Art and Creativity in the Curricular Areas:

1. Art and Creativity in the Curricular Areas: Creative Movement Lisa Rufalo, Jamie Russell, Ivy Swearingen

2. Importance of Creative Movement • Reflects the mood/state the child is in • Valuable at any age • Motor development influences all aspects of development • Offers rich opportunities for development of the child’s total self • Children are free to express their own personalities in their own styles • Relaxation and freedom in the use of the body • Experience in expressing space, time, and weight • Increased awareness of the world • Experience in creatively expressing feelings and ideas • Improvement of coordination and rhythmic interpretation • Mayesky, 2006, p.318

3. Motor Skill Development: Infants • Birth-1 Month • Lifts head slightly • Turns head from side to side • Follows objects with eyes • 1-3 Months • Raises head and chest • Supports upper body with arms • Stretches legs out and kicks • Open and shuts hands • Pushes down on legs when placed on a hard surface • Brings hands to mouth • Grasps and shakes toys with hands • 4-7 Months • Rolls from back to belly and belly to back • Sits with and then without support of hands • Supports whole weight on legs with assistance • Reaches with one hand • Transfers objects from hand to hand • 8-12 Months • Leans over steadily • Can sit up without assistance • Crawls on belly and then on hands and knees • Stands momentarily and then walks 2-3 steps • Can manipulate smaller objects with hands • Ames, 1979, p. 14-16, & Shelov, 2005, p.180-237

4. Motor Skill Development : Toddlers 1 year olds • Kneels and Crawls • Can walk independently • Walks short distances at a fast pace • Climbs into child sized furniture • Can move and dance from side to side • Jumps and Climbs • Can string large beads • Creeps up stairs • Can do simple art activities (Finger painting and Scribbling) 2 year olds • Stands on one foot • Dressing and undressing • Builds towers up to 6 blocks high • Runs • Kicks a ball • Can pull toys behind them when walking • Can carry bulky items while walking • Tip toes • Walks up and down stairs with support • Uses one hand over the other (Right or left hand preference, or ambidextrousness) • Can turn knobs and pages of a book Bailey and Burton, 1982, p. 28, & Yorke, 2004, p. 116-117

5. Motor Skill Development : Preschoolers 3 year olds • Runs around corners and things in their path • Kicks a ball • Throws a ball 10 ft. • Balances on one foot (1 – 5 seconds) • Walks up stairs alternating feet • Balances and walks on 5” wide board • Catches a big ball bounced from 3 feet away • Hops on one foot • Walks heel to toe • Begins to do a forward somersault • Begins to pump on a swing • Walks a short distance on tiptoes • Climbs up and down small slide by self 4 year olds • Walks a straight line • Hops on one foot (at least 5 times) • Pedals and steers tricycle skillfully • Jumps over objects 5-6” high • Runs, jumps, hops, and skips around obstacles w/ease • Catches, bounces and throws ball easily • Can do a forward somersault • Jumps over knee high obstacles (older 4 yr. old) • Stands on one foot for 10 seconds • Walks on balance beam • Jumps backward • Walks downstairs alternating feet Cryer, 1996, p.52-68, & Cryer, 1996, p. 36-44

6. Creative Movement in the Curriculum • Poetry and Stories • Acting out Stories • Rhythm of Poetry • Music • CD’s and Tapes • Children can chose to copy another child, or create their own moves • Musical Instruments • Mirror Dancing • Dancing with a partners • Dramatic Play • Dolls • Puppets • Art • Dancing a Painting or Painting a Dance • Sound Collages • Mayesky, 2006, p. 318-325

7. Activities and Materials: Infants • Birth- 1 Month • Following objects with eyes • 1- 3 Months • Belly and back play, Rolling from side to side • 4- 6 Months • Reaching activities,, Propping arms and legs into crawling position, Side lying and rolling activities, Foot play, Pre-sitting activities, Mirror play • 7- 10 Months • Pivoting, Crawling, Bear walking, Sitting activities. Leaning activities, Balancing • 10- 12 Months • Kneeling, Standing, Squatting • Noisy, colorful, light up toys • Noisy, colorful, light up toys • Caregivers support, Mirrors, Boppy pillow • Boppy pillow, Balls, Balancing/support bar, Climber • Push toys, Walkers, Excersaucers, Jumpers, Activity tables Yorke, 2004, p 37-90

