,Art in the High/Scope Classroom
In the High/Scope classroom, art is viewed as a creative problem-solving process. As children express themselves through the creative arts, they develop a sense of personal investment in their work and play: "Look what I made!"
Why offer art materials to children?
Through the process of creating, children gain a more thorough understanding of the real things they are trying to portray. Simple creations become more complex as children grow and learn. Through art experiences children are creators and problem solvers, figuring out for themselves how to put materials together to make something. Propose this actual situation to the children in your classroom:
Have containers of paint and papers, but no brushes. Say "We have no brushes. What can we use?" Ask children to tell what brushes do and describe what they look like. Have children suggest and look for brush like substitutes. (suggestions: feathers, marsh weeds, leaves, yarn, Q Tips, cotton balls) Assemble some of the "brushes" and test them on paper. Compare how effective each object was in doing the job. Make a chart showing all the brush substitutes.
As Sidney Gurewitz Clemens explains in her article Art in the Classroom: Making Every Day Special, children engaged in creating art express their feelings constructively, rather than destructively. Therefore art can be a preventive measure in the classroom. Additionally, children engaged in art are expressing their own uniqueness.
When should I offer art materials and experiences to children?
Every day! Children should have access to basic art materials which are available in an art area during work time. Children will learn best by repeated experiences with the basics. Exposure every day to art materials will give children the chance to explore them in depth and discover all their various properties. In addition to availability at work time, art experiences are also offered at small group time. During these teacher initiated times of the day, new materials can be introduced and new ways of using materials may be explored.
How should art materials be offered to children?
According to Clare Cherry in her book Creative Art for the Developing Child, the opportunity to use the materials freely is what counts in creative developmental art. Freedom, however, does not mean that the child is to function without direction. In offering art to children, both adults and children will benefit from the existence of a few ground rules. Some important guidelines include:
Where in my classroom do I offer art activities?
The art area is a place to explore materials. You will need water nearby, adequate lighting, easy to clean flooring(or protection for carpeted areas), plenty of work spaces and spaces for drying and displaying projects.
You may want to include some of these materials in your art area:
What art activities should I offer to children?
In looking for activities which emphasize the process of using materials rather than producing a final 'product', there are numerous online resources for art activity ideas. Be sure to visit Recipes for Creating and Fun Craft Recipes.
Also have you ever tried:
Painting with......shaving cream, water, food coloring, ice, flour, cornstarch, chocolate pudding, corn syrup, fingers, pine branches, Queen Anne Lace, feathers, yarn, a spoon, crumpled paper, deodorant bottles, spray bottles, Qtips, scouring pads, cotton balls, tongue depressors, marbles
Painting on.....snow, paper shapes, egg cartons, masking tape, newspaper, foil, rocks, pinecones, paper plates, cardboard, glue, crayon, stencils
Gluing......collage materials, wallpaper shapes, paper squares, picture cutouts, paper circles, torn paper, paper strips, tissue paper, cotton balls, cotton stuffing, dry leaves, cupcake liners, buttons, eggshells, shells, feathers, glitter, confetti, wood, beans, seeds, rice, sand, salt, spaghetti, macaroni, puffed rice, popcorn, cheerios, cornmeal, tea leaves and coffee grinds.
Glue substitutes.....tape, paint, contact paper, playdough, peanut butter, oil
Printing with.....cooking cutters. Wheels, circle shapes, scrap materials, styrofoam, yarn, corrugated cardboard, leaves, casters, jars, vegetables, potatoes, apples, corncobs, berry baskets, stamps, bubbles, sponges, fingers, feet, hands
Prints of....fingerpaintings, paint blots
Modeling with...silly putty, plaster, shredded wheat, wet sand, bread dough, playdough, peanut butter playdough
Marking with....crayons, chalk, pens, cinnamon sticks, fingers in sand
Tearing or cutting...assorted papers, paper, newspaper, magazines
Lacing....cardboard squares, greeting cards, rigatoni, buttons, cardboard shapes, straws
In conclusion, remember a child's personality and viewpoint are reflected in his natural art work, and teachers can show respect for the child by encouraging each child's way of working with art materials. A healthy attitude toward creating that begins in early childhood can continue throughout a child's life.
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