AISD Connections Newsletter

May 2016

EXPLORING ART IN PRESCHOOL

A Quote by Pablo Picasso

"Every child is an artist. The problem is how to remain an artist once he grows up."
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PROCESS ART

The important goals of early childhood art are the involvement, movement, and the discovery of self accomplishment. In other words, the process, not the product is the goal.
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WHY PROCESS ART?

Process is enjoyment and completion in and of itself

▪ Natural source of learning

▪ Process art provides the opportunity to:

– Learn how to use artistic tools & media

– Problem solve

– Enhance cognitive, motor, language, physical & social/emotional development

– Express experiences, feelings & thoughts

– Stimulate & develop imagination & critical thinking

– Refine cognitive & creative skills

– Foster success and mastery because there is no one right way required

– Learn how to think originally

– Enhance children’s self-esteem


Ideas taken from Mayesky, 2006

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SCIENCE

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SENSORY ART

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FINE MOTOR

ENGINEERING

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VIII. FINE ARTS DOMAIN - Texas Prekindergarten Guidelines

Art can help children learn to observe, organize, and interpret experiences through multiple mediums. They can express themselves through dance, music, dramatic play, painting, sculpture, drawing, and other movement. For prekindergarten children, art begins with exploration, discovering how things feel, look, and sound. Children need to experiment with manipulating and transforming materials and feel free to express ideas and experiences. Teachers can encourage this by providing opportunities for children to engage in the “process” of creating rather than worrying about the “product” that is created. Art can integrate across domains and support many aspects of development. Children can increase vocabulary, develop social emotional skills such as self expression, and strengthen fine and gross motor skills.

ART SKILLS

Children explore a wide variety of materials and make discoveries about color, shape, and texture through art experiences. They learn to express what they know and begin to recognize how others express themselves through art. They also begin to gain control of fine-motor muscles and practice hand-eye coordination. The majority of art experiences should be model and/or sample free with focus being on the process. Teachers should avoid having a preconceived idea of what the end product should look like and refrain from “fixing” a child’s art work with the understanding that there is not a right or wrong way to create the art.
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