Visual Arts in Early Childhood

(The Education Hub, 2021)

 

What is the PURPOSE of visual arts in ECE?

Visual arts in early childhood education is such an important tool to capture engagement in children, utilising various mediums in order for children to express their creative minds. When engaging in visual arts, children have the opportunity to develop their fine motor skills, social skills (sharing resources with peers), and cognitive development. Maintaining the view that the arts can be a communication tool, visual arts assists children in finding ways to represent their world when they have not yet learnt the words to explain it; art helps children to make meaning of life (Mandrapa, L, 2021). 

The use of visual arts can also enable children to engage in some scientific exploration through sensory experience, hypothesising, experimenting, and evaluating. Skills such as these are able to be transferred from one activity to another, allowing the child to grasp more concepts while understanding the questioning their world. 

How can we ASSESS this?

Adults generally believe children have an exact idea of what they create, believing it is an object, event of person, however they may simply be engaging in "aesthetic exploration" (Probine, n.d.) rather than making a specific image. To help educators in understanding this, we need to observe the child, provide the child with time to complete their artwork, and to communicate with the child about their artwork, asking them questions to engage their ability to share information and their ideas verbally. 

Assessing in early childhood is less formal that in primary as children in this age are still learning and mastering basic skills. For assessment of visual arts skills, educators are encouraged to conduct observations, whether they are planned or unplanned, and watch how the child interacts with the materials, their peers, and even if they communicate with themselves to guide their experience. The Early Years Learning Framework (Belonging, being & becoming, 2009) and Developmental Milestones (Developmental milestones and the Early Years Learning Framework and the National Quality Standards, n.d.) are two essential tools for educators to utilise when assessing and planning children's learning.

As educators, some aspects we can assess are:

• what pencil grip does the child use? 
• how does the child manipulate the tools provided?
• does the child engage in conversation with others during the activity?
• does the child guide their exploration through speaking to themselves?
• does the child show hand dominance?
• can the child name some colours correctly?

References

Australian Government Department of Education, Employment and Workplace Relations for the Council of                 Australian Governments. (2009). Belonging, being & becoming.

Developmental milestones and the Early Years Learning Framework and the National Quality  Standards.

Mandrapa, L. (2021). Learn to decode children's drawings | Novak Djokovic Foundation. Novak Djokovic                           Foundation. Retrieved 13 September 2021, from https://novakdjokovicfoundation.org/learn-to-decode-                       childrens-drawings/.

Probine, S. An Introduction to the Visual Arts in Early Childhood Education. Retrieved 14 September 2021, from                 https://theeducationhub.org.nz/an-introduction-to-the-visual-arts-in-early-childhood-education/#_edn6.

The Education Hub. (2021). [Image]. Retrieved 13 September 2021, from https://theeducationhub.org.nz/an-                   introduction-to-the-visual-arts-in-early-childhood-education/.

Music in Early Childhood

 

(ADDitude, 2021)

What is the PURPOSE of music in ECE?

When looking into music in Early childhood settings, particularly children aged 3-5 years, we need to understand the balance between the practice of intentional teaching (Belonging, being & becoming, 2009) and allowing children's interests to form the lesson. Acker et al. (Acker, A., Nyland, B., & Deans, J., 2011) argue that children require intentional teaching in order to "enhance children's musical expression". In addition, they also express the role that intentional teaching plays, namely the need to provide children with an expanded view of the music. This is apparent when teaching children music through teaching the child the different roles that create music, such as the performer/s, recording agents, and conductors (Acker, A., Nyland, B., & Deans, J., 2011), also looking at the locations that can be used; recording studios, concert halls, and music festivals. 

Providing children with this information can create opportunities for their understanding of music to be broadened.

When practically teaching children musical skills and knowledge, we need to be mindful of the appropriate developmental areas for their age. For instance, teaching multiple children aged 3 can prove difficult if written music was being taught, however engaging the children in a practical lesson about pitch while using various instruments and items around the room could be more successful. 

The role of music in early childhood is almost a holistic developmental skill as it requires children to activate their cognitive development, fundamental movement skills, and awareness of others. 

How can we ASSESS this?

Assessment in early childhood is a less formal approach than primary aged learning, however educators are still required to provide children (and parents) with feedback about how their developmental areas are progressing. The main way to assess children's learning in early childhood education, is to conduct observations and record what the child does throughout the activity, then look at the developmental areas they have utilised and how effectively they have used these. The Early Years Learning Framework (Belonging, being & becoming, 2009) and Developmental Milestones (Developmental milestones and the Early Years Learning Framework and the National Quality Standards, n.d.) are two essential tools for educators to utilise when assessing and planning children's learning.

