Childhood Development through Arts

In this week’s lecture we looked and analysed, finished pieces of art from early level through to second level from primary school aged children. I have discovered there are four main stages in the child’s development in art. Lowenfeld  and Brittain (1982)  suggests these are

• Scribbling stage (2-4 years)
• Pre – schematic stage (4-7 years)
• Schematic stage (7-9 years)
• Gang stage (9 – 12 years)

However in contrast it is now recognised that many teachers are not satisfied by slotting children into specific developmental stages as they realise more factors and complexities are involved and see the need to take cultural issues into consideration (McAuliffe, D, 2007). Therefore as a teacher I will have an idea of what to expect at each stage but I am aware that these stages are not permenant and many children may fluctuate between them and I will be a facilitator to provide a variety of materials mediums, challenges and stimuli to allow their creativity to flourish.

 

From the Early Level Outcomes from Curriculum for Excellence

• I have the freedom to discover and choose ways to create images and objects using a variety of materials.

EXA 0-02a

This can be seen due to the children having the choice of a variety of coloured paper ,paint, chalk, crayons and pencils. McAullife, (2007) suggests that we as the adult should not try to ‘interfere’  with the drawing even though we think it is just a scribble .To the child it a ‘map of meaning’ and we need to be very careful about how we question the child.

 

From the First Level Outcomes from Curriculum for Excellence

• I can create and present work using the visual elements of line, shape, form, colour, tone, pattern and texture.

EXA 1-03a

 

In the first level pictures you can see line, shape, and colour all beginning to develop. McAuliffe, (2007) suggests that progression would  show more attention to detailing and this can be clearly seen here in these pictures where more parts, colours and lines have been put in. They are still using their imagination but can find it frustrating not being able to fully draw the picture as they want and can ‘becoming increasingly dissatisfied with their efforts.’ (Cox 1997 p 83).

 

From the Second Level Outcomes from Curriculum for Excellence

• I can create and present work that shows developing skill in using the visual elements and concepts

EXA 2-03a

 

In the second level pictures you can clearly see the skill of tone, shape, process, content and form all being developed to a higher level. In schools at this stage a lot of children lack confidence in their abilities. McAuliffe, (2007) suggests as children develop they become more insecure about their own drawings and the talents  of others in art.  Therefore he suggests it becomes harder to help these children overcome these fears. This was exactly me at school . I lacked a lot of confidence in art and would always look at everyone else’s work as far better than mine and therefore I became scared to join in incase I was laughed at. Furthermore the examples of the art work  that were provided in the workshop had information of what the drawing was about from the child .  As previously mentioned McAuliffe, (2007) suggests that as teachers we should be careful about how we question the children about their work as the children are the ones who know how to  explain its meaning . I have found this to be the case when on work experience as in several classes I was unsure what the picture was but the child was able to explain in great detail all the aspects of the drawing and I was very enthusiastic and hopefully encouraged the child to continue on with their creativity and imagination. I now understand that as a teacher I must encourage the children to be creative, take risks, be there to support and be a positive influence on them.

Overall I have learned the importance of letting the child describe their art working and supporting their description of it by reassuring them that is is worthwhile and valued and therefore hopefully raise their enthusiasm for the next project.

References

McAuliffe, D.  (2007) Foundation and Primary Settings. In Teaching in Art and Design 3- 11. London: Continuum

Cox, M. (1997) Drawings of People by Under-Fives. London: Falmer Press

Introduction to Integrated Arts

Visual Art

I was really looking forward to starting the integrated arts module due to having a particular interest in music. However with visual arts and drama I was slightly apprehensive about starting due to the fear of performing in front of people.

The main focus of the lecture and workshops today was looking at the importance of the arts within the classroom and how every child’s work should be seen as significant and important. Their creativity should always be encouraged and cultivated especially within the classroom. Csiksgentmihalyi, (1996, p.1) points out that  ‘Without creativity, it would difficult to distinguish humans from other animals. Creativity leads to a fuller, more satisfying life.’ Thus within the classroom there are many and varied opportunities through creative arts to be creative and lead a richer life.

In the first part of the lecture we looked at the Tallis Habits Pedagogy Wheel to show how the arts help to be  imaginative, inquisitive, collaborative, persistent and disciplined. I was amazed at how much the arts contributes to the development of a child. Referring back to Csiksgentmihalyi, (1996) with the importance of creativity this Tallis Wheel agrees as the inquisitiveness of a child would be developed by ‘ask, wonder, question, speculate, investigate, examine and explore.’ This has shown me the importance the arts can have on a child’s  creativity and this is only one aspect of the Tallis  Wheel that I have considered.

 

In the visual arts workshop we were shown the importance of how every piece of mark making is important and portrays a message by the illustrator.  Our lecturer took a piece of A3 paper and drew scribbles and marks on it, proceeding to show the class his work where one of the students was to put the work in the  bin. This was to show how the child would have felt in that situation. I will now be very aware in class that no matter what a child produces, I will discuss it with them, build their confidence by praising them and challenging them to provide more detail or enhance their drawing somehow. Everyone has their own interpretation of their drawing, we can all draw no matter our stage and age, although some are more confident than others.

Music

In the music workshop we listened to five pieces of music that were all completely different and had to describe how the music made us feel. This would enhance the children talking and listening skills within the classroom and therefore there would be learning across the curriculum as this includes literacy skills.  The next music activity showed me that we all have different ideas and preconceptions that manifest themselves in our thinking about different things. Today we had to work in groups and listen to a long piece of music and make a story that represented the different aspects to the music. This was a great imaginative activity that children could work on to express their creativity and realise that there is no right or wrong answer therefore it would build up their confidence especially for the children who struggle in other areas of the curriculum for example maths or literacy but here their imaginative ideas would be valued and they would feel a sense of importance and belonging. Again reinforcing the Tallis Wheel of collaboration by sharing discussing and co- operating as an equal within the group.

Finally we briefly looked at how arts help with health and wellbeing of the child. Looking at the poster below you can see that art benefits through care environments, medical training, art therapies and everyday creativity projects to mention but a few.

Therefore after the lecture today, I have come to realise the significance of my role as a teacher that it  is crucial in the development of integrated arts as McAuliffe, D(2007, p.29) states ‘The teacher’s role is to interact with individual children who are finding their own identity, their own means of understanding and communicating and their own powers of creativity.’

 

 

References

Csiksgentmihalyi, M. (2013) Creativity Flow and the Psychology of Discovery and Invention. Harper Colins

McAuliffe, D.  (2007) Foundation and Primary Settings. In Teaching in Art and Design 3- 11. London: Continuum

Thomas Tallis School. (2017) The TALLIS Habits Pedagogy Wheel. [Online] Available: http://www.thomastallisschool.com/tallis-pedagogy-wheel-guide.html [Accessed: 5th November2017]

 

The aim of this blog is to help me reflect on my learning experience every week through the module integrated arts. I hope the lectures and workshops will give me an insight into strategies and activites for teaching  drama, visual arts, music and dance within the classroom. Furthermore, that it will give me confidence and a better understanding of their place in the curriculum and help me to become an effective teacher within the integrated art subjects.