Ege 3 Lesson 5

NURTURING
CREATIVITY
through the Creative
Arts
“Art must be acknowledged as basic to individual
development and, therefore, be taught effectively beginning
in the early years.”
- Laskey & Mukerji (1980)
THE NEED TO TEACH ART TO YOUNG
CHILDREN
Art is an integral part of our

lives.
Art is the child’s first
language.
Art helps children grow.
Art is an Integral part of our Lives
Art is everywhere. We are surrounded by art such that the best
way to describe art is to imagine life without it. Visual art is the
manipulation of the visual and spatial elements of line, color, texture,
pattern, and form (Koster, 1997). Art can be used for decorative or
expressive purposes.
In the classroom, art is present in every activity that we offer
children. Art is part of the learning environment that we provide
children. It follows then, that children should become aware of and
learn about the art elements that surround them.
Art is the Child’s First Language
Long before children learn to write or express

their thoughts into words, they manipulate lines,
colors, textures, patterns, and forms to express their
thoughts. Art is the first written language. As
children explore and experiment with materials in
their environment, they begin to develop graphic
symbols to represent ideas.
Art Helps Children
Grow
As young children PHYSICALLY
create art, they gain
skills and develop
concepts which
enable them to EMOTIONALLY
function in their
environment. Art
helps children grow
physical, socially, SOCIALLY
emotionally,
perceptually,
cognitively, and
creatively.
COGNITIVELY
Artistic Development in Young
Children
The Work of
Rhoda Kellog
Rhoda Kellog (1970)
was one of the first to recognize
that the scribbles of young
children were important part
of the child’s development and
that marks made by different
children from different cultures
and countries are more similar
than they were different. Kellog
identified several patterns that
Scribbles represent the earliest form of
drawing. Kellog identified twenty
kinds of markings which she called
Basic Scribbles. As young children
progress from scribbling to picture-
making, the go through four
distinguishable stages:
1. The Placement Stage- Stage to describe

2-to-3-year-old’s drawings
2. The Shape Stage- 3-year-olss diagrams in

different shapes-circles, squares or rectangles,
triangles, crosses, X’s, and forms.
3. The Design Stage- Stage to describe the

drawings of 3-to-4-year-olds mix two basic shapes
into a complex design.
4. The Pictorial Stage- Stage to describe the

drawing of 4-to-5-year-olds that consist of objects
that adults can recognize.
DEVELOPMENTAL STAGES OF CHILD ART
(Based on Kellog (1967) and Lowenfeld and Brittain (1987)
scribble stage
- children learn basic motor skills.
-enjoy moving their bodies to make marks.
- towards the end of this stage they start to notice the relationship between their movement
and the page
preschematic stage
- children attempt to portray something
-colors they use most likely shows how the child feels
-symbols and repeating marks are the child uses will change
-they will attempt to depict a story
schematic stage
-child has developed a specific way of illustrating a subject
- the emphasized parts of the picture represent what is important to the child.
-all of the object in the image sit on one or two baseline.
dawning realism stage

-children begin to draw gendered material
-the child starts to go through a period of critical judgement towards their own work.
- they discover space and more attention to detail is shown in their work.
psuedorealistic stage
- children show greater visual awareness of their surroundings.
- child will become even more increasingly self concious of their art.
- trying to draw realistically leads many into a crisis.
Lowenfeld, Viktor 1947
creative and mental growth
new york macmillan
1903-1960
family was jewish
born in linz austria
art teacher in vienna
1928 graduated at univ of vienna and saught to make art a larger part of
education
ART AND COGNITIVE GROWTH
Based on Howard Gardner (1997)
AGE COGNITIVE ART PRODUCED

UNDERSTANDING
Casual Relationships Discovers relationship Draws a dog by
1 ½ -2 between object and scribbling and barking
event at the same time
Spatial Relationships Discovers spatial Draws a dog by
2-3 relationships drawing a circle (head)
beside another circle
(body)
Numerical Develops numerical Draws dog with four
Relationships concepts legs, two ears, and one
THE TEACHER’S ROLE IN EARLY
CHILDHOOD ART
Our past experiences with

