HOW TO TEACH HOW TO TEACH CHILDREN’S ARTCHILDREN’S ART

Art vs CraftArt vs Craft• Art is an opportunity for children to explore art media Art is an opportunity for children to explore art media

with no external product goal - no samples of what the with no external product goal - no samples of what the product is to look like when finished. product is to look like when finished. – Child Directed = they are given the supplies and told an idea Child Directed = they are given the supplies and told an idea

and then let loose to create. Ie: create an elephant out of these and then let loose to create. Ie: create an elephant out of these materials.materials.

• Craft activities require that the children produce Craft activities require that the children produce something that is similar or exactly the same. They are something that is similar or exactly the same. They are showed an end result, told what materials to use, told showed an end result, told what materials to use, told what to do, and how to do it.what to do, and how to do it.– Child wants theirs to look like the one you showed Child wants theirs to look like the one you showed

them instead of creating their own unique product.them instead of creating their own unique product.– Black line (ie: coloring books) copies fall under this Black line (ie: coloring books) copies fall under this

category.category.

WHAT CAN ART DO FOR CHILDREN?• It is therapeutic – It is therapeutic – can be an expression of feelings.• A means to express self – interest, perceptions and A means to express self – interest, perceptions and

style.style.– Art is the best way children can communicate their Art is the best way children can communicate their

inner feelings and thoughts.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 child’s identity.• Gives them a sense of accomplishmentGives 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 helps intellectual and emotional

development.development. (science, math, language…)– Art is a record of growth and the child’s unique

way of relating to the world.

1. Creativity is the art of putting 1. Creativity is the art of putting something together in a new and something together in a new and

different way.different way.

1-WHAT DO YOU SEE?

2-WHAT DO YOU SEE?

3-WHAT DO YOU SEE?

4-WHAT DO YOU SEE?

6-WHAT DO YOU SEE?

7-WHAT DO YOU SEE?

8-WHAT DO YOU SEE?

Does a different angle or perspective make a difference?

Children are often very creative; Children are often very creative; however, we sometimes teach however, we sometimes teach

children that it is unacceptable.children that it is unacceptable.

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HOW TO TEACH ART:1.1. RELAX THE CONTROLSRELAX THE CONTROLS

– No lessons, just let them do it.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. 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.Allow the child freedom to develop their own creativity.

– Encourage children to try using materials in different ways.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.Avoid constant adult supervision and control.

• Allow for free choice of activities and ideas. It develops independence

– Expect a messExpect a mess• Help child feel safe with a mess by always wearing smocks if needed.

2- INSPIRE PERSEVERANCE2- INSPIRE PERSEVERANCE

• Albert Einstein claimed that he actually had no specific talent, that it was just his “obsession and dogged endurance”“obsession and dogged endurance” that helped him arrive at his world-changing ideas.

• Encourage the child to see the product through to completion.Encourage the child to see the product through to completion.

• Never interrupt a child who is deeply involved in their work.Never interrupt a child who is deeply involved in their work.

• Support and encourage the child by responding to their artistic Support and encourage the child by responding to their artistic expression by: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”

What Do You Say?What Do You Say?• What not to say:What not to say:

– That’s pretty– What is it a picture of?

• How to respond:How to respond:• Describe what you seeDescribe what you see

– “I see you used all the colors on the easel today.”• Talk about the actions that they took to create the Talk about the actions that they took to create the

picturepicture– “Look how fast your arm is moving to create the

picture.”• Ask about the processAsk about the process

– “Where does your idea come from?”– “How is it organized?”– “Tell me about it.”

• Use words that encourage and support their effortsUse 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?”

3. TOLERATE DIFFERENCES3. TOLERATE DIFFERENCES

• Creative children often do not fall into social norms.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, Each child should feel that his art is taken seriously, understood, commented on and appreciated.commented on and appreciated.– It sometimes looks or the idea is funny but remember that their intention

is serious.

• Don’t judge or inhibit spontaneous expression.Don’t judge or inhibit spontaneous expression.“I like the way you used the blue paint”

• Get excited about their discoveries and share Get excited about their discoveries and share your own discoveries as you work along with them.your own discoveries as you work along with them.

