The colors of learning : integrating the visual arts into the early childhood curriculum / Rosemary Althouse, Margaret H. Johnson, Sharon T. Mitchell ; foreword by Carol Seefeldt.
By: Althouse, Rosemary
.
Contributor(s): Johnson, Margaret H | Mitchell, Sharon T.
Material type: 
BookSeries: Early childhood education series (Teachers College Press): Publisher: New York : Washington, DC : Teachers College Press ; National Association for the Education of Young Children, 2003Description: xiii, 149 p. : ill. (some col.) ; 25 cm. + pbk.ISBN: 9780807742747; 0807742740.Subject(s): Art -- Study and teaching (Early childhood)DDC classification: 372.5044 | Item type | Current library | Call number | Copy number | Status | Barcode | |
|---|---|---|---|---|---|---|
| General lending | MTU Bishopstown Library Lending | 372.5044 (Browse shelf(Opens below)) | 1 | Available | 00162894 |
Enhanced descriptions from Syndetics:
Unique in its creativity and depth of understanding, The Colors of Learning will change the way that teachers think about and react to children's artwork. Promoting the integration of visual art into all early childhood curriculum areas, this volume will help early childhood professionals present in-depth art experiences to children so that they become engrossed in expressing their ideas and newly learned concepts through art media. This user-friendly volume features actual classroom dialogue throughout the text and many illustrations of children's art, including some in full color.
Based on standards endorsed by the National Association for the Education of Young Children (NAEYC) and the National Art Education Association (NAEA) , this important book focuses on:
Lev Vygotsky's theory of social interactions in learning, showing how teacher-child and child-child relations become an important part of the art experience. Helping teachers to use more effective language to build children's conceptual knowledge and guide them in their art making. The use of many kinds of art media, providing examples of developmentally appropriate activities to improve children's thinking and learning. Moving away from art that is solely created to be "cute" and pleasing to adults to art experiences that develop the child's individual expression.Includes bibliographical references (pages 139-141) and index.
Integrating art into the early childhood curriculum -- Creating an inviting environment for art expression -- Art media, tools and technological resources that foster language expression in art -- Beginning investigations in art -- Guiding children's art through language -- Children learn about artists and themselves as artists -- Collaborating with parents and colleagues -- Reflections.
Table of contents provided by Syndetics
- Foreword (p. ix)
- Preface (p. xi)
- Acknowledgments (p. xiii)
- Chapter 1 Integrating Art into the Early Childhood Curriculum (p. 1)
- Relevancy of Vygotsky's Theories of Language and Social Interaction (p. 3)
- Balancing the Visual Art Disciplines with Contemporary Concerns (p. 8)
- Creative Art Expression: The Reggio Emilia Approach (p. 9)
- Back to the Future: John Dewey and the Arts in Education (p. 10)
- Chapter 2 Creating an Inviting Environment for Art Expression (p. 12)
- An Aesthetically Pleasing and Functional Environment (p. 13)
- Stationary Properties of the Room (p. 17)
- Arrangement of Learning Areas (p. 18)
- Conclusion (p. 23)
- Chapter 3 Art Media, Tools, and Technological Resources That Foster Language Expression in Art (p. 25)
- Materials and Tools for Art Expression (p. 25)
- Acquiring Materials (p. 31)
- Organizing and Presenting Art Materials (p. 31)
- Using Technology (p. 37)
- Conclusion (p. 40)
- Chapter 4 Beginning Investigations in Art (p. 41)
- Getting Started at the Discovery Table (p. 41)
- Observing and Reflecting (p. 43)
- Guiding Children to Explore and Create (p. 46)
- Making Connections Across Subjects (p. 49)
- Conclusion (p. 52)
- Chapter 5 Guiding Children's Art Through Language (p. 54)
- Asking Convergent and Divergent Questions (p. 54)
- Art Talk (p. 55)
- Using the ZPD and Dynamic Assessment (p. 56)
- Developing Curriculum Based on Children's Knowledge and Interests (p. 57)
- Using the Immediate Environment to Motivate Art Expression (p. 59)
- Providing In-Depth Experiences with Natural Materials (p. 61)
- Building Conceptual Knowledge While Enhancing Art Expression: The City (p. 64)
- Documenting Children's Learning (p. 72)
- Using Portfolios for Assessment (p. 76)
- Conclusion (p. 79)
- Chapter 6 Children Learn About Artists and Themselves as Artists (p. 81)
- Painting in Jackson Pollock's Style (p. 81)
- Introducing Art Reproductions to Children (p. 83)
- Children Identify with Art Reproductions (p. 87)
- Learning from Monet's Painting The Bridge at Argenteuil (p. 88)
- Matisse's Special Need and His Paper Cutouts (p. 92)
- Art and Children with Special Needs (p. 92)
- Enjoying Each Other's Art (p. 97)
- Working with Artists (p. 99)
- Conclusion (p. 102)
- Chapter 7 Collaborating with Parents and Colleagues (p. 103)
- Involving Parents in Art Experiences (p. 103)
- Collaborating to Provide Quality Experiences in Visual Arts (p. 106)
- Conclusion (p. 111)
- Chapter 8 Reflections (p. 112)
- Reflections from Teachers (p. 113)
- Reflections from Two Principals (p. 121)
- Reflections from Teacher Educators (p. 123)
- Appendix A Children's Art Development (p. 126)
- Creative Thinking in Art (p. 126)
- Cognitive Thinking in Art (p. 128)
- Aesthetic Thinking (p. 128)
- Aesthetic Thinking and Art Talk (p. 129)
- Appendix B Art Talk: Language of Art (p. 130)
- The Language of the Elements of Design (p. 130)
- The Language of the Principles of Design (p. 134)
- Art Talk and Art Appreciation (p. 136)
- Suggestions for Talking with Children About Their Art (p. 136)
- References (p. 139)
- Index (p. 143)
- About the Authors (p. 149)