Literature Review For this literature review will be critically analyzing different perspectives on the benefits of having creatively arts within the daily practice of an early childhood curriculum as well as the positive impact creative/visual arts can have on children’s development. While the creative art curriculum includes dance, drama, and music, I will be focusing On visual art such as painting, drawing and so on. I will also discuss how the Rigger Emilie approach reflects and supports 3 creative art curriculum for young children, as well as linking this to the New Zealand early childhood curriculum document, Tee
Harkin. Firstly, what is a creative art within an early childhood education? Greek artist Dimity’s Mantras stated that art cannot be taught to young children, but it carries a message to them of freedom (Noiseless, 2007). Another aspect on what creative arts is, is not just about providing paints to the children, it is about providing children with an experience for creativity, which has a “big point of analytical and critical thinking and problem solving’ (Ageist, no date p. 43), The creative arts is also about providing a wide range of experiences from paint, drawing markers, locale materials, clay, natural materials as well as resources used for modeling and construction (Swan, 2005). Feel that this statement is very true from my own practice and those who work around me. We have spent a great deal on improving our experience we provide in the creative art curriculum and have seen children taking more participation in art when a variety is offered. Art is a dynamic and unifying activity, the process of drawing, painting and constructing is a complex one. The child brings together many different elements to his or her experience” (Instincts, 2007 p. ). This means that art should not be made structured and teacher lead, but for children to be creative and free for children to express Early Childhood Research 3 831 1 Rachel Males 20090622 Literature Review themselves and bring a different dimension to what is offered. Do believe that children only learn from learning themselves.
With some activities being teacher lead is appropriate, agree with Instincts (2007) about children experiencing their own vision for the materials. It is tort the teachers to provide the resources to the children, for them to be able to express themselves rely and to suit their emotions and understanding at the time. Another article by Suffolk Early Years and Child care Services (2011) also supports children exploring art at their own pace and in their own way. The article looks at the teachers role modeling the materials, but letting the children to express themselves and to make their own choices.
Another aspect of creative arts is the social cohesion it brings for the children. Beats and Beats explains that this social cohesion is where children are able to share their stories and experiences from themselves and their families, but children are also experiencing social and ultra significance from others (Foeman-Foal, Pooh & Terrine, 2009). This can also be supported by Cherry (1972) Whose article States that “conversations spring up among the children and between the children and the adults” (p. 4).
I also agree With this, as during many experiences through creative art projects, conversations are generated, letting children express themselves and their emotions. This can also be supported by Tee Harkin (Ministry of Education, 1996) which states under the goals that children experience of a variety of opportunities that promotes their language and social skills. As stated from these articles a creative arts curriculum provides both these skills for all children. This then follows into the benefits of how creative arts support children’s development.
The creative arts can play a role in children’s gross motor skills 2 Literature Review and fine motor skills (as well as dance, drama and music) it also has a significant impact on children cognitive and shoo-emotional development as well as their language development. When looking at the cognitive development, Swan (2005) discusses how a variety of art materials can provide hillier with manipulative skills (such as clay and play dough) but children are also exploring the cause and effect when manipulating such materials. Swan (2005) also explains how these skills further supports their learning in early mathematics and science education. Live that this statement means that the creative arts curriculum can be a supporting tool in all areas of children’s education and development. Nikolas (2007) also supports this through another aspect of how children also need to “be able to perceive expressive forms and not just cerate them. Looking and making art are dynamically interrelated hillside’s perceptual awareness as well as their artistic and expressive skills’ (p. 9). When looking at the socio-emotional development for children, an article written by Schwartz & Luckiness (2012) who describe two techniques to support children in their socio-emotional development.
These techniques are “of paper encourages children’s ability to use materials together and supports proboscis interactions about sharing spaces and leads to conversations about other children’s feelings (for example, if a child did not want to get wet), Bring (1985) state the benefit of creative art in an early childhood curriculum by dating children need ‘to be able to play with ideas, is to feel free to throw them into new combinations to experiment, and even to ‘fail’.
It is through play that children discover their limits of their ideas, test their own skills and formulate rules, symbols of communication and so on” (cited in Nikolas, 2007 up_5-6)_ Nikolas (2007) also supports grinds statement by mentioning Literature Review that children need to be able to perceive expressive forms than just creating art. This can be supported by Tee Harkin, (MOE, 1996) which states that children are able to express themselves using verbal and non verbal immunization as well as the use of shapes, symbols, stories and culture.