• 4- BE THE CHILD’S ADVOCATE4- BE THE CHILD’S ADVOCATE

• Creative children are often not viewed positively by Creative children are often not viewed positively by

teachers and peers. It tends to be frowned upon when people teachers and peers. It tends to be frowned upon when people

go against the norm.go against the norm.

• Encourage and Support creative artistic activities by accepting the Encourage and Support creative artistic activities by accepting the child’s attempts at creativity without criticism.child’s attempts at creativity without criticism.

• Never change a child’s art work in any way!Never change a child’s art work in any way!

• PROVIDE A CREATIVE ENVIRONMENTPROVIDE A CREATIVE ENVIRONMENT– Use a wide variety of mediums in the art areaUse a wide variety of mediums in the art area to encourage

exploration and experimentation.

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• CIRCLES Complete the handout any way you want!

• Remember:

It is theIt is the Process not the Product Process not the Product that is important.that is important.

YOUR BRAIN:

• Left Brain:Left Brain:– Dominant, analyzes, counts, marks time, verbalizes, logical.

• Right Brain:Right Brain:– Visual, dream, create, intuition, time free.

• School doesn’t teach this mode.

Every Child is an artist. Every Child is an artist. The problem is how to remain an The problem is how to remain an

artist once he grows up.artist once he grows up. - Pablo Picasso- Pablo Picasso

• IF THIS IS HARD FOR YOU >>>>>>IF THIS IS HARD FOR YOU >>>>>>

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 doesn’t recognizeand label things that are upside down.

WHO IS THIS PERSON?

The Art CenterThe Art Center• Usually freeplay – choose to participateUsually freeplay – choose to participate• Organization of the area affects the kids ability Organization of the area affects the kids ability

for inspiration, creativity, and self-expressionfor inspiration, creativity, and self-expression• Shelves with clear containersShelves with clear containers• Near a sinkNear a sink• Away from traffic and activityAway from traffic and activity• Tables and chairsTables and chairs• Easels act as a room divisionEasels act as a room division• Display the area and room with children’s Display the area and room with children’s

work!work!

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.

STAGES OF ART

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

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

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.

Realistic: (5-6 years old)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?

ARE WE TAUGHT HOW TO DRAW A LANDSCAPE?

DRAW YOUR CHILDHOOD HOUSE AND LANDSCAPE.

PURPLE STORY

• In first grade

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

ART ACTIVITIES FOR CHILDREN: Cont’d

Wire Whip & Fly Swatter ArtPaint Roller ArtSalad Spinner ArtColored BubblesEye Dropper Art

ART ACTIVITIES FOR CHILDREN: Cont’d

Sweetened Condensed Milk ArtFoam ArtGelatin GigglesCollage Art

Magnet PaintingRubber Band PaintingFabric and cotton on a stickPaint BombsPaint RollersWire whiskTissue on paper-squirt with waterColor on sandpaper, and ironWhite pasta, make snowflakesSpray bottles in snow, mix colorsTape tongue depressors, Draw pic's and make a puzzleGraphing on shower curtainWands-Hangers and Tissue paperTP tubes with ribbonPVC pipes and sensory tablesBerry Baskets and Hole Punches

Play DoughCereal ArtSpaghetti ArtBubble Gum ArtString ArtLeaf Print- Dip in paint and printTissue on paper and squirt with waterColor on sand paper and bake to meltPunch out on paper and brush over StrainerWarming TrayHand Christmas TreeCup Cake liners- Snowman, flowersPopsicle sticks: Flowers and TriangleCornflake WreathBall with glued tissue paper and glitter

Salt Dough OrnamentsCinnamon Sticks rubbed on and cut out as ornamentsSquirt Shaving Cream on Laminated Santa FaceFinger PaintingMix Colors- chartsShaving Cream on bag to mix colorsEye DroppersSpray bottles in snow to mix colorsSoak tongue depressor in food coloring, dry-mix Shaving CreamWeave Plastic mat in slits-Chicken wire, cardboard and yarnLacing Cards- lace with yarn, pipe cleaner, or shoelacesTape tongue depressors, draw pictures, then make into puzzle

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 don’t have a paint brush, but you have paint.

WHAT IS CREATIVITY? Cont’d

• 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.