Compare and contrast how visual arts, music, and dance activities vary based upon the children's age and development (evaluate); examine multip

30 Apr Compare and contrast how visual arts, music, and dance activities vary based upon the children’s age and development (evaluate); examine multip

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Direction 10 Slides and Pictures chapter 7 13 14

compare and contrast how visual arts, music, and dance activities vary based upon the children's age and development (evaluate);

examine multiple ways that teachers facilitate learning in the visual arts, music, and dance centers (analyze);
validate how the visual arts, music, and dance centers enhance children's development (evaluate); and
design effective visual arts, music, and dance centers.

Creating Environments for Learning Third Edition Julie Bullard

Book Cover will be inserted here.

Chapter 7

Developing Dramatic Play Centers

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

The dramatic play center enhances children’s literacy, cognitive, social, emotional, self-regulation, and creative skills.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Did you know?

Vygotsky (a well-known theorist) considered dramatic play to be an ideal arena for learning self-regulation because:

it is a highly motivating activity to practice rule-bound behavior

the imaginary situation helps children to separate their thoughts and behaviors from what is going on around them

the imaginary situation helps children to use their internal ideas to guide their behavior

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Development of dramatic play

Children under the age of 2 typically need realistic objects for pretending
Around the age of 2, children begin to use less realistic objects where an item might be a symbolic representation for something else
By the age of 3, most children are capable of pretending with imaginary objects and events even when props are not available
When children become older preschoolers, they begin to engage in sociodramatic play

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

What is sociodramatic play?

To be considered sociodramatic play children must:

engage in role playing pretend situations (pretends to be another person, animal, or object)
make believe with actions and objects
have verbal and social interaction with at least one other person to coordinate roles and the plot
have a play theme that persists for five minutes or more (Smilansky & Shefatya, 1990)

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

An effective dramatic play center:

is located in a well-defined area of the classroom with sufficient space for at least four to six children to play

is often located next to the block center to increase the use of materials between the two areas

contains familiar and authentic materials that allow children to represent their experiences

includes materials that reflect all members of the classroom and represents many cultures

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

An effective dramatic play center also:

contains a variety of props including

literacy and math props

duplicates of popular items

loose parts so children can create their own props

includes a way of displaying and organizing the clothing and props

includes needed equipment

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

An effective dramatic play center is:

dynamic, changing as needed to sustain rich play opportunities

inviting and aesthetic

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

This menu is an example of a way to add literacy to the dramatic play area. What are some other literacy props?

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Infant and toddler dramatic play

As soon as children begin to walk they need an area devoted to dramatic play.
Toddlers need:

dramatic play centers that children would be familiar with (house area)

realistic props

duplicate items to encourage parallel play and to decrease conflict

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

In this toddler classroom, the teachers combined the media table and the dramatic play area to enhance play possibilities. How would this enrich dramatic play?

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

School-age dramatic play

School-age children continue to participate in sociodramatic play often re-enacting stories, movies, and their own narratives.
The dramatic play center may become a stage or a puppet theatre to encourage these reenactments.
The dramatic play might also become a micro-world.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Did you know?

As children engage in dramatic play they can gain and practice many of the skills listed in the common core.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Outdoor dramatic play

Natural items and loose parts can enrich outdoor dramatic play.

Did you know?

Outdoor dramatic play increases in length and become more in-depth when an encapsulated space is available (Frost, Wortham, & Reifel, 2001).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Changes to the dramatic play center allows children to:

experiment with new roles

explore new scenarios

use additional vocabulary

Children can assist in planning and making the changes.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Teachers facilitate learning in the dramatic play area through:

providing adequate time for dramatic play (a minimum of one hour)

planning centers that encourage active engagement

providing rich, shared experiences

building excitement and keeping interest alive through providing a dynamic center

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Teachers facilitate learning in the dramatic play area through:

introducing materials and teaching mini lessons as needed

assisting individual children to join and sustain dramatic play episodes

enriching the dramatic play by incorporating materials from other centers

meeting the needs of all learners including facilitating children acting out their fears

observing and documenting individual children’s learning

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Adding the crowns with the large unit blocks encourages children to build a castle for their dramatic play.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Superhero and war play

Allows children to:

feel powerful

face their fears

make friends

establish their identity

Banning this type of play often causes children to

become deceptive, hiding their play

declare they are not engaged in superhero or gun play

not be able to work through issues

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Superhero and war play

There are many strategies that successful teachers use to manage this type of play including focusing on real-life heroes

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Through dramatic play, children can enact and transform reality, while increasing their cognitive, social, literacy, self-regulatory, creative and emotional skills.

