Authors Cohen And Gainer's Art: Another Language For Learning

According to Sandra Ruppert, the majority of the American public believes that “the arts are vital to a well-rounded education,” with over half of them rating the importance a strong ten on a scale (“New Harris Poll”). According to this Harris Poll among 1,000 American adults from May 2005, a stunning “eighty-six percent of Americans agree that an arts education encourages and assists in the improvement of a child’s attitudes toward school.” Eighty-three percent feel confident that an education involving art helps students communicate better with everyone around them. Seventy-nine percent believe that “incorporating arts into education is the first step in adding back what’s missing in public education today,” and many feel that it is so important that they would become personally involved to help increase the quality and amount of arts education children receive.

During my time as volunteer at Somerset Dade Academy, I was able to work closely with the elementary and middle school teacher. During each visit, I was able to follow Ms. Lee’s daily routine. In the morning, we had 30 minutes to plan and get her cart ready with supplies she needed for the day. Also, we would both create various model artworks to inspire her students to create something more original and imaginative. She wheeled her cart through certain elementary classes depending on her schedule. Depending on the grade level she was assign to that day, we were able to teach her students the fundamental concepts of arts and major art movements, all in 30 minutes. Every three weeks, she would focus on a concept, artist, or art movement. Additionally, she would assign vocabulary words, which her students would copy and also had access to them online on Quizlet. At the end, she would administer a summative test on everything they learned for the past three weeks. On the other hand, Ms. Lee’s middle school classes were different, more one-on-one, and it was a one-hour period. Her students were able to recreate impressionist and expressionist artworks, such as Monet’s Water Lilies, Van Gogh Starry Night and The Bedroom on wall-sized canvases.

As I like to choose an underlining theme to run throughout my activities, this activity also introduces several lessons within one in a fun and creative manner. Initially, the children are introduced to famous painters and their work before being encouraged to either, copy or be inspired to create their own works of art. The use of messy materials is fun and stimulating for the children and classical music should be played in the back ground to encourage creative inspiration. After they have finished, their artwork should be hung around the room at eye level to promote

The arts are a fundamental element of ones human condition as it provides a medium for the freedom of self-expression such as thoughts, ideas, beliefs and culture. There is a natural necessity to create as it shares an insight into identity and culture (Wright, 2003). Through implementing arts into early childhood, it can foster and support a child’s mean making, self-expression and holistic development (Ministry of Education, 1996). The arts play an immense role in a child’s holistic development as it supports the links between body, cognition, spirit and culture. It also has multiple benefits to a child’s visual, spatial, aural and bodily-kinaesthetic modes of learning or multimodal leaning (Wright, 2003). A children who contributes participates and views art, experience and demonstrate imagination, creativity, pride and pleasure. Through this, children are able to record their thoughts and feelings without verbally communicating. In all environments and cultures, there is a vast amount of visual arts. These arts can be

As a student from Guy Krant’s Art 3 High School class, I can wholeheartedly affirm that Mr. Krant’s form of teaching art is efficient in terms of stimulating students’ individual skills while assuring that they grasp and fully incorporate the main concepts of standards required by school districts into their artworks. What sets aside Mr. Krant’s form of teaching compared to that of other teachers, whom I have came across throughout previous years, is that his teaching provides more creative freedom to students and allows them to individually explore different art mediums to further develop their own methods and skills. For instance, when my Art 3 class was assigned to fulfill the district requirement of expressing a show of skill in increased

Both Shilling and Harris create works of sculpture (there are examples of Harris’ work at Grizedale) and Mebane creates paintings on natural materials such as wood, bark or stone. The variety in the artist’s work should inspire ideas for the children’s artwork, provide stimulus for individual and unique artistic creations by and promoting self-expression. After examining the work of Harris, Shilling and Mebane, children can experiment with sculpture and painting on natural surfaces. Children can use the audio and photographs from the field trip to provide an additional source of

Bob Bryant, the Executive Director of Fine Arts for Katy ISD in 2000, emphasises the importance of utilizing art in schools’ curriculums: “The arts are what make us most human, most complete as people. The arts cannot be learned through occasional or random exposure any more than math or science can” (Bryant). Art is a way of expression and leads to acquiring a deeper understanding of the details in life. The first day of preschool, teachers teach through the help of art. This is due to the fact that art is the foundation of a child's learning. Art is a way, where one can explore their ideas and thoughts. Creativity should neither be contained nor limited. Art is an outlet used for people to show who they are. The aspect of art is carried along in each generation. Different cultures use art to show who they are as one. Art appeals to people's senses and emotions, which helps people connect with one another. Since art is an essential, integral part in a student's academic learning, schools should make art classes mandatory.

