CHD 120

1. Chapter 9:
Creative Development
through the Curriculum
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2. Creativity

3. ART
• Involves the APPLICATION of creativity to a unique product
through a variety of modes.
• As prescribed by Milestones:
• Visual Arts
• Musical Arts
• Theatrical Arts
• Dance Arts
• VA SOL address the following in Kindergarten-3rd
grade
• Visual Arts
• Musical Arts
http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/index.shtml
(picks back up with Dance & Theatre in Grade 6)

4. Guiding Principles
Art experiences should be:
•Inviting
•Not forced (no “whole class art;” small groups!)
•Open ended
•Engage the children in PROCESS
•Not placing a heavy value on PRODUCT
•Encouraging them to think and problem solve
•Encourage children to collaborate with each other
•Developing a healthy self conscious (what I make is special and
has value)

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Howard Gardner’s Theory of Multiple
Intelligences
• linguistic intelligence
• logico-mathematical intelligence
• musical intelligence
• bodily kinesthetic intelligence
• visual-spatial intelligence
• interpersonal intelligence
• intrapersonal intelligence
• naturalistic intelligence
• spiritual intelligence
• existential intelligence

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Theories of art development
• psychoanalytic - reflects feelings & emotions
• perceptual - draw what it seen
• cognitive - draw what the know (Piaget)
• developmental – universal stages (Kellogg)

7. Piaget’s Cognitive Theory
Stages
• Scribbling stage (ages 2-4)- experiment
with marks
• Preschematic stage (4-7)- subject in
mind; product is inaccurate
• Schematic stage (7+)- realistic and
accurate

8. Kellogg’s Developmental
Theory Stages
• Universal Dominance (1-5)
• Basic Scribbles – 20 kinds
• Placement Patterns- 17 ways
• Flowering of Drawing (5-7)
• Diagrams
• 6 shapes at age of 3
• Combines- 2 diagrams
• Aggregates- 3 or more diagrams
• Height of Cultural Influence (7-12)

9. How is art the first step
towards writing?
• These are pieces from a writing kit called “Handwriting with
No Tears.” Every letter of the alphabet can be formed with
these four pieces alone.
• Compare these pieces to the first few basic scribbles on the
next slide.

12. What They Learn
• Infants- textures, showing interest in objects
• Toddlers- Gain control of grasping simple art tools,
experiment with a variety of art materials (paint, markers,
crayons, pencils, dough)
• Younger Preschool-explore colors & shapes of objects, create
art to express themselves
• Older Preschool- plan and work alone or with others, respond
to artistic creations, create drawings/paintings/models/other
that are more detailed, understand/use vocabulary to share
opinions about art
• Source: Milestones of Child Development, p. 29

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The How of Early Childhood Education:
Creative Development
• Two-dimensional art- “child’s first step toward
writing” -DAP
• Drawing- crayons, markers, pencils, pens, chalk
• Crayons: see text
• Painting- tempera, watercolor, fingerpainting
• Painting- see p. text
• Printmaking- use virtually ANYTHING!
• Three-dimensional art (recipes see text)
• play dough and clay
• Collage- creative combination of materials held by glue
• Woodworking- preschool and older should have real TOOLS!

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Visual Literacy- ability to create visual
messages and to “read” messages contained in
visual communication
• Ideas- “Tell me more about that!”
• Process- “How was it made?”
• Materials- “What did you use to make it?”
• Knowledge- “You must have counted how many pieces you
used!”
• The Future- What could I do to extend this?
• Aesthetic appreciation- appreciating beauty

15. Music
• Provides an avenue for children to express thoughts, feelings,
and energy through fingerplays, simple instruments, or
humming/singing along to a familiar song.
• Infants- respond to and imitate sounds, experiment with sound
• Toddlers- participate in group music experiences, explore simple
songs using voice and/or instruments
• Younger preschool- participate with increasing interest, use
music as an avenue to express
• Older preschool- show interest in more complicated instruments,
respond to variations in music
• Source: Milestones of Child Development, p. 27

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Music & Child Development
• Children are aware and respond to music at INFANCY
• “light up like a Christmas tree”
• DAP= arts are integral!
• Cultural and ethnic

17. Skills
• listening
• singing
• playing musical instruments
• movement

18. Activities for Music DAILY
• Listening- “Listen & Move”- Greg & Steve
• Singing- “Number Rock” –Greg & Steve
• Playing musical instruments
• Movement “Listen & Move” – Greg & Steve
• http://grooveshark.com/#!/playlist/Greg+And+Steve/30093484

19. Theatre Arts- dramatic play
Theatre Arts includes dramatic play through which young
children engage in imitation and acting out social roles,
experiences, and fantasy in creative and imaginative ways.
• Infants- discover own body, imitate, communicate through
movement
• Toddlers- imitate, engage in pretend play
• Younger preschool- understand that objects, photos, and
illustrations can stand for real things
• Older Preschool- participate with others in dramatic play (roles),
tell about role play & stories, enact coherent stories
Source: Milestones of Child Development, p. 38

20. Why is it important?
• Engages children in creative and innovative thinking
• Characteristics of the child in the 21st
century
• Builds children’s confidence and self-esteem
• Dramatic play permits children to fit the reality of the world
into their own interests and knowledge. One of the purest
forms of symbolic thought available to young children,
dramatic play contributes strongly to the intellectual
development of children (Piaget, 1962). Symbolic play is a
necessary part of a child's language development (Edmonds,
1976).

21. Elements of Drama in the
Early Childhood Classroom
• Dramatic play includes:
• role-playing
• Puppetry
• fantasy play
• It does not require interaction with another.
• Socio-dramatic play is dramatic play with the additional
component of social interaction with either a peer or teacher
(Mayesky, 1988; Smilansky, 1968).
• Creative dramatics involves spontaneous, creative play. It is
structured and incorporates the problem solving skills of
planning and evaluation. Children frequently reenact a scene
or a story. Planning and evaluating occurs in creative
dramatics (Chambers, 1970, 1977)

22. What it looks like

24. At the Market

25. Career Exploration

26. Themed

27. Visit to the Doctor

28. All of the Materials Needed

29. Making the Experience MEANINGFUL and RELATING it to
children