Chapter 2 Teaching Art

Download Chapter 2 Teaching Art

Post on 02-Jan-2016

23 views

Category:

Documents

2 download

DESCRIPTION

Chapter 2 Teaching Art. Colors speak all languages. - Joseph Addison. Our Learning Styles. Remember the first week of class when I gave you each post-it note cover? Please go to your post - it note friend. . - PowerPoint PPT Presentation

TRANSCRIPT

  • Chapter 2Teaching Art

  • I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a childs life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.

    -Dr. Hiam Ginott

    Between Teacher and Child

  • Colors speak all languages.- Joseph Addison

  • Our Learning Styles

  • Remember the first week of class when I gave you each post-it note cover? Please go to your post - it note friend.

  • State your name to your group members and tell them one music experience you have had in your life.

  • Are you ready for your parts???????????

  • Red + Orange = Ee-e-e-um-um-a-weh and high swaying voice

    Green + Yellow = Wemoweh - dancers

    Blue + Purple = Lead singers

  • Ee-e-e-um-um-a-weh Ee-e-e-um-um-a-wehWemoweh, wemoweh, wemoweh, wemoweh (4X) In the jungle, the mighty jungle The lion sleeps tonight. (voice)In the jungle, the quiet jungle The lion sleeps tonightEe-e-e-um-um-a-weh Wemoweh, wemoweh, wemoweh, wemoweh (2X)Ee-e-e-um-um-a-weh Wemoweh, wemoweh, wemoweh, wemoweh (2X)Near the village, the peaceful village, The lion sleeps tonight (voice)Near the village, the quiet villageThe lion sleeps tonight Hup -HupEe-e-e-um-um-a-weh Wemoweh, wemoweh, wemoweh, wemoweh (2X)(Trill tongue) Ee-e-e-um-um-a-wehWemoweh, wemoweh, wemoweh, wemoweh (2X) (voice)Hush my darling, don't fear my darlingThe lion sleeps tonight (voice)Hush my darling, don't fear my darlingThe lion sleeps tonightEe-e-e-um-um-a-weh Wemoweh, wemoweh, wemoweh, wemoweh (2X)Ee-e-e-um-um-a-weh Wemoweh, wemoweh, wemoweh, wemoweh (2X)Ee-e-e-um-um-a-weh Ee-e-e-um-um-a-weh

  • What is the Teachers Role in Early Childhood Art?Teachers must understand their own history.I cant draw a straight lineIm not good at art.Teachers need to model enthusiasm, enjoyment, and competency in art.Art begins as a manipulation of the basic visual elements of line, shape, color, pattern, form and texture.

    After much careful research it has been discovered that the artist Vincent Van Gogh had many relatives. Among them were:

  • What is the Teachers Role in Early Childhood Art?Teachers need to maintain high levels of personal creativity so that they can react and change in response to the uniqueness of the young children with whom they work.How do you define art?

    His obnoxious brother, Please Gogh.

  • What is the Teachers Role in Early Childhood Art? Think about yours earliest art memory in which an adult was involved and share this experience with a partner.OR Share one aspect of your timeline.His dizzy aunt, Verti Gogh.

  • What is the Teachers Role in Early Childhood Art?I would like the partner to share with the class your experience.Look for patterns in the experiences.

    The brother who worked at a convenience store, Stop n' Gogh.

  • How does the Teachers Behavior affect Young Artists?Most children are not exposed to adults creating and talking about art.Teachers must model artistic behavior

    The grandfather from Yugoslavia, U Gogh.

  • How does the Teachers Behavior affect Young Artists?Self-confidenceFairnessEnthusiasmAppearanceParticipation

    1-5Each group will look at pages 40-46Explain each of these characteristics and why your group feels it is important or not important.Try to give an example!

    The brother who bleached his clothes white, Hue Gogh.

  • How should teachers respond to young artists nonverbally?Body language (be at their level)Sharing emotionsActive ListeningWaitingLookingResponding

    The cousin from Illinois, Chica Gogh.

  • How should teachers respond to young artists verbally?What teachers say and how they respond to children is one of the most significant parts of the educational process, and it takes practice to choose words wisely and sparinglyResearch indicates that the younger child, needs one to one communication.When there are many warm, positive interactions between adults and young children, there is a beneficial effect on social and emotional development.

    His magician uncle, Wherediddy Gogh.

  • How should teachers respond to young artists verbally?Reconsidering praise (p.42)GREENAvoiding value judgments (p.42) GREENUsing positive feedback (p.42-43)REDUsing descriptive statements (p.43) REDDescribing artistic decisions (p.44)YELLOW

    Paraphrasing and scaffolding (p.44) YELLOWResponding to meaning (p.44)ORANGE Asking questions (p.45) PURPLEStarting a conversation (p.45-46)BLUE

    The Mexican cousin's American half brother, Grin Gogh.

  • How should teachers respond to problems?Children do not develop skills when adults do it for them, or try to improve their artwork.

    The nephew who drove a stage coach, Wellsfar Gogh.

  • How should teachers respond to problems?Giving EncouragementNever force a childFind out reason for resistance (afraid of getting messy or dirty)

    The ballroom dancing aunt, Tan Gogh.

  • Exploring RelationshipsKamii & DeVries 1993Types of questions that help children learn how objects and events are related1. Predicting2. Creating an effect3. Connecting events4. Finding the cause

  • How should teachers respond to problems?Providing comfortNeed to be in calm accepting atmosphere

    The bird lover uncle, Flamin Gogh.

