Welcome DPS Creative Arts Teachers

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Welcome DPS Creative Arts Teachers

• Please sign in
• Enjoy a snack, courtesy of the
• DPS Art Department
• Take a Gallery Walk of
• Process and Tools
• For todays presentation, creative arts
  refers to teachers of visual, musical, and
  dramatic arts.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Oh, The More We Get Together

• The more we get together, Together, together,
  The more we get together, The better
  instruction will be.For your kids are my
  kids,And my kids are your kids.The more we get
  together,Quality instruction well see! 
• tune The More We Get Together

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Philosophy, Pedagogy, and Teaching Strategies
for Teaching the Creative Arts to Young
Children

• Presenters
• Celine Richwine-Marquez
• Lucy Mullen Davis
• DPS Early Education Specialists

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Why You Are Here

• Pre-Kindergarten
• City of Denvers Denver Preschool Program (DPP)
• Early Reading First
• Head Start
• 20072008
• 33 full-day sessions 177 half-day sessions
  
• 20082009
• 129 full-day sessions 89 half-day sessions

Developed by the Early Education Instructional
Specialist Team 10-20-08
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• Kindergarten
• Mill Levy
• State Funding added June 2008
• Tuition-Based
• 20072008
• 180 full-day kindergartens 77 half-day sessions
• 20082009
• 229 full-day kindergartens 25 half-day sessions

Developed by the Early Education Instructional
Specialist Team 10-20-08
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HOWEVER, the children NEED YOU!
Developed by the Early Ed. Instructional
Specialist Team 10-20-08
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• An arts education is essential to academic
  achievement... In a global economy, graduates
  with skills in imagination, creativity, and
  innovation will be heavily sought after by
  employers.
• page 1, The Arts, Creative Learning Student
  Achievement, 2008 Study of ARTS Education in
  Colorado Public Schools

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Children who have a music program once a week

• ? Four times more likely to win academic
  award or be named to honor roll
• ? Three times more likely to win school
  attendance award.
• ? Eight times more likely to receive community
  service award
• ? Four times more likely to participate in
  science or mathematics fair
• Stanford University, 10-year national study,
  based on the records of 30,000 children in 30
  locations from Hawaii to Massachusetts

Developed by the Early Education Instructional
Specialist Team 10-20-08
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• The relationship between drama and the
  development of literacy skills among young
  children is well documented.
• Dramatic enactment can make a measurable
  difference in helping students reach important
  curricular goals, such as story understanding,
  reading, comprehension, and topical writing
  skills.

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Early Childhood and the Creative Arts
 

• Traditionally an integral part of early
  childhood curriculum

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Creative Arts and Early Education Issues
 

• Limited to no training
• Curricular focus 3 Rs
• Minimal time designated to arts
• Lack of space and/or materials
• Noisy (musical instruments) and/or messy (art)

Developed by the Early Education Instructional
Specialist Team 10-20-08
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The children NEED YOU!
Developed by the Early Ed. Instructional
Specialist Team 10-20-08
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When Working With Younger Children, Dont Sweat
it
 
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Allow Inner Child to Emerge!
 
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Outcomes

• Philosophy
• Developmentally Appropriate Practices
• Pedagogy
• Understanding how young children learn
• Appropriate curriculum for young children
• Teaching Strategies
• Environment
• Rituals and Routines
• Process vs. Product

Developed by the Early Education Instructional
Specialist Team 10-20-08
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HOUSEKEEPING
 
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Parking Lot

• of Burning Questions
• District
• School
• Art Department
• Early Education

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Management
 

• Table representation music, theater, and visual
  art
• Numbered heads 14

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Job Assignment
 

• Number 1 Materials Manager
• Procure and distribute enough materials for
  your table, return extra materials to their
  original location, ensure the group cleans up
  after itself, and properly puts away all
  materials at the end of todays session.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Job Assignment

• Number 2 Participation Pal
• Ensure all participants at the table have an
  opportunity to express their ideas and
  participate in activities, monitor the group to
  assure it stays on task and permits only off-task
  activity if majority rules You have exclusive
  use of the Bird Walker.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Job Assignment

