Author Question: With early primary-grade children, what knowledge and understanding is necessary for a teacher to ... (Read 110 times)

urbanoutfitters · **on:** Sep 15, 2018

With early primary-grade children, what knowledge and understanding is necessary for a teacher to have in order to support their approach to art?

What will be an ideal response?

Question 2

What is art for an infant or toddler? What special considerations do you need to make and what type of art experiences do they need?

What will be an ideal response?

wtf444 · **Reply #1 on:** Sep 15, 2018

Answer to Question 1

ANSWER: The child at this stage becomes more serious and focused in the art process. The childs early concrete experimenting and learningbydoing art activities become a bridge to complex thinking. Realistic color and proportion are evident in the childs finished art. Careful planning is also becoming more apparent as part of the process. The opinion of the adult observer becomes important. The child feels that her art must be recognizable in both content and subject matter to the viewer. Often the child offers critical evaluation about her own work. At this point, art often takes a backseat to other curriculum areas, such as math and literacy. However, children benefit from frequent art experiences both during specialized instruction and from integration of art activities and techniques in the classroom. Teachers should involve children in complex, meaningful tasks, such as creating short picture books or storyboards for making videos.

Answer to Question 2

ANSWER: Art is a sensory experience for infants and toddlers. The child uses her entire body when interacting with the art materials. The enjoyment for the child comes from this exploration. Think about safety and appropriateness when selecting supplies and materials for this age. Younger children may be overwhelmed or over-stimulated at first by too many choices, so start slowly and add items a few at a time. Crayons, finger paints, paints, paper, play dough, and water play should be available. The child needs opportunities to poke, pat, pound, shake, taste, smell, and scribble.