While this literature review has focused on what creative arts is as well as how it can benefit children’s development, my main focus will be on how the creative arts are important in the curriculum taking into account tooth above literature. One influence I have observed through my research is the effect that the Rigger Emilie approach as on a creative art curriculum. Edwards, Pope-Springier & Wright (1995) mentions that in “Rigger Emilie, Italy, children grow up surrounded by centuries-old masterpieces of architecture, painting and sculpture” (p. . Prom this they explain how such pieces of famous artist can become a natural vehicle in educational approaches to help children explore and solve problems through creative arts (Edwards, Postgraduate & Wright, I eggs). While this statement has its benefits of encouraging children to experience great art, it may also discouraging, setting them up for failure in not being able to create the same piece.
Another article from Swan (2005) also support having aesthetically pleasing art Within the room, but also for teachers and children to bring in their own aesthetically pleasing resources such as buttons, bottles, colorful ringlets to create their own art. Support this statement as believe creative arts should not be limited to paint and markers, but can also support a sustainable environment by recycling household products.
An article presented on using recyclable materials supports this by stating that “one of the options for material selection is that of waste materials which help children attain new experiences and Early Childhood Research 3 8311 Literature Review ideas, Waste materials include boxes, plastic bottles, pieces of cloth, rolls of paper towels, reels, beads, nutshells, tree shells and leaves with efferent shapes and sizes Another advantage of using waste materials is that children learn how to recycle these materials while they gain a sense of texture, shape, weight, wideness and space, Furthermore, this kind of an activity fosters creative thinking and enhances visual and tactual perceptions while the children create unique things” (Liking, Anal, Salamander, Can-Vassar & Kinder (2011).
Another vision Of Swan (2005) that feel is also important in a creative art curriculum is providing a natural element to resources. “Exquisite natural objects are also arranged to show Off their colors, shapes, and textures. The rich rarity of visual artifacts and exhibits of specimens invite a closer examination and motivate students to select Object for collages, sculptures, weavings and observation studies” (Swan. P. 43). Tee Harkin (MOE, 1996) has many links to a creative arts curriculum to support teachers in providing an environment that brings art into education. This can be supported by the document stating “children develop familiarity with the properties and character of the materials and technology used in the creative and expressive arts” (MOE, 1996 p. BOO).
Tee Harkin (MOE, 1996) also recognizes the importance of providing an environment hat promotes verbal and non verbal communication skills for children to express themselves as well as their understandings and experiences tooth wider world, and teaches who provide a creative art curriculum encourages children to learn these verbal and non verbal communication skills (Foeman-Foal, Pooh & Terrine, 2009). A creative arts curriculum also promote a sense of belonging when looking at other cultural heritage (Nikolas, 2007) I feel that this statement Literature Review very true, especially in New Zealand where we are Of mixed cultures. Well Tee Harkin (MOE, 1996) is written for peaked, Maori and Aphasia hillier and families, it also supports children from Other cultures.
An article from the Taylor and Francis Group also supports a creative arts curriculum for Maori and Aphasia as well as other cultures in our centers by stating “the way’ in which visual art can provide an effective pathways for all children, particularly Aphasia and Maori children, to navigate their way through the teaching and learning environment identifying and constructing their cultural identities through their interaction with cultural artifacts is a key theme” (no author, 2009, p. 24). Nikolas (1987) also supports a creative art curriculum by saying caching plays an important role as it provides children not only with an artistic experience but it also provides children with an opportunity to explore and experience discovery and play within the art (cited in Nikolas, 2007).
To support the curriculum in creative arts, it is up to the teachers to have knowledge in it and also provide it on a regular basis for children to experience. This can be supported by the article written by Ageist and Hon. (no date) where they state “educators of young children are realizing the importance of creativity, imagination and divergent thinking in the classroom (Epstein, 2008 cited in Ageist ND Hahn, no date, p, 141)_ Another article that supports Ageist and Hones statement on teachers, is from Edwards, Postgraduate & Wright who noticed how teachers are being more amazed by the unexpected perceptions of young children, and the unique way that young children view their wider world ad then express their imagination (1995).
Literature Review In conclusion, from my literature research have gathered I have found a variety of information to support young children being involved within a creative arts curriculum. Have found much information to support he benefits on child’s development especially social skills and language skills, such as verbal and non verbal communication skills. Feel that it is important to provide children with the opportunity to experience a variety of experiences in creative arts and not just providing children with paint, markers and paper. A thinking outside to box approach needs to be implemented by teachers in support children’s learning, through experimenting, practicing and evening failing for future learning.
