{"id":24761,"date":"2021-12-07T11:58:04","date_gmt":"2021-12-07T16:58:04","guid":{"rendered":"https:\/\/teachingstrategies.com\/?p=24761"},"modified":"2023-07-06T15:43:40","modified_gmt":"2023-07-06T19:43:40","slug":"educating-the-whole-child-the-arts-in-the-creative-curriculum","status":"publish","type":"post","link":"https:\/\/teachingstrategies.com\/blog\/educating-the-whole-child-the-arts-in-the-creative-curriculum\/","title":{"rendered":"Educating the Whole Child: The Arts in The Creative Curriculum"},"content":{"rendered":"

\"MyMy 4-year-old son, a yard work enthusiast since the age of two, consistently paints, draws, creates 3-D representations, sings, and role plays his feelings towards and understanding of yard work and landscaping. While on the surface, I find it\u00a0sweet to watch, I also know that he is developing much deeper learning and forming greater cognitive connections as he engages in these creative expressions.<\/p>\n

As I observe his play, I find myself thinking, \u201cI hope my baby\u2019s first school experience is one where his ideas, creations, and creative thinking are not only embraced and respected but also nurtured.\u201d<\/p>\n

Strengthening children\u2019s critical thinking while respecting and nurturing their creativity is not an arbitrary process. Rather, careful consideration and reflection is essential.<\/p>\n

What type of support do teachers of young children need to facilitate high-quality art experiences without a daunting planning process? The answer is clear: one that is rooted in developmentally appropriate practices for teaching young children and guides teachers in their decision making.<\/p>\n

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The Creative Curriculum and the Arts<\/h3>\n

In early childhood, the arts do not need to be limited to crayons, finger painting, and dancing with scarves. The arts can serve as both a creative outlet and a means of exploration as children think critically about their work and the materials they engage with.<\/p>\n

Young children\u2019s early exposure to the arts in high-quality early childhood settings can support the development of all domains of learning, including social\u2013emotional and cognitive development, language and literacy, and mathematics.<\/p>\n

The guidance in the Daily Resources of The Creative Curriculum<\/a>supports teachers to intentionally include the arts in the classroom environment, daily schedule, and their interactions with children, while also empowering teachers to make thoughtful decisions based on their observations of the children in their care. The Creative Curriculum\u2019s foundation volumes also provide teachers and administrators with a grounding resource on developmentally appropriate practices for engaging young children in the arts.<\/p>\n

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Responding to Children<\/h3>\n

The way adults respond to children\u2019s work, including how they comment and ask questions, matters.<\/p>\n

Describing what we notice about a child\u2019s efforts encourages children to explain their process, describe their creations in their own words, and explore the meaning behind their work.<\/p>\n

Responding to children\u2019s comments and describing what we notice about children’s work and play is far more valuable than asking questions about the arts as a subject. Asking questions such as \u201cWhat would happen if you added more water?\u201d or \u201cHow would you attach these parts of your sculpture?\u201d encourages children to think about their play in new ways and promotes critical thinking as children learn to make connections and communicate their ideas.<\/p>\n

When teachers ask questions and listen closely to children, they are better able to scaffold children\u2019s learning and ensure formal learning experiences are closely connected to children\u2019s ideas, discoveries, and interests.<\/p>\n

\"Michael's
\u201cMy grandpa has a red tractor, we can drive it. My brother is tiny, Matthew. He sits on grandpa\u2019s lap and we cut the lawn. I turn the wheel and pull the brake.\u201d – My son Michael\u2019s dictation at four years old.<\/figcaption><\/figure>\n

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Considering the Materials<\/h3>\n

Preparing the physical environment<\/a>\u00a0by thoughtfully incorporating interesting materials that engage the senses in accessible ways invites children to explore and try out their ideas. Diverse materials\u2014such as art materials, dramatic play props, and musical instruments and recordings\u2014also offer children a variety of ways to communicate via different mediums.<\/p>\n

By carefully considering the art materials offered to children, as well as the way they are introduced and displayed, teachers can send children and their families powerful ideas, including these four from The Creative Curriculum\u2019s Six Positive Messages<\/a>.<\/p>\n