Chapter 10: Child Centered Art vs. Teacher Directed Projects – Flashcards
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Continuum of Approaches To Teaching Art
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Teacher-directed Teacher-guided Child-centered
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Expressions of Art
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Literature Drama Music Visual arts
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Teacher-directed
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- Teacher has definite idea of what children will do - Specific instructions given - Product expected
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Critiques of Teacher-directed
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- Undermines sense of psychological safety - Demonstrates disrespect for children's ideas, abilities, and creativity - Being told that they, and there art are inadequate
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Child-centered
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- Unstructured - Teacher may distribute materials but children are told to make what they want - Children have much input and choice
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Challenges to Child-centered
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- Some children feel uncomfortable with the lack of structure - Limits teacher's role to organizing the environment - Children cannot create from nothing. They need ideas and suggestions
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Should Children be Taught To Draw?
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- Controversy exists - Brookes (1986) teaches five elements of shape: dot, circle, line, curved line, and angle line - Lowenfeld & Brittain (1987) disagree. Drawing is viewed as free expression. Teaching young children to draw pushed product over process - Edward's (1999) Teach drawing but not to young children. Wait until 10 or so
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Teacher-Guided (Facilitator)
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- Best of both worlds - Subtle structure with much child direction and input - Teacher supplies the theme - Teacher introduces new materials at art center - Teacher extends or builds on an existing activity or suggests a new technique - Teachers poses a problem - Teacher extends art into other curricular areas
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Child-centered Art or Teacher-directed Projects
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- *Arts and crafts are opposite terms* - Motivation comes from within child - Kids are not often responsive or interested in teacher-directed experiences - When art is forced, children become extrinsically motivated, may lack meaning, or expressiveness or detail
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Is There A Place For Teacher Projects?
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- Use with older children who have solid foundation in processing and want to make products - When children tire of visiting the art center and have run out of ideas for processing - Introduce children to new cultures - While allowing for individual expression
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What Early Childhood Art Should Be
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1. Personally expressive 2. Balance of process and product 3. Open ended 4. Allow for discovery and experimentation 5. Active engagement and sustained involvement 6. Intrinsically motivating 7. Success oriented 8. Available to all children 9. Involve legitimate artistic media 10. Developmentally appropriate
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Allow Children To Be Personally Expressive
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Young children need to express themselves personally with a variety of artistic media
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Balance Artistic Process and Product
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- Young children are process oriented - Enjoy art for the sake of doing and making - Often little concern for how it turns out - Older children become product oriented
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Open Ended, allowing for Creativity
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- What they want to make (content) - How to go about making it (process) - What it will end up looking like (product)
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Discovery & Experimentation
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They have discovered for themselves a new artistic technique through their own active experimentation
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Active Engagement & Sustained Involvement
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- Art should engage children - Capitalize on the young child's need for sensory-motor exploration and movement
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Intrinsically Motivating
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- Children will engage in art for the sheer pleasure and reward inherent in it - *Monetary and symbolic reward decreased children's interest in drawing* - Teacher's praise actually increased it - Be sure praise is aimed at the process not the outcome
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Success Oriented
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- Ensuring that art is developmentally appropriate - Moderately challenging - Teacher goal is to help children become competent and feel good about themselves
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Be Available to All Children
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- Art is neither masculine nor feminine - Art fosters children's feelings of esteem, success, special needs, exceptionalities, and multicultural backgrounds - Punishment should never include missing art
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Legitimate Artistic Media
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Have easels, finger paints, clay, etc Collage, paper Printing Design Resist Sculpture
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Developmentally Appropriate
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- Take into account child's developmental abilities - Never mind chronological age
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Developmental Appropriateness
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Teachers use information to inform decisions regarding curriculum, assessment, behavior guidance, and interactions with children: 1. Age/Developmental Level 2. Individual Child 3. Family/Culture
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Activities Masquerading As Creative Art
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*Not Creative Art:* - Photocopied or mimeographed sheets - Cut and past activities - Tracing patterns - Coloring book pages - Dot to dot - Crafts - Holiday gifts
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Activities That Masquerade as Creative Art Share:
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1. An emphasis on teacher input and direction 2. A high degree of structure 3. A specified product
