start-Child- Development-Early-Learning- Framework.pdf

LET YOUR CHILDREN EXPLORE THEIR OWN CREATIVITY IN THEIR OWN WAY!!

ART AND EXPRESSION THROUGH MUSIC

ART THROUGH DRAMATIC PLAY AND DANCE
It is important to provide opportunities for children to pretend to be someone else in a dramatic play, it will the ability to become more self-aware and self-confident and generate beginnings to appreciate the connections that the fine arts create between individuals and the world.

‘Movement is one of the first means of expression and of learning about the world…each new movement gives children more information about the capabilities of their bodies. Children also develop spatial awareness-something very important for children who live or work together in the classroom. In the same manner as children learning about how their bodies work, they are learning about how feelings work.’ (Lutz and Kuhlman, 2000) Body movements are a way for children to express and communicate their feelings, they also learn self- control, it is also a great opportunity for children to be unique and express their creativity in a way that is appreciated and can never be wrong, a success for every individual.

ART EXPERIENCES IN PROGRAM FOR YOUNG CHILDREN

Although art activities help children develop in many areas, educators must recognize that art also has value in and of itself. Fostering the development of children’s aesthetic sense and engaging children in creative experiences should be the objectives of an early childhood art program.

Activities that involve children in both making and enjoying art are essential if programs are to meet the needs of the whole child. The challenge for early childhood educators is to provide these activities in a way that is developmentally appropriate and that can be integrated throughout the programming. Such a program should include:

• Using reproductions to expose children to masterpiece art.
• Taking field trips to local museums to provide opportunities for art appreciation.
• Providing access to a programs art centre in which children choose their own topics and media.
• Displaying children’s artwork in a programs gallery.
• Involving families in the art program.

To integrate an art program into a developmentally appropriate curriculum, adults must recognize that children express their ideas through art, just as they do in writing. Creative EDUCATORS find ways to support children’s learning, through activities in which children make art and enjoy the art of others. The following elements form the basis of an art program to be integrated into developmentally appropriate activities for young children.

MUSEUM FIELD TRIPS
Taking young children to an art museum can be a challenging experience for any adult. Museums are designed for grown-ups who engage in thoughtful reflection, not for active children who want to point and exclaim. With a little preparation, however, a museum field trip can be an enjoyable experience for all.

Many museums schedule special times for children’s tours and family visits. During these times, the museum educators and other patrons expect children to visit, and special tours and support personnel will be available. If the children will not be participating in a tour planned specifically for them, it is important that the educator selects a few key items on which to focus during the visit. Artwork done by artists featured in the program or portraying objects related to thematic units will be of interest to the children. They will have a context for thinking about and discussing what they see. Because the attention span of young children is short, museum field trips should not be lengthy. Thirty minutes is probably long enough for children to view the pieces pre-selected by the educators without getting tired or frustrated in the museum setting. Other exhibits can be saved for future field trips.

PROGRAM ART CENTRE
The art centre should provide opportunities for child-centered activities. Although educators might suggest themes, too much direction or assistance interferes with the creative process. Adult models for children to follow are also frustrating because most children do not have the fine motor and visual perceptual skills to replicate adult efforts. Instead, educators can encourage children to design and complete their own projects by recognizing that the same themes may be repeated many times as children explore ideas and practice skills.

Open-ended materials such as paint, crayons, markers, scissors, glue, clay, and assorted paper support child-centered activities. Although having too many choices can be overwhelming for young children, making a selection from two or three options at a time is an excellent way for children to practice decision-making. Lowenfeld and Brittain (1975) also “cautioned” educators not to change materials or introduce new materials into the program too often. Children need time to practice and develop skills with materials if they are to use them to express their ideas and feelings.

Finally, it should be noted that the creative process takes time. Although some children will complete their artwork within a short time, others will need large blocks of time to design and make their projects. The design of the art centre and the schedule should encourage children to return to a project and work until they decide it is completed (Edwards & Nabors, 1993).

DISPLAYING CHILDREN’S ART IN A PROGRAM GALLERY

A program gallery exhibiting children’s art highlights the work for the children themselves and for visitors. A large bulletin board or wall space provides a backdrop for the gallery. Children should take the responsibility for mounting their work and selecting its placement in the gallery. Labels, including a title for the work, name of the artist, medium, and year of creation, can be dictated and will provide a meaningful experience with print. Children can also serve as curators and lecturers, giving tours of the gallery to visitors.

INVOLVING FAMILIES IN THE ART PROGRAM
Keeping families involved in the life of the program is an important responsibility for early childhood teachers. Sharing with families the role of art in the portfolios and the activities in which their children are participating will encourage their support of the program and of their children’s learning. Family involvement can be encouraged in several ways. Inviting families to participate in museum field trips and program art activities provides the opportunity for shared experiences and discussion between children and their parents.

Educators may also suggest at-home art projects for children and parents to participate in together. These projects should always be optional, and teachers should provide any special materials that might be needed in a packet which includes explanations and directions for the project. Brand (1996) suggested linking art projects with book themes as a way of encouraging parents with differing skill levels to feel comfortable in working with their children at home. For example, after reading Lucy’s Picture (1995) by Nicola Moon, children and parents might work together to create a collage depicting activities they would like to participate in together from materials found at home and/or supplied by the educators.

“Artists’ knapsacks” for children’s use at home are another way to involve families in program art activities. Four to five knapsacks, each featuring one medium such as paint and paper or modeling clay, can be available for children to check out and share with their families. Although the general purpose of the knapsacks should be shared with parents, specific directions for each knapsack need not be provided. The goal of the knapsacks is to encourage the same creative use of materials at home as in the program.

CONCLUSION
Through art activities young children will develop abilities and skills that have application in many other areas of the curriculum. Most importantly, however, children will also develop an appreciation for the art of other people and cultures, and the confidence to express their own thoughts and feelings through art. Far from creating individual prodigies, this integration of making and enjoying art in the early childhood classroom will result in the “all-sided development” of the children participating.

Sourced from:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=113