As educators, some aspects we can assess are:

• can the child notice the main bet in the music?
• can the child manipulate objects in order to create sound?
• does the child follow along with nursery rhymes and simple rhythms?
• was the child showing any physical cues of learning?

References

  Acker, A., Nyland, B., & Deans, J. (2011). Young children and music : participatory learning and intentional teaching.         Victorian Journal of Music Education, 1, 13–19.

ADDitude. (2021). [Image]. Retrieved 13 September 2021, from https://www.additudemag.com/study-music-to-                focus-the-adhd-brain/.

Australian Government Department of Education, Employment and Workplace Relations for the Council of                         Australian Governments. (2009). Belonging, being & becoming.

Developmental milestones and the Early Years Learning Framework and the National Quality Standards.

Strategies for Engagement

Engaging Children in The Arts: Visual Arts and Music

A lesson plan may seem wonderful in theory and may be of interest to the teacher, however there are some students who will not want to participate in the way that is anticipated. When teaching music and the arts, it can often depend on how much funding and resources a school/childcare/learning environment has, sometimes creating barriers to learning through socioeconomical disadvantages. 

Although not every school or childcare centre has equal funding for resources, there are many ways in which you can provide learning activities to students who are impacted by these barriers. Begin by learning the topic, explaining the different aspects of the topic, then asking students for their input on how they could practically apply the lesson. Alternatively, the use of technology and media can assist in this. For example, a school does not have the resources for children to have a physical guitar or drum set to practice on, however the children have tablets or iPads as learning tools. Allow the children who have access to the technological resources to use them for practical music lessons. Utilising various applications on devices can sometimes be just as effective as the physical object/tool.

When teaching music, some strategies that teachers can use are:

• Providing variety- allowing children to choose areas or instruments without delegating these points 
• Having multiple music genres available to learn/study
• Engage children in making their own music (this can be through technology, learning how to read music then writing it, recording their own music)
• Looking at different objects and materials to see what sounds they make
• Allow access to technological learning (applications such as garage band, etc.)

When teaching visual arts, some strategies that teachers can use are:

• Using different visual arts mediums (sculpting, painting, drawing)
• Utilising different tools (brushes, hands, wire, leaves)
• Engaging children in messy art (if the children are required to wear uniforms, either encourage them to wear pain smocks or bring clothes that can get messy)
• Allow children to use technological mediums to create artworks

Another strategy, would be to combine art forms, having the children listen to music and paint what they hear or what they think the music sounds like. 

(Clker.com, 2012)

References

Clker.com. (2012). [Image]. Retrieved 13 September 2021, from http://www.clker.com/clipart-circle-holding-hands-               stick-people-multi-coloured.html.

Saunders, R. (1970). <i>Studies in Art Education,</i> <i>11</i>(2), 55-56. doi:10.2307/1319579

The Arts as a Developmental Tool

(Pinterest, 2021)

 How can the Arts be used as a             Developmental Tool?

 The arts are a highly effective tool in enhancing and facilitating children's development. Klerfelt (Klerfelt, 2011) explains the arts as a way for children's 'mental capacities' to be aroused, allowing them to become stimulated through their creative works. 

Five disciplines make up the arts within the Australian Curriculum; drama, music, visual arts, dance, and media ("The Australian Curriculum", 2021). Despite the fact that there are five disciplines, Holochwost et al. urge teachers and pre-service teachers to look at the distinctions between art forms, and again further distinction within those art forms (Holochwost et al., 2021). An example of this would be visual arts; within visual arts, there is painting, sculpting , and drawing, however you can paint with various textures of paint and on different surfaces, you can use various forms of clay, and you can draw with charcoal, coloured pencils, and watercolour pencils. Educating children about these different distinctions while also allowing them to use these is important in creating a connection in a child's creative thinking and cognitive skill. 

Although a lot of literature demands attention for the cognitive and emotional benefits of the arts, there are many more developmental factors for both early childhood and primary aged children to enhance. One of the largest areas are fine and gross motor skills. When children are given a visual arts activity, they make use of their hands, wrists, arms and fingers to create their creative piece, alternatively, children who engage in choreographed dance utilise their gross motor skills to perform their movements, practicing fundamental movement skills 

("The Australian Curriculum", 2021).

If a child shows 'no interest' in a creative activity, they may actually be communicating in this way. For example, if the class has been asked to participate in a group dance activity where they are to choreograph their own dance, there may be a child (or multiple) who do not show enthusiasm to the task. Instead of labelling this as lazy or inactive, educators should take this opportunity to converse with the child. Instead of disinterest, the child may be experiencing their own moment of creativity. Relating back to the example, instead of physically dancing and interacting with the music, they may be visualising different pictures or even observing how their peers are interacting with the activity and each other. Bresler and Thompson 

(Bresler & Thompson, 2005) have described this particular moment as a child's notice for "subtleties in learning", classing this as a "network of associative meaning". 

