Transcript Art Presentation Ch. 18

The Importance of Art
Experiences
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Art promotes the growth of physical, social,
emotional, and cognitive development.
 They learn the respect the property of other
children.
 They learn the important concepts of color,
size, and texture.
Techniques for Guiding Art
Experiences
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Creative growth is promoted through careful
choice of various art materials and opportunity to
create.
 These experiences should involve all five senses
sight, smell, taste, touch, and hearing.
 In children’s art work color does not play an
important part.
Stages of Art Skill
Development
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These stages include scribbles, basic forms,
and first drawings.
Scribbles
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This stage happens at the age of 15 months.
 Zigzags, whirls, and circles
 Comments about the look of children art’s
work are also helpful. For example, this line
is long, this line has a long curve.
Basic Forms
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This often occurs between the age of three
and four years old.
 They now have more control over their
movements and better hand-eye
coordination.
 They control shape, and size of the line.
 Children’s scribbles were the sheer pleasure
of moving their hands and arms.
First Drawings
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Occurs between the age of fourth and fifth
years.
 Children begin their first drawings at this
age.
 Create objects such as circles, straight lines
for arms and legs.
 Also, trees, houses, cars and boats.
Paper
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Types of Paper:
1. Newsprint
2. Manila Paper
3. Construction Paper
4. Wallpaper
5. Cardboard
6. Old Newspaper
Coloring Books
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Coloring books have a negative effect on
children’s creativity.
 Coloring books cause children to have low
self-esteem.
 Rely on activities that allow children to
explore more interesting activities instead of
coloring books.
Paste and Glue
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Can be prepared or purchased.
 Water-soluble adhesives are the best for young
children.
 The best all purpose adhesive is white liquid glue.
 Liquid glue could be used for :
1. Heavy weight paper
2. Fabric
3. Plastic
4. Cardboard
5. Wood
Glue Continued

Glue is difficult to remove from clothes,
carpeting, and art tables.
 Wipe up spills immediately, it is easier
when the glue is moist.
 Children should wear smocks.
 When using glue pour small amounts into
small shallow pans or provide the children
with small squeeze bottles.
Clean Up Tools

Keep clean up tools in the Art area.
 Clean-up tools include:
 1. Small Buckets
 2. Sponge Mops
 3. Various Sizes of Sponges
 Keep materials in reach of children.
Cleanup Tools

Should be available when spills occur.
 Small buckets, sponge mops, and various
sizes of sponges are useful.
 Keep supplies within children’s reach.
 Cut mop handles down so they are child
sized. This will encourage children to be
responsible for cleaning up.
Space and Storage
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Well-planned space is needed to encourage
children to use art areas.
 Storage and display areas are part of a wellplanned space.
 Bookshelves can be used to store staple supplies.
– Ex: paper, scissors, paste, glue, collage materials,
crayons, water color markers, chalk, tape and paint.
Easel Painting
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Should be a daily activity in all early childhood
programs.
Easels should be adjusted to the correct height for
the children.
Brushes with fat handles in a variety of sizes should
be provided on the easel tray.
The size of the paper you give the children will
depend on the activity and age of the children.
For young children, provide large sheets of
newsprint. Sheets of this size will encourage the
use of large muscles.
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Easel Painting Cont.
To ensure success in easel painting plan the
session ahead of time.
Provide only a small amount of paint since
children often spill.
Teach young children how to use the paint brush.
As children gain skill give them smaller brushes
and pieces of paper with which to work.
Wash brushes after use. Place them bristles up to
dry.
Finger
Painting
 Finger painting is a sensory experience.
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It promotes expression and release of feelings.
 Finger painting requires more supervision than
most other painting activities.
 Children need to stay at the table until they are
finished painting. Hands must be washed
immediately after painting.
 Finger paint can be made from instant pudding,
soap flakes whipped with water, partially set
gelatin, and shaving cream.
String Painting
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Cut several pieces of heavy yarn or string.
 Place a tray, or trays of colored tempera
paint and paper on the table.
 Show the children how to slide the yarn
through the paint and across the piece of
paper.
 Another technique is to place the string in a
folded piece of paper and pull it out.
Mono Printing
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Starts with regular finger painting.
 After this, and 8 by 12 inch piece of paper is
placed over the finger painting.
 The papers patted together and pulled apart.
Chalk Painting
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Dip chalk into water and draw on
construction paper.
 Use chalk at least one inch thick.
 Choose construction paper based on the
color chalk being used.
 Add vinegar to the water to deepen the
color of the chalk.
Texture Painting
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Make paint by using liquid tempera or
mixing powder tempera with liquid starch.
 To this mixture, add sand, sawdust, or
coffee grounds.
 For best results, the paint should be thick.
Salt Painting
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Include construction paper or cardboard, paste or
glue, cotton swabs or tongue depressors, and salt
mixed with colored tempera in shakers.
 Have the children spread paste or glue on the
paper.
 Then have them shake the salt mixture onto the
glue or paste.
 Shake off excess paint and set aside to dry .
Spice Painting
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Prepare the mixture by adding a small amount of
water to liquid glue.
Give each child enough glue to spread all over
their piece of paper.
They can use their fingers to do this.
Then have them shake spices onto the paper.
When it dries it will look as interesting as it
smells.
Vegetable Printing
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The molds in vegetable printing are made
from vegetables.
 They are washed and dried, then cut in half.
 Place the cut vegetables on the table, along
with the trays of paint.
 Children dip the vegetables into the paint
and then press them onto the paper.
Molding
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Play dough, and clay are materials that can
be molded and formed.
 Children’s play with molding materials
reflects their level of development.
 Children enjoy the tactile appeal of the
materials.
 They can be reshaped, so it allows children
the freedom to change their minds.
Cutting
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Young children learn to cut because they enjoy
working with scissors.
At first, children just snip in straight line. As
children progress, they may wish to cut in curves.
This requires good hand-eye coordination.
Have children work with one type of paper. This
helps them to hold on to material and tool.
Provide left-handed children with proper scissors.
Mark these scissors with colored tape.
All scissors should have rounded tips.