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
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
® Registered trade-mark of the Canadian Mothercraft Society
THEORIES and
ART “Enfolding” from artist: Daphne Odjig, Ojibwa tribe, image from
http://www.rmbrwhen.com/nativ.htm
Image from: www.little-sweeties.com
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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/
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
Scribble Stage
20 basic scribbles (Fox, Schirrmacher, 2015,p. 96 - 105)
® Registered trade-mark of the Canadian Mothercraft Society
Kellogg (cont’d)
2. PLACEMENT STAGE (2-3yrs): scribbles become more controlled and child now focuses more on where the scribbles are placed
(Fox, Schirrmacher, 2015,p. 96 - 105)
® Registered trade-mark of the Canadian Mothercraft Society
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
(Fox, Schirrmacher, 2015,p. 96 - 105)
® Registered trade-mark of the Canadian Mothercraft Society
Kellogg: 3. Shape Stage cont’d
• Eventually, those implicit shapes become
more defined with a single outline and you
get: diagrams
(Fox, Schirrmacher, 2015,p. 96 - 105)
® Registered trade-mark of the Canadian Mothercraft Society
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
(Fox, Schirrmacher, 2015,p. 96 - 105)
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
(Fox, Schirrmacher, 2015,p. 96 - 105)
® Registered trade-mark of the Canadian Mothercraft Society
Kellogg cont’d
5. PICTORIAL
STAGE (4-5 y):
what child draws
starts to
resemble objects
that are
recognizable
(Fox, Schirrmacher, 2015,p. 96 - 105)
® Registered trade-mark of the Canadian Mothercraft Society
LOWENFELD
+ BRITTAIN Image from:
http://www.arteducationstudio.com/viktor.htm
Image from: https://www.amazon.com/Creative-Mental-Growth-Viktor-Lowenfeld/dp/0023721103
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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)
(Fox, Schirrmacher, 2015,p. 96 - 105)
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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?
® Registered trade-mark of the Canadian Mothercraft Society
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.”
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
HOW TO
FOCUS
YOUR ART
LEARNING OPPORTUNITIES
Image from: www.businessinsider.com
ART OBJECTIVES
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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]
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
Planning Art learning opportunities
1.Your
Observations
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
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
Planning Art learning opportunities cont’d
® Registered trade-mark of the Canadian Mothercraft Society
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!)
Planning Art learning opportunities cont’d
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
Image from: harrrp.ca
® Registered trade-mark of the Canadian Mothercraft Society
Note: Marks from the Group Evaluation sheet are
compiled and contribute to course engagement
® Registered trade-mark of the Canadian Mothercraft Society
See
previous
slides
Pick a fun title that reflects your LO
Estimate age of children
Estimate # of children to do LO at one time
® Registered trade-mark of the Canadian Mothercraft Society
• 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
® Registered trade-mark of the Canadian Mothercraft Society
The do’s and don’ts of Art LOs
FOCUS ON
PROCESS?
® Registered trade-mark of the Canadian Mothercraft Society
You say, “Oh
WOW! That’s
such a great
happy face!”
Q: How do you
think the child
might respond?
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
• 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.
(Fox, Schirrmacher, 2015,p. 205 - 209)
® Registered trade-mark of the Canadian Mothercraft Society
THINK: Creativity as a Continuum
Learning opportunities
that really promote creativity
Learning opportunities that DO NOT
promote creativity at all
® Registered trade-mark of the Canadian Mothercraft Society
(Fox, Schirrmacher, 2015, ch 8) Image from: www.wellnesscoach.com
Q: Sensory art
experiences?
Q: For different age
groups? Child
development?
® Registered trade-mark of the Canadian Mothercraft Society
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)
® Registered trade-mark of the Canadian Mothercraft Society
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
® Registered trade-mark of the Canadian Mothercraft Society
• 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
® 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
• Group contract:
Creative Art Resource
File