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talking to young children about their art - traditional approaches
complimentary approach
judgemental approach
valuing approach
questioning approach
probing approach
correcting approach






complimentary approach
"that's beautiful" etc.
stifles dialogue.. overworked and lacks meaning and sincerity
judgemental approach
art is good dor great. don't want to rank.. becomes meaningless and we lose credibility
valuing approach
i like that etc.. should create for themselves not for adults. process over product.
questioning approach
"what is it?" many children can't verbalize what they represented..
probing approach
adult attempts to draw from children some hint, title or verbal statement about art.. tell me about it etc. use sparingly since it grows stale.. children feel pressured to talk about it
correcting approach
"next time remember to draw stripes on the tiger" not intended to be copy of real world. discourages
elements of art to talk about
color
line
mass or volume
pattern
shape or form
space
texture





Nonrepresentational art
"you have filled your paper with many lines and shapes"
"i see one long thin line which frames your pictures.. etc.
refer to artistic elements or other aspects or interests of child.
time and effort, materials used..meaning


discussing representational art
what a colorful picture, house tree and row of flowers.. you used green. it looks like sun is trying to peek through cloud.
sustaining and concluding the dialogue
children may have questions or comments after
may not repspond directly to remarks but you can use their lead and what you know to tailor the remainder of discussion.


responding to frustrating art
"that's really frustrating to have it tear..would you like some heavier paper?" "you worked so hard on your collage, what could you do next time to keep the tissue paper from tearing?" etc.
art appreciation questions
what is it? how was this art made?
What do you see when you look at this art?
what is the artist trying to say?
how does it make you feel?
do you like it?





art appreciation presentation
tell children about the artist, what was used to make painting. look at detail and how they made it look shiny and real.
four obstacles to creativity
surveillance
evaluation
reward
competition


how adults stamp out creativity in children
hurry them, do things for them, passive activities, scheduling
reggio emilia good for creative how?
given lots of materials
sense of developmentally appropriate activities
emergent curriculum
nature
communal



encouragement
focus is on child's ability to manage life constructively "i trust you to become responsible and independent"
focus is on internal evaluation "how you feel about yourself and your own efforts is most important"
recognize effort and improvement "you don't have to be perfect. effort and improvement are important"
focus on assets, contributions, and appreciation "your contribution counts. we funcction better with you"


encourage creativity
encourage exploration through conversation and modelling
strengthen artists by asking open ended questions and listening
facilitate collab b/w children
acknowledge effort
encourage children to slow down and take time by asking questions noticing, offering to store
watch for chances to coach new skills and give opportunities to use new tools
give warnings of time restraints
encourage children to participate in setting up and cleaning up
display and document the creative process







painting
allows childrene to make decisions about what to paint, colour and work on own
-express stories, ideas experience
look closely and notice details
further work in other areas
sketch how they want drama area to look etc
illustrate book or story they write
encourages collaboration as children give other feedback and work together
painting should be available every day








easel
allows for whole arm movement
paint can drip
can use long handled paint brushes
can be social two easels side by side


painting seated at table
paint doesn't drip
allows layering of paint
children can sit beside eachother
short handled brushes
arm and body movement restricted.



standing at a table painting
allows whole body movement
can be tiring
painting on the floro
a flat surface
restricts body movemenet if child kneeling
child who enjoys sprawling may like.
some not comfortable




paint tools
use fine tipped black felt pens, they make a distinct line that doesn't bleed into paper, they are very clear, and the child can do very detailed features in work. demand taking risk as mark cannot be erased.
spray bottles
chalk paint
talk about colours primary and secondary


stages of art development
scribbling
symbols
beginning realism

indicators of creativity
produces and elaborates on ideas
unusual associations between remote ideas
flexible in thinking patterns
acts spontaneously and uses intuition
tolerates ambiguity and uncertainty
motivated by task not external
readily guesses and makes hypothesis
juggles elements of task
concentration
retains own ideas in discussion
provides multiple solutions
radical in expression
intellectually playful
fantasy and imagination
adapts or improves things
sense of humour, in things others dont
doesn't mind being different
asks provocative questions, challenges authority
bored with memory work
displays energy and disruptive
silly responses that are unexpected
considered crazy
shows high degree of originality
works hard on tasks
organizes others
can lead others to do what they want
recognizes others' skills
social skills and can relate to others
recognizes and articulates goals of group
articulate in expressing ideas
listens to others and understands them
high energy
independent
friendly and outgoing.
































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