• Number 3 Scribe
• Record responses when requested.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Job Assignment

• Number 4 Reporter
• Presents groups responses and ideas to the
  whole group or other small groups upon request.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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First Assignment

• Materials Managers
• Go to materials table.
• Pick up one Ziploc bag.
• And one plastic box.
• Bring them to the table.
• Open the bag. Hand out job table tents.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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In My Own Time, In My Own Way by Sharon
MacDonald

• Why cant I lose my tooth?
• I've had it much too long.
• Why cant I learn to skip?
• My legs are nice and strong.
• Why cant I write my name?
• Each letter I can say.
• Why cant I make a dinosaur?
• From my fat ball of clay?

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Why cant I hop on one foot? Shoes must be the
key. Why cant I draw a picture that is the
face of me? Why cant I grow up fast? I'm
learning day by day. My Mama says it all will
happen. In my own time. In my own way.
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Philosophy How Young Children Grow and Develop

• Two Pervasive Theories
• Government time
• Scientifically based child growth and
  development

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Governments View of Child Development
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Child Development 101 Readers Digest Condensed

• Children come to us with own strengths and
  unique perceptions based on their experiences
  with the world.
• They march to the beat of their own drum and
  respond to the ticking of their own clock.
• They grow and develop and change in many ways,
  according to their own blueprint...

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Children in the Same Classroom

• Cole (1 hour old)
• Born October 1, 2004
• Kassidy (11 months, 29 days old)
• Born September 30, 2003

Developed by the Early Education Instructional
Specialist Team 10-20-08
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In my own time...In my own way

• Imagine each child has those words emblazoned
  across his/her forehead
• Then educators would be better prepared to meet
  each childs needs and help them develop the
  potential for creative expression.
• Not to mention traditional academic pursuits
• Korynne, 5 years old

• MY time
• MY way

MY time MY way

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Child Development

• Four major growth and development areas
• Physical
• Mental
• Emotional
• Social

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Physical Development

• Large muscles develop first.
• Development progresses from the head down as the
  child matures.
• Body movements develop from the shoulders out.
• Development then moves toward control of the fine
  muscles in hands and fingers.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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4 Year Old

• Can clumsily write, draw, make things, play
  musical instruments but usually at a low skill
  level.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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5 Year Old

• Fine motor skills become more developed can
  fasten buttons faster cut, paste, draw, and
  write with more control
• Musical fingering ability opens up about age 5.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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6 Year Old

• Use of fingers and eye-hand coordination
  continues to develop

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Vision and Hearing Development

• Binocular vision develops between ages 1 and 3.
• Between 4 and 5 years old is prime time" for
  visual and auditory development.
• Visual acuity develops from birth to about age 6
  or 7.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Share Round Robin

• 1) Starting with Head 1 and going to his/her
  right
• Each person shares an answer to this question
• What are the instructional implications in art,
  music, and drama in regard to considering young
  childrens physical development?
• 2) Continue to circle the table until time is
  called.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Mental Development

• Attention Span
• A general rule of thumb is a normal attention
  span is 2 to 5 minutes per year of a childs
  age.
• Two-year-olds should be able to concentrate on a
  particular task for an average of 46 minutes.
• A child in ECE should be able to concentrate for
  815 minutes.
• A kindergartener should be able to concentrate
  for at least 15 minutes.

Developed by the Early Education Instructional
Specialist Team 10-20-08
39
Share Round Robin

• 1) Starting with Head 1 and going to his/her left
• Each person shares an answer to this question
• What are the instructional implications in art,
  music, and drama in regard to considering young
  childrens attention span?
• 2) Continue to circle the table until time is
  called.