8. Activities and Materials: Toddlers • Fast walking and running • Jumping • Painting with finger paints • Playdoh • Scribble with crayons, markers, etc. • Climbing on soft equipment and furniture • Hide and Seek • Dancing with partners • Catching bubbles • Throwing, kicking, and rolling balls • Nature walks • Push and pull toys • Bench sitting • Coloring pages Yorke, 2004, p. 116-117

9. Activities and Materials: Preschoolers • Large muscle/gross motor play indoors and outdoors to include: balls, parachute play, sand/water play and obstacle courses • Opportunities for creative play on play yard equipment such as a jungle gym which can easily become a rocket ship, jungle safari, etc. • Follow the leader, Simon Says and simple small group games like Duck, Duck Goose which encourage listening, large muscle movement and cooperation • Creative Storytelling and Dance using entire bodies to act like falling leaves, recreate a story or use their bodies to simulate different cultural dances • Scarves, streamers, bubbles and other creative medium to allow children to express themselves physically • Tricycles and small riding toys • Balance beams, tumbling mats, tunnels, and other gymnastic type equipment • Swings and slides (indoor and outdoor if permitted) • Large painting opportunities using murals, easels, etc. where full body movement is allowed in creating the artwork Cryer, 1996, p.52-68, and Cryer, 1996, p. 36-44

10. The Teacher’s Role: General Suggestions • Keep in mind the characteristics of each age group • Encourage children to experience freedom of movement in their own • Teach children to respect and appreciate each others differences in style and movement • Use child oriented materials (i.e. Music selection) • Make sure there is enough space provided for movement activities way • Follow large motor activities with quiet activities • Be animated and energetic during movement activities • Integrate movement activities into the daily schedule • Base your expectations on the children’s developmental levels • Gradually build children’s strength and endurance • Encourage parents to send children to school in attire appropriate for movement • Support motor development through the stages by assisting children with difficult tasks Mayesky, 2006, p. 318, 321, and 326

11. Special Needs: Developmental Delays • Use exercise videos with a developmentally delayed child • Encourage children to participate in activities for gradually longer periods of time • Demonstrate the activity first • Familiarize yourself with the motor development sequence Mayesky, 2006, p. 326

12. Special Needs: Physical Impairment • Assist children, but encourage them to move independently • Allow children shorter duration of motor activities • If the child is having trouble participating, give them a the role of the “time keeper”, but also encourage them to do what they can Mayesky, 2006, p. 326

13. Special Needs: ADD/ADHD • Teach children how to act during movement activities • Give praise for following directions • Define the child’s personal space during movement activities • Structure activities to eliminate waiting • Keep activities short to keep the child’s attention and avoid over stimulation • Give clear directions if you are not going to offer the child a choice Mayesky, 2006, p. 326-327

14. Special Needs: Visual Impairments • Describe everything in detail • Use the child’s name to get their attention • Allow children to explore equipment before the use it • Assist the child through movement activities by telling them what will happen next Mayesky. 2006, p. 327

15. References • Ames, L. B., Gillespie, B. S., Haines, J., and Ilg, F. L. (1979). The Gessell Institute’s Child from One to Six, (14-16). New York: Harper and Row Publishers • Bailey, R. A., and Burton, E. C. (1982). The Dynamic Infant, (28). New York: Toys ‘n Things Press • Cryer, D, Harris, T. and Richardson Ray, A. (1996). Active Learning for Fours, (52-68). New Jersey: Dale Seymour Publications, Inc. • Cryer, D, Harris, T. and Richardson Ray, A. (1996). Active Learning for Threes, (36-44). New Jersey: Dale Seymour Publications, Inc. • Mayesky, M. (2006). Creative Movement. Creative Activities for Young Children 8th Edition, (318-334). New York: Thomson Delmar Learning • Shelov, S. P. (2005). Caring for Your Baby and Young Child 4th Edition, (180-237). Bantam Books • Yorke, L. L. (2004). Why Motor Skills Matter, (37-90). New York: Contemporary Books