  • How should teachers respond to problems?Providing directionRestate directionsRestate safety rulesQuick demonstration

    His nephew psychoanalyst, E Gogh.

  • How should teachers respond to problems?Building self confidenceEach artists creates in their own wayCan you invent a new way.What would happen ifHave you tried

    The fruit loving cousin, Man Gogh.

  • How does teaching style affect program delivery?The teacher as facilitatorThe creation of art reflects the interrelationship of the child and the purposes of the teacher.Provide open-ended activitiesThere is no clear end-product.Think.. Were the children able to make artistic decisions?

    An aunt who taught positive thinking, Wayto Gogh.

  • How does teaching style affect program delivery?Provide a contextThe teacher must be willing to follow the interests of the children.

    The little bouncy nephew, Poe Gogh.

  • How does teaching style affect program delivery?Product-Oriented ArtIts safe - teachers may lack confidence in their own art abilitiesIt pleases parents - study the nature of childrens art.Its harmless fun - takes away from the childrens self confidence

    A sister who loved disco, Go Gogh.

  • How does teaching style affect program delivery?Product-Oriented ArtIts traditional - It is restrictive and uncreativeIts convenient - It is easy to grab a commercial pattern for the art table.

    His Italian uncle, Day Gogh.

  • Facilitating vs. Directive Find your color friend/activity partnerLook at the cards, decide if the situation are closer to the directed approach or the facilitated approach.Place the card on the board and tell why your team took that position.

    His Mexican cousin, Amee Gogh.

  • Delivering the thoughtful art programTeachers need to believe.We are artists when we make artistic decisionsOur beliefs about ourselves as artists come from our past experiencesEveryone uses the creative process to solve problems and explore ideasOur personal goal definition of art grows out of our past experiences with art.

    Im running out of Goghs

  • Planning for ArtThings to considerConsider the age of the childrenWhat are their previous experiences with art?Are there children with special needs?

    Maybe I will have one more Gogh around!

  • Planning for ArtThings to considerTime frameObjectivesState standardsSetupMaterialsHow and what to do?LESSON PLAN FORMAT ON LINE IS EXCELLENT!

    And his niece who travels the country in a van, Winnie Bay Gogh.

  • For Next MondayRead chapter three.E-mail me one paragraph reaction about this class and about the art museum. Tell me at least 3 things a teacher should do when teaching art... Or any subject. Dont forget! michele_beery@wilmington.eduRemember... No class next Thursday! Work on person art time line. (Due 1-25-10)Are you ready???????????????????????????????????????????????????

  • The teacher is the most important art tool in the supply list!Teachers must understand their own history as an artist. - Many have a low self esteem in art because they were poorly taught or had a highly directed program.By modeling the teachers facilitate artistic growth.Think about your own aesthetic development.. We choose the way we wear our hair, select our clothes and furnish our rooms. Artists are always picking and choosing materials and how they are going to use them.Children need to be able to make decisions for explorations.The creative process is at work all of the time. Every day when they have to figure out how something broke, or have to change a habit they are using the creative process!~Adults have more habits, hence their creative process is more inhibited than children's. Children do not have such a large library of habits.Most children are not exposed to adults creating and talking about art.For most students, art is something done at school, not home.Teachers must MODEL artistic behavior! It is not just for children!~ Most children do not see adults with play dough or at an easel, only children.Demonstrate means to model simply!Our non verbal behavior needs to match what we are saying to children. If there is an inappropriate behavior such as paint on the tables, remove the paint from the table first, then comment on the artwork. Either sit beside or stoop to interact with the child.

    Children can see how we are feeling. Show children that art can be used as a release for emotions lets children know that people of all ages use art as a release.

    Active listening - listen to the child first before respondingEstablish eye contact firstContinue eye contact and go to their level to speak to them.Use appropriate facial expressions as you listen to the child.Many adults can trace their feeling of being inadequate from a careless comment by an adult.They might be unsure what to doMaybe they were scolded for drawing on the wall.

    Everyone makes art the way they want!Children need to be reassured that their art is acceptable as they choose to make it.Eliminate patterns and models to copy and maintain a hands off policy.Never try to fix the artwork. You can perform art surgery Qualities of a Facilitating teacher:Displays many examples of artwork in the room, but does not present them as models for the children to copyProvides a choice of materialsAllows children to use the materials as they wishDoes not require that the artwork look like a certain way.Provides the children with ample timeIts safe - Teachers feel confident they can teach children how to do this.Product - Oriented ApproachA model made by an adult or competent child is displayed by the teach to how the children how their project should look like.The teacher gives children only prepared materials such as precut shapes and or counted-out piecesThe teacher does not allow children to add any other materials to their projects.The teacher gives the children adult-made or commercial stencils to trace, or pictures to color.Children complain they they cannot do art. They want the teacher to do their projects for them.The teacher limits the amount of time the children can work on their projects.The teacher fixes, finishes, or changes a childs project so it looks right.Draw a large balance on the chalkboardLabel one scale Directive and one FacilitatingTeams will sort the activities by whether they are closer to the directed approach or the facilitated approach .Each team member will bring up a card and place it on the scale relative to the other, explaining why the team thought it belonged in that position.Discuss how the team decided it belonged there.