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Three-Dimensional Links of Developmentally
Appropriate Practice (DAP)
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Key Components of a Developmentally Appropriate
Practice Curriculum

• Learning is an interactive process.
• Teacher provides stimulating environment and
  interesting materials to encourage exploration.
• Activities and experiences are concrete, real,
  and relevant to childrens lives.
• Activities are planned for a wide developmental
  range. (NAEYC recommends 2-year age span)

Developed by the Early Education Instructional
Specialist Team 10-20-08
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• Art, music, and drama are part of daily
  activities.
• They are necessary components of a young childs
  day and should not occur only when time permits.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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• Every childs background and culture should be
  valued and acknowledged.
• Activities and lessons should meet every childs
  developmental needs.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Ways Children Learn The Whole Child Philosophy

• ASCD proposes a broader definition of achievement
  and accountability that promotes the development
  of children who are healthy, safe, engaged,
  supported, and challenged.
• Emotional, Mental/Intellectual, Physical, and
  Social Development

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Optimal Ways Children Learn

• Active learning or engagement
• Exploration
• Sensory learning tactile, visual, oral,
  auditory, olfaction
• Inquiry

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Pedagogy What Young Children Are Expected To
Learn

• CDE Music Standards K4
• STANDARD 1 Students sing or play on instruments
  a varied repertoire of music, alone or with
  others.
• STANDARD 2 Students will read and notate music.
• STANDARD 3 Students will create music.
• STANDARD 4 Students will listen to, analyze,
  evaluate, and describe music.
• STANDARD 5 Students will relate music to various
  historical and cultural traditions.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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CDE Visual Arts Standards K4

• STANDARD 1 Students recognize and use visual
  arts as a form of communication.
• STANDARD 2 Students know and apply elements of
  art, principles of design, and sensory and
  expressive features of visual arts.
• STANDARD 3 Students know and apply visual arts
  materials, tools, techniques, and processes.
• identify and describe different materials,
  tools, techniques, and processes
• use materials, tools, techniques, and
  processes to make works of art.
• STANDARD 4 Students relate the visual arts to
  various historical and cultural traditions.
• STANDARD 5 Students analyze and evaluate
  characteristics, merits, and meanings of works of
  art.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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CDE Theater Standards K4

• STANDARD 1 Students develop interpersonal skills
  and problem-solving capabilities through group
  interaction and artistic collaboration.
• STANDARD 2 Students understand and apply the
  creative process to skills of story telling,
  playwriting, acting, and directing.
• STANDARD 3 Students understand and apply the
  creative process to skills of design and
  technical production.
• STANDARD 4 Students understand and relate the
  role of theater arts to culture and history.
• STANDARD 5 Students analyze and assess
  characteristics, merits, and meanings of
  traditional and modern forms of dramatic
  expression.
• STANDARD 6 Students know and apply connections
  between theater and other disciplines.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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ECE Work Sampling Assessment System
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Activity Skim and Scan

• Materials Manager
• Go to materials table.
• Pick up one packet of stapled papers under the
  picture.?
• Bring them to your table and separate pages.
• If you need them, get more highlighters from
  materials table.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Activity Skim and Scan

• Partners
• Heads 1 and 2
• Heads 3 and 4
• Each partnership takes two pages from the Omnibus
  Guidelines packet.
• Skim and scan the Preschool column on each page
  and highlight blinking words from you and your
  partners content area.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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ECE Work Sampling Assessment System
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Information Exchange

• Each person takes one document page to share
  their ideas or observations from their page with
  a new partner
• 2. For 3 minutesHeads 1 and 3 share.Heads 2
  and 4 share.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Teaching Strategies

• Routines and Rituals
• Predictable structures that allow students to be
  responsible for knowing what to do and how to do
  it
• Allow teacher to use precious instructional time
  for teaching vs. managing

Developed by the Early Education Instructional
Specialist Team 10-20-08
55
Routines and Rituals

• Short discussions on expected
• behaviors followed by
• Teacher model
• Children model and practice
• Start small
• Build gradually

Developed by the Early Education Instructional
Specialist Team 10-20-08
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• Management Technique 1
• Post procedures in classroom with simple words
  or phases, and
• Add rebus or icon.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Organized Classroom

