Guiding Art

1. Guiding Art Deborah Neill

2. The student will be able to… • Explain how art experiences promote physical, social, emotional, and cognitive growth. • Describe techniques for guiding art experiences • List the stages of art skill development • Compile a list of art supplies needed for a well-stocked classroom • Plan a variety of art activities suitable for young children.

3. Art is Important Art promotes physical, social, emotional, and cognitive growth in children.

4. Techniques for guiding Art Experiences Care Giver Dos for Art Comments to use for Children’s Art “You’re using a purple crayon.” “Your work has interesting lines.” “What a nice yellow star you’re making.” “You must really like green.” “That type of brush stroke feels smooth, doesn’t it?” • Care giver must be creative in approach to art. • It is ok to help children during art sessions. Only help in tasks children need help in. • Care givers foster independence and encourage them to use the supplies. • Let children decide when their work is finished. • Model art appreciation by offering feedback to the children about heir work. • In preschool children’s artwork, color does not play an important part. There is no relationship between the colors chosen and objects in the artwork.

5. Stages of Art Skill Development Scribbles Children’s motor control and hand-eye coordination are not well developed yet. • The first stage in art skills most often occurs between 15 months and 3 years of age. • Make children in this stage aware of their movements as they move the crayon across the paper.

6. Basic Forms The second stage in art skill development of children is basic forms. This happens somewhere between the ages of three and four years old. At this stage children learn basic forms such as rectangles and circles. Children also begin to develop and enjoy their ability to create forms. They begin to see the connection between their movements and the marks they make. Children now connect those motions to their artwork. They may even begin to name their drawings at this stage.

7. First Drawings The third stage of art development occurs during the fourth and fifth years. Children produce their first real drawings. They begin to combine shapes to represent forms, and combine shapes to represent objects or people. Color is unrealistic.

8. Art Supplies and Tools Tempera Paint Tempera Paint and Brushes • Tempera paint is used in many child care centers. • It has a slight odor and tastes chalky. • Tempera can be purchased in both liquid and powered form.

9. Art Supplies • Easels need to be sturdy, adjustable and be provided as a place to paint.

10. Art Supplies Crayons, Chalk, and Felt-Tip Markers Paper and Painting surfaces

11. Art Supplies Glue Paste: Making paste on your own can be a source of budget savings 1 cup cold water 1 cup flour 2 1/2 cups boiling water 1 teaspoon powdered alum ¾ teaspoon oil of wintergreen (Optional) Mix the cold water with the flour, stirring until smooth. Continue stirring while adding boiling water. Cook mixture on low heat in a double boiler until smooth. At this time, the mixture should look slightly bluish-gray and shiny. Remove from heat and add oil of wintergreen for an interesting smell. Store in a cool place.

12. Art Supplies Cleanup Tools Space and Storage Well-planned space is needed to encourage children to use art areas. Containers are needed to store paint, paste, scissors, and collage materials. Paste containers may be small enough for one child or large enough for a group to use. • Keep cleanup tools in the art area so they are available when spills occur. • Keep supplies within children’s reach. • Cut mop handles down so they are child sized.

13. Painting Activities Easel Painting should be daily activity in all early childhood programs. Permit only one child to use each easel. Encourage children to wear smocks. Teach young children how to use the paintbrush. Finger Painting is a sensory experience. It promotes expression and release of feelings. Finger painting requires more supervision than most other painting activities. String Painting needs prior preparation work. Cut pieces of heavy yarn or string. Place a tray of colored tempera paint and paper on the table. Show children how to slide yarn through the paint and then across the paper. Mono Painting starts with a regular finger painting. Another paper is placed across the painted paper and patted together, then pulled apart.

14. Molding Play dough and clay are materials that can be molded and formed. Children’s play with molding materials reflects their level of development. Clay when wet appears grayish in color. Most clay will stain clothing. Clay can be used on a vinyl table cloth or tile to save on cleanup time. Play dough is soft and pliable, and it has a softer texture than clay. It offers little resistance to pressure and responds easily when touched. You can add a variety of materials to change the feel of play dough. Some of the materials you might add are rice, cornmeal, pebbles, sand, and coffee grounds.

15. Art Cutting: children need time, supplies and space each day for cutting. Collage means a selection of materials mounted on a flat surface. Collages are two dimensional arrangements of many materials. Suggestion of Objects for Collages Aluminum foil Baking cups Greeting cards Lace Shoelaces Small tiles Tree bark

16. Resources • Working with Young Children; Judy Herr The Goodheart-Willcox Company, Inc. 2004 • www.google.com images: www.nacac.gov.au , www.answers.com, www.mala.bc.ca, www.amazon.com , www.naticboardproducts.co.nz , www.toytoyse.co.uk , www.concordtools.com www.craftkitsandsupplies.com , www.blaenav-went.gov.uk , www.zionlutheranecec.org , www.sutree.com