Everyone is an artist. art affects our beliefs
about ourselves as artist.
Everyone uses the create

Our definition of art is
process when solving
determined by our own
problems and exploring
past experiences with art.
ideas.
The Teacher and the Young Artist
SELF-CONFIDENCE movement.
-Attending art classes and workshops as APPEARANCE
well as reading about the nature of -It mirrors how a teacher values art. He
creativity can help hone and improve his can wear objects that are of the same color
or her creative competence. as the color of the week or wear ethnic
FAIRNESS jewelry or accessories to show appreciation
-There should be no “better” or “best” of the art of the other cultures.
artwork in an early childhood setting, for PARTICIPATION
either children or adults (Koster, 1997). -Children like it when teachers work with
ENTHUSIASM them during art explorations, but teachers
-What the teacher feels towards an activity must remember not to overwhelm the
is reflected in his or her voice or children with adult-level work.
Responding to Young Artists
Responding Nonverbally – Action speaks Responding Verbally- What teachers say and
louder than words. Our facial expression and gestures can belie how they respond to the children have a tremendous effect on
what we are verbally saying. children. That is why teachers should practice care in choosing
• React honestly. words when interacting with children.
• Deal with the problem first before • Do not overuse praise.

commenting on the artwork.
• Never compare a child’s artwork with
• Communicate by using hand signals.
that of another’s work.
• Show that art can be used to release • Use positive feedback to enhance the
strong emotions.
children’s feelings of self-confidence.
• Listen before responding verbally.
• Use descriptive statements to make
• Establish eye contact and wait for the children aware of their behavior, of how
child t speak. they solved problem, and to increase
• Maintain eye contact with the children their understanding of art concepts.
DESCRIPTIVE STATEMENTS
• 1. Describing Behavior- Statements that describe a child’s

behavior while working with other art materials and others.
• 2. Describing Artistic Decisions- Children made to solve a
Types of problem, and to make them aware that they went through a
process, the teacher must describe or summarize the steps they
took while working on it.
Positive • 3. Describing Art Concepts- Statements that use descriptive art
words help increase children’s vocabulary, enhance their
Feedback understanding of art elements, and heighten their awareness of
PARAPHASING-It is aartwork.
the sensory qualities of their good way of showing
children that the teacher is listening to the
students.
INTERPRETATIVE STATEMENTS- The teacher
relates or ties positive responses to the art
elements used in the work.
Responding to Problems
1. Never force a child to participate in an art activity.
-When children are afraid to participate in art
activities, respect their fear. Try to find out the cause of
this fear so you can provide reassurance and
encouragement. Be subtle and positive.
2. Allow children to explore art materials on their own
terms.
-Some children would dive into messy activities or
materials while other may hold back or refuse initially.
3. Make sure children are dressed properly for an art
activity.
-Provide each child a smock or an apron to wear to
avoid getting art materials on children’s clothes.
Responding to Problems
4. Provide a calm and 5. Intervene as subtly 6. Maintain a hands-
accepting atmosphere. as possible. off policy.
When child is A quiet Build

worried or restatement of children’s self-
upset because the direction confidence in
another child or a quick exploring and
criticized demonstration working with
his/her work, given directly art materials
start by giving to the child by reassuring
a positive may suffice them that their

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NURTURING

Art is an integral part of our

Long before children learn to write or express

1. The Placement Stage- Stage to describe

2. The Shape Stage- 3-year-olss diagrams in

3. The Design Stage- Stage to describe the

4. The Pictorial Stage- Stage to describe the

dawning realism stage

AGE COGNITIVE ART PRODUCED

Our past experiences with

Everyone uses the create

• Deal with the problem first before • Do not overuse praise.

• 1. Describing Behavior- Statements that describe a child’s

When child is A quiet Build

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