• Label items with words and pictures
• Label where materials are stored

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Management Technique 2

• Getting Their Attention
• Use method that fits your style
• Should be audible or easily visible
• Key to the success of this tool is
• explicitly teaching and practicing its use
• consistently using it
• Samples magic wand, maracas, xylophone, timer
  bell, song with response, nursery rhyme with
  response, rhythm clapping

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Developed by the Early Education Instructional
Specialist Team 10-20-08
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Cooperative Learning Techniques

• One goal is to streamline classroom management to
  promote optimum learning.
• more time-on-task
• teach students self-help skills
• promote active participation
• makes teachers life easier

Developed by the Early Education Instructional
Specialist Team 10-20-08
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• Large group activities should be short and allow
  participation from each child.

Small group activities are more effective for
direct instruction.
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Learning Stations

• Visual Art
• Group 1 Creation Station
• Materials containers of found objects, glue,
  variety of paper
• Objective children can explore texture, color,
  design
• Group 2 Painting
• Materials smocks, paint, paper, easels or table
• Objective children paint using their fine motor
  skills
• Group 3 Listening Station
• Materials headphones, tape/CD player, paper,
  markers
• Objective children listen to instrumental music
  and doodle or draw what they feel using the
  music for inspiration OR have a book with an art
  theme
• Group 4 Art Teacher Table
• Direct instruction based upon texts being given
  tomorrow or

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Activity Station
Developed by the Early Education Instructional
Specialist Team 10-20-08
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Activity Round Table

• Materials Managers
• At the signal, go get three pieces of paper.
• Bring them to your table.

Developed by the Early Education Instructional
Specialist Team 10-20-08
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Activity Round Table

• Scribe
• Get three pencils or pens from the plastic box.
• When the paper arrives, title
• 1 piece Art Station,
• 1 piece Music Station, and
• 1 piece Drama Station.

Developed by the Early Education Instructional
Specialist Team 10-20-08
66
Activity Round Table

• Head 4 start with Art Station paper.
• Head 3 start with Music Station paper.
• Head 2 start with Drama Station paper.
• Head 1 sits quietly, THINKING.

Developed by the Early Education Instructional
Specialist Team 10-20-08
67
Activity Round Table

• At the signal, write on your designated paper an
  idea for a station that matches the art form
  labeled at the top page.
• Another signal will indicate to pass the paper to
  the person on your right, who will then continue
  to add a station corresponding to the art form
  labeled at the top of the page.
• There will be four rotations One person will
  have time to think each round.

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Activity Round Table

• Scribes will now collect all three sheets of
  paper and give them to Lucy.
• These sheets will be typed and emailed.
• Hopefully, you will receive some good ideas!

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Product vs. Process

• For young children, the finished product is
  relatively unimportant, which is contrary to
  adults view.
• A child usually puts thoughts and experimentation
  into what he/she paints, which is not evident in
  the finished product nor can they articulate what
  they were really thinking.
• Provide rich and interesting materials

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• They are not aware the music they are making does
  not have good pitch or tune or should be viewed
  as enjoyable by others.
• They just like experimenting and making
  different noises with a variety of instruments.

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• Creative artsmusic, drama, and visual develop
  through doing, again and again, with many
  opportunities to explore and experiment with a
  wide variety of media and/or materials.
• Creative abilities develop as the rest of the
  child developsphysically, cognitively, socially,
  and emotionally.

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• Creative arts help children become divergent
  thinkersto see more than one way to do
  something, more than one way to solve a problem.
• Creative arts are a marvelous way for children to
  express how they feel in constructive ways.

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• Creative arts are processes that are sometimes
  slow in manifesting themselves in little ones
  and frequently messy and loud.
• Get messy!

Get loud!
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• The potential for artistic self-expression is
  fragile and must be handled with care.
• Its dependent on self-confidence, a positive
  self-image, and a sense of independence within
  an accepting environment.

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The children NEED YOU!
Developed by the Early Ed. Instructional
Specialist Team 10-20-08