References

Bresler, L., & Thompson, C. (2005). The arts in children's lives. Kluwer Academic Publishers.

Holochwost, S., Goldstein, T., & Wolf, D. (2021). Delineating the Benefits of Arts Education for Children’s                             Socioemotional Development. Frontiers In Psychology, 12. https://doi.org/10.3389/fpsyg.2021.624712

Klerfelt, A. (2011). Call for Articles: Special Edition of the International Journal of Early Childhood on ‘Early                             Childhood Arts Education’. International Journal Of Early Childhood, 43(2), 185-186.                                                 https://doi.org/10.1007/s13158-011-0036-8

Pinterest. (2021). [Image]. Retrieved 13 September 2021, from                                                                                                 https://i.pinimg.com/originals/98/28/d4/9828d4cf187f7c1aa5e80323ba129052.jpg.

The Australian Curriculum. Australiancurriculum.edu.au. (2021). Retrieved 29 August 2021, from                                             https://www.australiancurriculum.edu.au/.

Creative Environments

(Play Australia, 2021)

What is the Role of Play?

"The ability to play is one of the principal criteria of mental health" (Montagu, 1989).

Play is a vital tool in children's development, particularly when educators effectively facilitate learning through play. By supporting children's learning through play, they can begin the skill of transferring information from one setting to another (Belonging, being & becoming, 2009) which can then be applied to further learning environments and activities. 

Providing children with the opportunity to express their ideas and emotions through play is a key way in learning the interests of the child, and having them engaged in the learning activities. Play can refer to many different aspects, such as dramatic play, loose parts play, dance, drawing, painting, etc. 

How do I build a Creative Learning Environment?

Creating and maintaining a creative environment can seem like a daunting task, however it does not require endless resources or manmade materials in order to foster children's creativity. For example, to assist in children's imagination, You could provide them with pieces of chalk and ask them to draw something on the concrete. Not only would this activity promote fine motor skills and creative thinking, but it will also give the teacher an idea of any interests of the child. Additionally, letting children help in choosing dancing activities and songs could also enhance engagement in the activity. 

Some simple ways of ensuring your environment is appropriate in supporting children's imagination:

• Having general visual arts activities available at all times
• Allowing children to create their artworks their own way (removing stencils and print-outs)
• Having music playing throughout the day
• providing children with access to music instruments or objects that can have a musical purpose
• Being the example as a teacher; modelling the behaviours 
• Allowing and encouraging children to access technological resources 
• teaching appropriate media use
• Encouraging participation in programmed tasks aimed at enhancing musical awareness, dance and coordination, media studies, visual arts, and dramatic play/acting

References

Australian Government Department of Education, Employment and Workplace Relations for the Council of                         Australian Governments. (2009). Belonging, being & becoming.

Montagu, A. (1989). Growing young. Bergin & Garvey Publishers.

Play Australia. (2021). [Image]. Retrieved 13 September 2021, from                                                                                    https://www.playaustralia.org.au/sites/default/files/images/brad-play-icons2.png.

Art as a Communication Language

(The Utah Statesman, 2021)

How can Art be a Communication Language?

The philosopher Plato ("Aesthetics - Plato's Aesthetics", 2021)  described the arts as imitations of objects and ordinary life events. Following Plato's theory, art can be used to make meaning of the world and the objects around us; events that occur (both in the greater world and personal events), and also the objects we see and use daily. Just as an infant learns to speak by copying the sounds their parents make, children can learn through copying or 'imitating' the things they see around them and the things that impact them directly. 

Similarly, many psychologists use visual art forms as a way for children to express their emotions, or visually depict a particular event (such as abuse, death of a beloved pet, or even a social interaction they have witnessed). This method is used as it is a "nonconfrontational assessment approach" (Riordan, R., & Verdel, A., 1991) to children's psychology. 

If we apply Plato's theory with the psychological technique of art use, we are able to see how having the arts in the curriculum and programs is a pivotal turning point in allowing children to access many different ways of communicating. 

Often when we think of communicating, we think of someone speaking; children are still learning skills such as speaking, listening to others, walking, running, and learning their colours, so why should we expect children to verbally communicate their emotions and ideas when it is developmentally appropriate for children to successfully start putting two simple words together at age 2 (Developmental milestones and the Early Years Learning Framework and the National Quality Standards, n.d.). Only at age five are children expected to begin experimenting with more adult forms of speech. What tools can we use in the interim so children can communicate? Their creativity; something does not need to be taught but harnessed and developed. We can help children in expressing their emotions through artistic works as they may not have the words to explain how they feel (Mandrapa, 2021). 

