chapter 2 teaching art
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 PresentationTRANSCRIPT
Chapter 2Teaching ArtTeaching Art
“I have come to a f rightening conclusion. I am the decisive element in t he classroom. It is my personal approach that creates the climate. It i s my daily mood that makes the weather. As a teacher, I possess tremendous power to make a c hild’s lif e miserable or joyous. I c an be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. I n all situations, it is my response that decides whether a crisis will be e scalated or de -escalated, and a child humanized or de-humanized.”
-–Dr. Hiam Ginott Between Teacher and Child
Colors speak all languages.
- Joseph Addison- Joseph Addison
Our Learning Styles
90
123
8287
117
94
122
0
20
40
60
80
100
120
140
Solitary Social Logical physical verbal Visual Aural
Solitary Social Logical physical verbal Visual Aural
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
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
What is the Teacher’s Role in Early Childhood Art?
Teachers must understand their own history.“I can’t draw a straight line”“I’m 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 Teacher’s 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 Teacher’s 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 Teacher’s 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 Teacher’s 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 Teacher’s Behavior affect Young Artists?
Self-confidence Fairness Enthusiasm Appearance Participation
1-5
Each group will look at pages 40-46
Explain 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 Listening
WaitingLookingResponding
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 sparingly
Research 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)GREEN
Avoiding value judgments (p.42) GREEN
Using positive feedback (p.42-43)RED
Using descriptive statements (p.43) RED
Describing artistic decisions (p.44)YELLOW
Paraphrasing and scaffolding (p.44) YELLOW
Responding to meaning (p.44)ORANGE
Asking questions (p.45) PURPLE
Starting 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 Encouragement Never force a child Find out reason for resistance
(afraid of getting messy or dirty)
The ballroom dancing aunt, Tan Gogh.
Exploring RelationshipsKamii & DeVries 1993
• Types of questions that help children learn how objects and events are related
• 1. Predicting
• 2. Creating an effect
• 3. Connecting events
• 4. Finding the cause
How should teachers respond to problems?
Providing comfort Need to be in calm accepting
atmosphere
The bird lover uncle, Flamin Gogh.
How should teachers respond to problems?
Providing direction Restate directions Restate safety rules Quick demonstration
His nephew psychoanalyst, E Gogh.
How should teachers respond to problems?
Building self confidence Each artists creates in their own
way “Can you invent a new way….” “What would happen if……” “Have you tried……”
The fruit loving cousin, Man Gogh.
How does teaching style affect program delivery?
The teacher as facilitator The creation of art reflects the
interrelationship of the child and the purposes of the teacher.
Provide open-ended activities There 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 context The 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 Art It’s safe - teachers may lack confidence
in their own art abilities It pleases parents - study the nature of
children’s art. It’s harmless fun - takes away from the
children’s self confidence
A sister who loved disco, Go Gogh.
How does teaching style affect program delivery?
Product-Oriented Art It’s traditional - It is restrictive
and uncreative It’s 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 decisions
Our beliefs about ourselves as artists come from our past experiences
Everyone uses the creative process to solve problems and explore ideas
Our personal goal definition of art grows out of our past experiences with art.
I’m running out of Gogh’s
Planning for ArtThings to consider
Consider the age of the children
What are their previous experiences with art?
Are there children with special needs?
Maybe I will have one more Gogh around!
Planning for ArtThings to consider
• Time frame• Objectives• State standards• Setup• Materials• How 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.
Don’t forget! [email protected]... No class next Thursday!
Work on person art time line. (Due 1-25-10)
– Are you ready???????????????????????????????????????????????????
QuickTime™ and aSorenson Video decompressorare needed to see this picture.