Alison Auton Sherri Draughn Helena Vanhorn FCS 5112 The Art Center Stages of Art Development Lowenfeld and Brittain 1987 Scribble Stage before age 4 Preschematic Stage ages 4 and 7 ID: 429979
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Slide1
Fall 2013
Alison Auton, Sherri Draughn, Helena VanhornFCS 5112
The Art CenterSlide2
Stages of Art Development
--Lowenfeld and Brittain (1987)
Scribble Stage – before age 4
Preschematic
Stage – ages 4 and 7
Schematic Stage – ages 7 to 9Slide3
Designing an Art Center
Materials that can be transformedMaterials and Activities for:Drawing
Painting
Collage
Sculpture
ModelingArt Tools and Paper
Art Appreciation *Creating EnvironmentsSlide4
Pre-Assessment Areas of Need
Preschool Classroom at Sherri’s CenterSlide5Slide6
Textbook Pre-Assessment
Recommendation
Met
Not Met
Lighting
Easy-to-clean surfaces
Near water
Quiet space
no observed intrusion
Adjacent to music and blocks
Ample work space
Storage for on-going work
on table
Storage for replenishment
supplies
Low, uncluttered shelves
low
cluttered
Abundance of diverse materials
High quality, authentic materials and tools
Safe and non-toxic
Pictures
and displays to inspire
Materials displayed aesthetically
cluttered
Art appreciation materials
Encourage own artwork
teacher-directed
only is displayed
Displayed
at child’s eye level
2d
and 3d art represented
3d
Work of local artists displayed
Displayed
art is uncluttered and attractive
Slide7
Within the pre-assessment, all the “stuff” was present, but the center was teacher-directed and activity-based. This was our biggest obstacle and need for change. Slide8
Domain
Goal
Observed in Pre-Assessment
APL 1
J
M
APL 2
J
APL 4
H
J
N
X
APL 7
H/J
HPD 5J K LX M N OLDC 13C FLDC 15F ICD 1H/KX I/LCD 4G/I H/JCD 5M/RNo ONo TNo CD 12I LCD 13DX GX
F
R
E
D
NC Foundations Pre-AssessmentSlide9
Domain
Goal
Observed in Pre-Assessment
APL 1
J
M
APL 2
J
APL 4
H
J
N
APL 7
H/J
HPD 5J K LX MX NX OXLDC 13CX FXLDC 15F ICD 1H/KX I/LCD 4G/I H/JCD 5M/RNo ONo TNo CD 12IX LCD 13D GX
NC Foundations Pre-Assessment
W
I
L
MASlide10
Domain
Goal
Observed in Pre-Assessment
APL 1
J
M
APL 2
J
APL 4
H
J
N
APL 7
H/JHPD 5J K L M N OLDC 13C FLDC 15F ICD 1H/K I/LCD 4G/IX H/JXCD 5M/R O TCD 12I LCD 13D G
X
NC Foundations Pre-Assessment
B
E
T
T
YSlide11
The Plan
De-clutter and organize
Create aesthetically pleasing, inviting presentation
Develop a plan for collecting work of the masters and local artisans
Add books and an easel
Develop a plan for displaying children’s work at eye-level
Develop some ideas for a back-up plan if children do not begin visiting the updated centerSome discussion and training/support to the teacher Slide12
Physical and observable
THE CHANGESSlide13
Materials
UnclutteredAttractiveAccessible
Space
Rearrangement of position in room
More floor space
Storage
Additional optionsSlide14
Changes included “in-passing” types of conversations with the teacher such as our Art activity for drawing a flower. Slide15
FRED
Post-Assessment NC Foundations
Pre-assessment: Demonstrated lack of interest in a variety of writing and drawing materials and lack of control with those tools.
Post-assessment: Now is actively using a variety of tools in Art without prompting and is working with more detail because of the inspiration pieces. Noticeably more visits to the center. Slide16
WILMA
Post-Assessment NC
Foundations
Pre-assessment: Markedly low amount of fine motor control in writing and drawing. Mostly sweeping motions and scribbling. Preferred the social aspects of Art rather than creativity and expressive aspects.
Post-assessment: Noticeably improved ability to draw more details given the real-life inspirations. Now actively seeks out Art and opportunities for creating. Slide17
BETTY
Post-Assessment NC Foundations
Pre-assessment: Seeks teacher direction for any the artwork attempted. Drawn to Art depending on who is there to socialize with.
Post-assessment: Now uses resources such as books in the center and demonstrates more independence and self-directedness in the center. Now very intrigued with the how “pretty” the center is and spends much more time there creating and using materials. Slide18
Textbook Post-Assessment
Recommendation
Met
Not Met
Lighting
Easy-to-clean surfaces
Near water
Quiet space
Ample work space
Storage for on-going work
on table
Storage for replenishment supplies
Low, uncluttered shelves
Abundance of diverse materials
High quality, authentic materials and toolsSafe and non-toxicPictures and displays to inspireMaterials displayed aestheticallyArt appreciation materialsEncourage own artworkDisplayed at child’s eye level2d and 3d art represented 3dWork of local artists displayedDisplayed art is uncluttered and attractive Slide19
CHANGES IN THE TEACHER’S ROLE
CHANGES IN THE CHILDREN
Less focus on product
On
lesson plan, listing art materials available instead of specific
activity
Incorporating
inspirations and models in art centerSimplify materials, simplify organization and let loose!
Choosing materials from the art center to create
Looking for inspiration in books, exploring objects placed on the table
Engaging in conversations about their creations
Asking questions, interacting with the teacher and with each other while utilizing the art center
Creating and talking about art work outside of the classroomSlide20
Creating teachable moments, facilitating change subtly
Teachers recognize how practice influences creativity, problem-solving
Take care to cultivate and development will grow
The buzz around the center…now everyone wants an art center make-over!
ADMINISTRATOR’S COMMENTSSlide21
Group Reflection
It’s not so much focusing on what you change about the child, but rather how to introduce, present, and engage him that will change his outcomes. The teacher’s role in directing those pieces is the “how” and the environment is just one piece to consider. Slide22
References
Bullard, J. (2012). Creating environments for learning: Birth to age 8 (2nd ed.). Boston: Pearson.
Harms, T., Clifford, R.M., &
Cryer
, D. (2004).
Early childhood environment rating scale revised. Chapel Hill: Teachers College Press. North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author.