References

Aesthetics - Plato's Aesthetics. Users.rowan.edu. (2021). Retrieved 13 September 2021, from                                             http://users.rowan.edu/~clowney/Aesthetics/philos_artists_onart/plato.htm.

Developmental milestones and the Early Years Learning Framework and the National Quality Standards.

Mandrapa, L. (2021). Learn to decode children's drawings | Novak Djokovic Foundation. Novak Djokovic                         Foundation. Retrieved 13 September 2021, from https://novakdjokovicfoundation.org/learn-to-decode-                    childrens-drawings/.

Riordan, R., & Verdel, A. (1991). Evidence of Sexual Abuse in Children's Art Products. <i>The School Counselor,            </i> <i>39</i>(2), 116-121. Retrieved September 13, 2021, from http://www.jstor.org/stable/23901616

The Utah Statesman. (2021). [Image]. Retrieved 13 September 2021, from https://usustatesman.com/the-art-of-                communication/.

An Introduction: The Arts and Technology

The Arts and Technology

 When referring to the arts, there are five 'disciplines' that need to be addressed; visual arts, drama, dance, media arts, and music (Dean, J., 2014). Within these four areas of the arts, as educators of young minds, we must find ways to adapt, ensuring we provide children with multiple opportunities and techniques for them to engage in these arts areas.

The Arts in Early Childhood

The Early Years Learning Framework (EYLF) is used as an early childhood educators curriculum as it details five different learning and developmental areas that children require support in. As the EYLF (Department of Education and Training, 2009) is used as a base for educator planning and programming, it is important for educators to have a strong understanding of the learning outcomes for children, focussing on the application of each outcome through their program. 

Outcome four and five of the EYLF are two learning outcome areas where the arts are clearly a leading factor, specifically outcome 5.5, "Children use information and communication technologies to access information, investigate ideas and represent their thinking" (Belonging, being & becoming, 2009). In addition, outcome 4.1 and 4.4 can be applied to the arts alongside outcome 3, where children's responsibility for and understanding of their own wellbeing is required. These areas all correlate to the idea that the arts are a way for children to 'stimulate' (Klerfelt, 2011) their sense of self and understanding of social constructs. 

The Arts in Primary

When looking at the arts in the Australian Curriculum, a key element found throughout all arts disciplines is 'expression' and the ability to 'communicate' ideas ("The Australian Curriculum", 2021). Not only is this element recurrent through all bands, the skill of 'finding meaning' and 'discovering the purpose of' each arts discipline is also a requirement for teachers to follow when creating their creative arts lessons. 

It is also necessary to note, that children within all three primary stages are required to also learn how the arts has formed throughout various social structures and cultural groupings, particularly with regard to Aboriginal and Torres Strait Islander culture/communities.

Throughout each stage within the curriculum in relation to the arts, the Department of Education has made clear the need for children to have choice and a chance to express their own creativity while being directed through various mediums, having the opportunity to involve themselves in the five disciplines to find their most comfortable form of communication. 

(Training.com.au, 2021)

Pedagogical Issue

When looking at the negative repercussions of some arts use, specifically media arts, Bronfenbrenner's ecological systems model (Manning, 2017) depicts the adverse effect and influence that societal structures and communication forms can have over the developing child. For this reason, it is imperative that teachers and early childhood educators teach and model appropriate use of media and methods of using the arts as a communicative and expressive tool. 

References

Dean, J. (2014). Teachers thinking in, with and through the arts [Book Review]. Early Education, 55, 34–35.                     https://search-informit-org.ezproxy1.acu.edu.au/doi/10.3316/informit.510143303712865

Department of Education and Training. (2009). Belonging, Being & Becoming - The Early Years Learning                 Framework for Australia [Ebook] (1st ed.).

Klerfelt, A. (2011). Call for Articles: Special Edition of the International Journal of Early Childhood on ‘Early                         Childhood Arts Education’. International Journal Of Early Childhood, 43(2), 185-186.                                                 https://doi.org/10.1007/s13158-011-0036-8

Manning, R. (2017). Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of                     Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian                     Schools. The Australian Journal Of Indigenous Education, 46(2), 148-159. https://doi.org/10.1017/jie.2016.31

The Australian Curriculum. Australiancurriculum.edu.au. (2021). Retrieved 29 August 2021, from                                         https://www.australiancurriculum.edu.au/.

Training.com.au. (2021). [Image]. Retrieved 12 September 2021, from https://www.training.com.au/wp-                            content/uploads/career-in-technology-feature.png.