Every child is different and they are gifted in one way or another. Every child learns differently because each child has different experiences. The creative arts are a powerful learning tool. They engage children’s senses in open-ended play and support the development of cognitive, social-emotional and multisensory skills. They activate the spatial domain, stimulate the senses and improve well-being. They are a creative playground for the growing mind. Young children need to use the power of the arts to express their ideas and knowledge and to respond to their experiences.

The Birth to Kindergarten Curriculum course prepares students to develop and implement curriculums that are developmentally appropriate for children of various age groups. Students enrolled in the course will develop lesson plans and unit plans for children ranging from infancy until third grade. According to the Birth to Kindergarten curriculum young learners should be exposed to a variety of fine arts which includes music, movement and dramatic play. Various times I have observed teacher candidates in various educational settings neglecting to address Fine Arts. Students are not experiencing quality instruction with the integration of music and movement, dramatic play and art history which can ultimately impact their success in future

A couple of years ago, I was introduced to Teaching Artistic Behavior (TAB). A workshop model in which the student is the artist. Students have control over their choice of studios, supplies, and art! Choice allows teachers and students to honor authentic learning processes and value intrinsic motivation. Real Artists make art about the things that fascinate them, why shouldn’t we let kids take the same approach? When kids choose their work, they are self-motivated. Most behavior problems disappear and the quality of work is age appropriately good.

The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in

Children also engage in concepts of making and creating, which are an essential part of creative arts education (Garvis, 2012). So the process of young children’s meaning and making in creative arts education is a combination of thought, body and emotion (Garvis, 2012). There are many ways children can express themselves when they undertake creative arts activities. An example could be if the children were to create inviting and integrated creations which may include signs, words, graphic devices, writing and other forms which represent many different things (Garvis, 2012). The importance of creative arts has been recognised in the Australian Curriculum mainly for preschool and kindergarten and has been recognised as a fundamental area of learning (Garvis, 2012). Early year’s education and care prior to starting primary school is a fundamental part of a child’s education which is why it is

Few opportunities exist for elementary students to explore different art mediums outside of their brief art classes during the school week, but with the help of the nation’s largest youth development organization, 4-H, the CFHS art club has provided these children with opportunities to pursue creative endeavors with more alacrity than ever before.

The era of accountability has heavily swayed public schools towards narrowing the curriculum across content and disciplines. Student test scores have become the measure in which states, districts, schools, classrooms, and teachers are deemed “excellent.” Also, many schools have been confronted with budget cuts that determine the content offered in schools. Unfortunately, arts programming across the United States’ K-12 public education has been minimized and/or not given the proper attention it deserves. To strengthen the argument for arts education, researchers have developed the integration of Universal Design for Learning (UDL) to curriculum and lesson planning. I argue that the integration of the arts in classroom curriculum with early childhoods students can provide benefits not only for students but teachers. Arts education centers on allowing both students and teachers to engage in creativity and bring out their multiple intelligence. I recognize four reasons why arts education is a valuable tool with young children: (1) arts can be used across subjects and context (interdisciplinary), (2) it touches on the needs of different learners (multiple intelligence), (3) flexibility that allows creativity in the classroom, and (4) shifts away from traditional methods of rote learning.

The existing literature on visual art education proven that there is little evidence of how teaching practice happens in the classroom (Mitchell, 2016). Mitchell (2016) also argues that although there are several types of research that provide the important information on the foundation of art educations, there is barely any information that proves how learning effectively occurs in the art education. This approach might include building a positive relationship (Keeffe, Lovejoy, Spenser-Jones, & Prain, 2013), the usage of technology in the classroom (Patton & Buffington, 2016), applying student-centered learning (Andrews, 2010).