Creating Environments for Learning Third Edition Julie Bullard

Book Cover will be inserted here.

Chapter 13

Developing Visual Art Centers

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Teachers approach art in three different ways

Non-interventionist
Production-oriented
Art as inquiry

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Non-interventionist

As a non-interventionist, the teacher takes a hands-off approach to art. The teacher provides materials and encourages children to explore the art media.

Without adult assistance it is difficult to move beyond exploration and children will not develop their full potential.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Production-oriented

The emphasis in production-oriented art is on creating a teacher-prescribed art product.

Because it stifles creativity as well as cognitive and artistic growth it is considered developmentally inappropriate (Copple & Bredekamp, 2009).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Art-as-inquiry

The emphasis in art-as-inquiry is on active investigation, where children deepen their knowledge about art techniques as well as the subject of the art.

Art is viewed as a language to communicate thoughts, ideas, and feelings.

Art is often related to an in-depth project with the children using art to express their knowledge.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Art-as-inquiry

involves teachers scaffolding children’s learning

providing background experiences on the topics

providing materials for inspiration

teaching art techniques

assisting children to revisit their art

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Stages of early childhood art
Scribble stage

primarily kinesthetic

children do not pre-plan their artwork

there are three sub stages

random: children use their whole arm to draw, may draw off the paper

controlled: children begin to use their wrist allowing them to make smaller marks and have more control

naming: children make a variety of different lines and shapes and begin to name their scribbles

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Stages of early childhood art
Pre-schematic

at the beginning of this stage children will often draw tadpole people characterized by a head with lines coming from it representing legs and sometimes arms

children will use a larger size for objects that are more important, powerful, or impressive to them

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Stages of early childhood art
Schematic

children have developed a schema for the way an object looks and may draw the object the same way each time

children use baselines, skylines, and show beginning awareness of perspective

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Did you know?

Tadpole figures are found in children’s artwork around the world and have been documented for more than 100 years (Lasky & Muderji, 1987).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

When children engage in art they enhance:

artistic knowledge and skills

creativity

emotional development

social development

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

When children engage in art they enhance:

cognitive development

math

science

literacy

problem solving

physical development

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

An effective art center includes:

ample space for designing, drying, storing works in progress, and displaying art

storage for replenishing supplies

a quiet space with

plenty of light

access to water

easy to clean floor and tables

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

An effective art center includes:

an abundance of diverse, safe, non-toxic materials

high-quality, authentic tools

low, uncluttered shelves where materials are aesthetically displayed

an abundance of reference materials and materials for inspiration

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Note that there is a place to store work in process. In addition, a book and jar filled with interesting items provide inspiration for young artists.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

According to the National Core Art Standards (2014) children need the opportunity to:

create art

present art

respond to art

communicate about art (relate artistic ideas and works with societal, cultural and historical context to deepen understanding)

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Creating art

Choose art materials that can be transformed by the child.
Ask whether this art project will expand or limit creativity and the cognitive thought process.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Art materials for preschool and early
elementary grades include:

Drawing (pencils, markers, chalk, crayons)

Painting (tempera, watercolor, acrylic, finger paints)

Collage (materials for two and three-dimensional creations)

Sculpture (materials such as boxes, wood, rolled up newspaper to create three dimensional figures)

Modeling (clay and dough)

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Children also need:

high quality tools

a variety of kinds of paper

Why are high quality tools important?

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Did you know?

Giving children cookie cutters with clay or play dough is like giving them dittoes for drawing or coloring. It inhibits children from using their creativity and from creating their own three dimensional creations (Koster, 2005).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

The children collected, sorted, and organized materials making diverse materials available for art activities.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Children need opportunities to engage in in-depth artwork

In-depth artwork:

assists children to deepen learning

enhances artistic outcomes

In-depth artwork can be encouraged through:

repetition with a medium

revisiting the same piece of art

creating an idea using different types of media

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

When can children begin using art media?

Children can begin to engage in art as soon as they show an interest.
Beginning at the age of one, most children will draw, make collages, paint, and model with clay or play dough.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Responding to art

With adult guidance children can consider multiple aspects of a picture

subject

medium

elements

mood being conveyed

Did you know?

