HOW TO TEACH CHILDREN

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HOW TO TEACH CHILDRENS ART
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Art vs Craft

• Art is an opportunity for children to explore art
  media with no external product goal - no samples
  of what the product is to look like when
  finished.
• Child Directed they are given the supplies and
  told an idea and then let loose to create. Ie
  create an elephant out of these materials.
• Craft activities require that the children
  produce something that is similar or exactly the
  same. They are showed an end result, told what
  materials to use, told what to do, and how to do
  it.
• Child wants theirs to look like the one you
  showed them instead of creating their own unique
  product.
• Black line (ie coloring books) copies fall under
  this category.

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WHAT CAN ART DO FOR CHILDREN?

• It is therapeutic can be an expression of
  feelings.
• A means to express self interest, perceptions
  and style.
• Art is the best way children can communicate
  their inner feelings and thoughts.
• Children are not yet under the constraints of
  realism.
• They feel free to represent in their art what
  matters to them.
• Shows the uniqueness of childs identity.
• Gives them a sense of accomplishment by
  developing products that reflect their own
  feelings, ideas, and risks.
• What if they ask you to do it for them?
• Visual thinking helps intellectual and emotional
  development. (science, math, language)
• Art is a record of growth and the childs unique
  way of relating to the world.

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1. Creativity is the art of putting something
together in a new and different way.
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1-WHAT DO YOU SEE?
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2-WHAT DO YOU SEE?
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3-WHAT DO YOU SEE?
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4-WHAT DO YOU SEE?
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6-WHAT DO YOU SEE?
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7-WHAT DO YOU SEE?
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8-WHAT DO YOU SEE?
Does a different angle or perspective make a
difference?
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Children are often very creative however, we
sometimes teach children that it is unacceptable.
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The Little Boy... 1/2
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HOW TO TEACH ART

• RELAX THE CONTROLS
• No lessons, just let them do it.
• Picasso said we should learn to draw like a child
  they teach us to be fresh and spontaneous.
• Avoid the use of models and patterns. It
  Inhibits creativity, limits free expression.
• Instead provide a blank paper and see what they
  can do with it!
• Allow the child freedom to develop their own
  creativity.
• Encourage children to try using materials in
  different ways.
• I wonder if the bottom side of the crayon will
  work the same way as the pointed end. There is
  not just one way to do something.
• Avoid constant adult supervision and control.
• Allow for free choice of activities and ideas.
  It develops independence
• Expect a mess
• Help child feel safe with a mess by always
  wearing smocks if needed.

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• 2- INSPIRE PERSEVERANCE
• Albert Einstein claimed that he actually had no
  specific talent, that it was just his obsession
  and dogged endurance that helped him arrive at
  his world-changing ideas.
• Encourage the child to see the product through to
  completion.
• Never interrupt a child who is deeply involved in
  their work.
• Support and encourage the child by responding to
  their artistic expression by
• Listening and questioning
• Praise their attempts
• Give positive reinforcement through specific
  statements.
• NOT Nice Job!
• I like the way you put the buttons close
  together

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What Do You Say?

• What not to say
• Thats pretty
• What is it a picture of?
• How to respond
• Describe what you see
• I see you used all the colors on the easel
  today.
• Talk about the actions that they took to create
  the picture
• Look how fast your arm is moving to create the
  picture.
• Ask about the process
• Where does your idea come from?
• How is it organized?
• Tell me about it.
• Use words that encourage and support their
  efforts
• You sure made a lot of paintings today, which
  one should we hang up?
• What did you enjoy about doing this?

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• 3. TOLERATE DIFFERENCES
• Creative children often do not fall into social
  norms. They will want to know how and why things
  work and look for a different way to do things.
  Sometimes they are frustrating and time
  consuming.
• Each child should feel that his art is taken
  seriously, understood, commented on and
  appreciated.
• It sometimes looks or the idea is funny but
  remember that their intention is serious.
• Dont judge or inhibit spontaneous expression.
• I like the way you used the blue paint
• Get excited about their discoveries and share
• your own discoveries as you work along with them.

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• 4- BE THE CHILDS ADVOCATE
• Creative children are often not viewed positively
  by
• teachers and peers. It tends to be frowned upon
  when people
• go against the norm.
• Encourage and Support creative artistic
  activities by accepting the childs attempts at
  creativity without criticism.
• Never change a childs art work in any way!
• PROVIDE A CREATIVE ENVIRONMENT
• Use a wide variety of mediums in the art area
  to encourage
• exploration and
  experimentation.

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The Little Boy... 2nd1/2

• CIRCLES Complete the handout any way you want!
• Remember
• It is the
• Process not the Product
• that is important.

