Chapter 2 Teaching Art

1. Chapter 2 Teaching Art

3. Colors speak all languages. - Joseph Addison

4. Our Learning Styles

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

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

7. Are you ready for your parts??????????? 

8. Red + Orange = Ee-e-e-um-um-a-weh and high swaying voice Green + Yellow = Wemoweh - dancers Blue + Purple = Lead singers

9. The Lion Sleeps Tonight Ee-e-e-um-um-a-weh Ee-e-e-um-um-a-weh Wemoweh, wemoweh, wemoweh, wemoweh (4X) In the jungle, the mighty jungle The lion sleeps tonight. (voice) In the jungle, the quiet jungle The lion sleeps tonight Ee-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 village The lion sleeps tonightHup -Hup Ee-e-e-um-um-a-weh Wemoweh, wemoweh, wemoweh, wemoweh (2X) (Trill tongue) Ee-e-e-um-um-a-weh Wemoweh, wemoweh, wemoweh, wemoweh (2X) (voice) Hush my darling, don't fear my darling The lion sleeps tonight (voice) Hush my darling, don't fear my darling The lion sleeps tonight Ee-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

10. 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:

11. 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.

12. 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.

13. 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.

14. 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.

15. 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! How does the Teacher’s Behavior affect Young Artists? The brother who bleached his clothes white, Hue Gogh.

16. How should teachers respond to young artists nonverbally? • Body language (be at their level) • Sharing emotions • Active Listening • Waiting • Looking • Responding The cousin from Illinois, Chica Gogh.

17. 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.

18. 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 How should teachers respond to young artists verbally? The Mexican cousin's American half brother, Grin Gogh.

19. 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.

20. 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.

21. 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

22. How should teachers respond to problems? • Providing comfort • Need to be in calm accepting atmosphere The bird lover uncle, Flamin Gogh.

23. How should teachers respond to problems? • Providing direction • Restate directions • Restate safety rules • Quick demonstration His nephew psychoanalyst, E Gogh.

24. 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.

25. 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.

26. 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.

27. 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.

28. 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.

29. Facilitating vs. Directive • Find your color friend/activity partner • Look 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.

30. 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

31. 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!

32. Planning for ArtThings to consider • Time frame • Objectives • State standards • Setup • Materials • How and what to do? • LESSON PLAN FORMAT ON LINEIS EXCELLENT! And his niece who travels the country in a van, Winnie Bay Gogh.

33. For Next Monday Read 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! michele_beery@wilmington.edu Remember... No class next Thursday! Work on person art time line. (Due 1-25-10) • Are you ready???????????????????????????????????????????????????