Children tend to prefer bright, saturated colors, pictures with a familiar subject, and simple compositions (Epstein & Trimis, 2002).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Responding to art

It is important to add materials to your art center and classroom that will over time expose children to:

famous works of art

art from different time periods and different cultural groups

art that features different art media and styles

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Teachers assist children to meet the goal of creating art by:

providing materials and activities for drawing, painting, collage, sculpture, and modeling

teaching art techniques

providing appropriate tools and paper

discussing children’s artistic creations

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Teachers assist children to meet the goal of creating art by:

providing art materials that can be transformed

allowing adequate time to explore each new medium, tool, or element

encouraging in-depth artwork through revisiting

acknowledging learners

observing and documenting children’s art processes and products

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Meeting the needs of all learners

The art center and materials need to reflect cultural diversity and learners with differing abilities.

Art provides an opportunity to expose children to:

local culture

their own unique culture

the culture of others

Art activities can also perpetuate stereotypes, so it is important to carefully choose activities.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

In the art area, children participate in self-expression, create unique visual images of their ideas and thoughts, and engage in problem solving and inquiry.

As children create and study art they take part in a universal language that breaks cultural barriers and transcends the changes of time.

Creating Environments for Learning Third Edition Julie Bullard

Book Cover will be inserted here.

Chapter 14

Developing Music and Dance Centers

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Music and dance development

Children begin to react to music even as fetuses.
Beginning in infancy, caregivers around the world respond to children’s innate musical behaviors by singing lullabies to children.
Lullabies contain common characteristics including simple melodies, a higher pitch, and a slower, more exaggerated rhythm than other songs (Trehub, 2001).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

While participating in music and dance activities, children:

develop musical and movement skills and appreciation

enhance motor development and rhythm

increase language skills

enhance social-emotional development

increase cognitive development

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Did you know?

There is a strong relationship between music and spatial-temporal intelligence (the ability to visualize and mentally manipulate spatial patterns).
This relationship is even stronger if children also learn music notation (Hetland & Winner, 2001).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

An effective music and dance center:

provides ample space for movement and dance

contains large mirrors

is located away from quiet areas of the classroom

contains earphones and sound-absorbing materials on the walls and ceilings

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

An effective music and dance center includes:

a variety of high quality instruments, displayed in a way that allows for easy access

exemplary, award-winning music from a variety of genres, cultures, and historical time periods and a way to play the music

written music as well as materials so children can write their own music

dance props

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Did you know?

For a successful music center it is important that each item in the center be fully developed. For example, if there is a keyboard, written music needs to be available.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Music and dance center materials should allow for:

creation of music and dance

performance of music and dance

responding to music and dance

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Performing music

Keep children’s interests and voice ranges (D4-A4) in mind when choosing songs to sing.

If you are singing with children, keep your voice “high and light”.

Allow children to experiment with a variety of instruments.

Provide recordings to use as accompaniments.

Provide simple written music to play (pre-school and elementary).

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Creating music

Just as we expose children to written letters before they begin to read, it is important to expose children to music symbols before they read music.

Children first engage in improvisation and will later begin to write music.

Children will often create their own original graphic or symbolic system to represent their music.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

To encourage dancing provide:

music with different types of beats
videos of dancers
a bright light so that children can shadow dance to the music (Stamp, 1992).
props such as a large doll to use as a dance partner, streamers, and costumes
a place to perform such as a small stage and a few chairs for an audience

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Responding to music and dance:

Even from birth, children naturally respond to music by moving

For optimal music development, children need the opportunity to actively engage with the music, attending to the sounds and changes in sounds (Fox, 2000)

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Teachers facilitate learning in the music and dance center by:

providing musical and movement experiences

including music and movement throughout the day

introducing new instruments and musical and movement activities

modeling enjoyment of music and dance

interacting with children to deepen their knowledge

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Teachers facilitate learning in the music and dance center by:

discussing music and dance and modeling musical and movement vocabulary

acknowledging learners

observing and documenting children’s musical and dance skills

meeting the needs of all learners

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Music and dance outdoors:

The outdoors provides a unique environment for music and dance

there is less concern about noise

a larger space to move freely

natural sounds to listen to

Teachers can take advantage of this space by adding sound elements and instruments to the outdoor environment. A stage can be added to encourage dance.

Creating Environments for Learning: Birth to Age Eight, 3e Bullard

Throughout history, in all cultures, music and dance have been a natural part of children’s experiences. Music and dance can enhance the quality of life, sometimes

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30 Apr Compare and contrast how visual arts, music, and dance activities vary based upon the children’s age and development (evaluate); examine multip

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