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YOUR BRAIN

• Left Brain
• Dominant, analyzes, counts, marks time,
  verbalizes, logical.
• Right Brain
• Visual, dream, create, intuition, time free.
• School doesnt teach this mode.
• Every Child is an artist.
• The problem is how to remain an
• artist once he grows up.
• 
  - Pablo Picasso
• IF THIS IS HARD FOR YOU gtgtgtgtgtgt

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EXPERIENCE THE SHIFT FROM LEFT TO RIGHT BRAIN

• Draw with opposite hand
• Draw upside down
• Listen to soft music (no words)
• Symmetrical drawings

FYI Right Brain doesnt recognize and label
things that are upside down.
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WHO IS THIS PERSON?
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(No Transcript)
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The Art Center

• Usually freeplay choose to participate
• Organization of the area affects the kids ability
  for inspiration, creativity, and self-expression
• Shelves with clear containers
• Near a sink
• Away from traffic and activity
• Tables and chairs
• Easels act as a room division
• Display the area and room with childrens work!

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Basic Materials

• Paint On
• Paint With
• Draw On
• Draw With
• Clean up With

• Put things together with
• Cut with
• Mold
• Construct
• Whatever you plan to throw away.

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STAGES OF ART

• Scribbling (1 ½ - 3 years old)
• Usually random experimental marks like zig zags
• By 3 using shapes in scribbling.

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• Pre-schematic (3-4 year olds)
• Tries to represent to objects he sees in his
  environment
• Colors are not realistic.
• Can draw shapes and uses time to create pictures
• The circle is the most favorite and recognizable
  shape
• Sun, wheels, flowers, fireworks, whiskers

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• Schematic (4-5 year olds)
• Begin to draw people their way (People with no
  necks).
• Uses circles to represent face with the arms and
  legs coming out of the face.
• Add basic body features hair, hands, feet
• Self-portrait is typical (large head with tiny
  stick-like arms)
• X-Ray art showing both the inside and the
  outside of the picture at the same time.

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• Realistic (5-6 years old)
• Interested in art that looks real
• Noticeable difference in drawings between
• Genders
• What do boys draw?
• (superheroes, transportation, war-like scenes)
• What do girls draw?
• (houses, people, rainbows, flowers
• As they get older you will see smaller, more
  details, and often get discouraged. Why?

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ARE WE TAUGHT HOW TO DRAW A LANDSCAPE?
DRAW YOUR CHILDHOOD HOUSE AND LANDSCAPE.
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PURPLE STORY

• In first grade

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ART ACTIVITIES FOR CHILDREN

• ART PROJECTS
• Cooked play dough
• Goofy Goop
• Texture pictures with sand paper crayons
• Light Table
• Tissue paper Art
• Tie Die Art

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ART ACTIVITIES FOR CHILDREN Contd
Wire Whip Fly Swatter ArtPaint Roller
ArtSalad Spinner ArtColored BubblesEye Dropper
Art
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ART ACTIVITIES FOR CHILDREN Contd
Sweetened Condensed Milk ArtFoam ArtGelatin
GigglesCollage Art
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Magnet Painting Rubber Band Painting Fabric and
cotton on a stick Paint Bombs Paint Rollers Wire
whisk Tissue on paper-squirt with water Color on
sandpaper, and iron White pasta, make
snowflakes Spray bottles in snow, mix colors Tape
tongue depressors, Draw pic's and make a
puzzle Graphing on shower curtain Wands-Hangers
and Tissue paper TP tubes with ribbon PVC pipes
and sensory tables Berry Baskets and Hole Punches
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Play Dough Cereal Art Spaghetti Art Bubble Gum
Art String Art Leaf Print- Dip in paint and
print Tissue on paper and squirt with water Color
on sand paper and bake to melt Punch out on paper
and brush over Strainer Warming Tray Hand
Christmas Tree Cup Cake liners- Snowman,
flowers Popsicle sticks Flowers and
Triangle Cornflake Wreath Ball with glued tissue
paper and glitter
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Salt Dough Ornaments Cinnamon Sticks rubbed on
and cut out as ornaments Squirt Shaving Cream on
Laminated Santa Face Finger Painting Mix Colors-
charts Shaving Cream on bag to mix colors Eye
Droppers Spray bottles in snow to mix colors Soak
tongue depressor in food coloring, dry-mix
Shaving Cream Weave Plastic mat in slits-Chicken
wire, cardboard and yarn Lacing Cards- lace with
yarn, pipe cleaner, or shoelaces Tape tongue
depressors, draw pictures, then make into puzzle
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WHAT IS CREATIVITY?

• Elaboration Ability to expand on ideas
• What if fish could fly?
• Originality Ability to create unique, clever
  responses.
• Invent an interesting way to keep a cobweb
  collection.
• Problem Solving Ability to sense solutions and
  problems.
• You dont have a paint brush, but you have paint.

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WHAT IS CREATIVITY? Contd

• Fluency The ability to produce numerous ideas,
  word, symbols and relationships.
• Make a list of sticky things to eat.
• List what you would take to Mars.
• List how you would get to school without getting
  wet in the rain without an umbrella?
• List pink things that are fun.
• Flexibility Ability to change the mode of a
  response.
• List ways to use chewing gum wrappers.
• List how Lucy and Charlie Brown are alike.