Artistic Developmentof Children DigitalNotebook
Xinye
Reading Question Every Weeks
06 Group Lesson Plan (Personal component) 04 Introduction
Reading Reflection Every Weeks 02 Class Notes Mini Projects
05
01 Introdction
A&HA 4080 Artistic Development of Children
Xinye Ju
December 16, 2024
Reflection on Artistic Development and Learning
Insights and Integration from the Course
Throughout this course, I have explored the diversity and complexity of children's artistic development, gaining a deeper understanding that art education is not merely about skill transmission but an organic integration of psychology, philosophy, socio-cultural studies, and teaching theories. This interdisciplinary perspective has provided me with a comprehensive lens to reflect on my artistic growth while shaping a broader educational philosophy. As emphasized by Professor Burton, art represents the essence of human experience, preserving our creativity and imagination in an era dominated by technology. The course, especially through group discussions and collaboration, has deepened my awareness of how art education profoundly impacts children’s cognitive, emotional, and social development
01 Introdction
Personal Reflection and Growth in Artistic Development
1. Early Development: From Symbols to Expression
Through studying scholars like Lowenfeld and Burton, I revisited my childhood creative experiences, where drawings were intuitive expressions filled with free-flowing symbols and unstructured forms. This aligns with the "scribbling stage" of children’s artistic development, where images serve as a way to explore and understand the world.
The idea of “the significance of materials” struck me deeply during this course. For children, materials are not just tools for creation but gateways to perceiving the world. Professor Burton’s teachings, which blended theoretical frameworks with real-life experiences, offered invaluable insights into designing effective art lessons I began to consider how to create rich and open-ended material experiences that align with students’ developmental stages, fostering their creative potential and preparing them for a future in the arts.
2. Transformation and Understanding: Integration of Self and Society
As I grew older, my art shifted from individual expression to a broader focus on social and cultural narratives. Gilmour’s Picturing the World highlighted the inseparability of art creation and cultural transformation. This made me realize that art is not only a personal expression but also a response to cultural identity and social experiences As a future teacher, I need to continually refine my ability to guide students in meaningful and culturally responsive ways. Also, collaborating with my group to design art lessons focused on diverse cultures taught me the importance of listening to and respecting different cultural expressions. Our lessons aimed to introduce students to multicultural art forms, cultivating open-minded artistic perspectives. This cross-cultural lens has deepened my understanding of art education’s role in fostering global awareness and inclusivity.
3. Intersection of Technology and Tradition: Exploring AI and Digital Art
The group investigation into the application of AI in teaching challenged me to consider how technology is reshaping traditional art education. We discovered that AI provides new tools and opportunities for artistic creation, expanding the horizons of art learning However, as Burton emphasizes, art remains rooted in human experience Technology can support creation, but it cannot replace the emotional resonance and personal expression inherent in art.
In my future practice, I aim to blend traditional materials with digital tools to create art that maintains a sense of humanity and emotional depth. Additionally, I will continue exploring innovative applications of AI and technology in art education to enhance learning and creative exploration.
Shifts in Art Education Philosophy and Future Practice
One of the most significant realizations from this course is that an exceptional art educator requires not only strong subject knowledge but also keen observation and reflective skills. This understanding stems from the integration of theory and practice, combined with active observation of students’ artistic development stages. As educators, we must provide tailored support that nurtures students’ creativity and imagination. Moreover, I also learned to bridge theory and practice when designing coherent lesson plans. From material selection to activity planning, every aspect of a lesson must center on students’ experiences and developmental needs My collaboration with group members highlighted the importance of teamwork, communication, and shared learning, skills that will be essential in my future teaching practice.
Conclusion: Artistic Development as a Lifelong Journey
Reflecting on this course, I have gained not only professional knowledge about children’s artistic development but also a deeper appreciation for the significance of art education. Art education is an interdisciplinary dialogue, combining psychology, philosophy, cultural studies, and practice to offer students opportunities for holistic growth.
As a future art educator, I will approach teaching with an open, respectful, and reflective mindset, continually learning and evolving alongside my students The course ’ s overarching goal emphasizes the multidimensional nature of artistic development, urging us to integrate theory and practice while sharing our insights with clarity and depth.
Additionally, I aspire to create a learning environment where students feel free to express themselves and explore art as a way to discover who they are and understand the world around them in my future teaching. Through art, they will not only develop creative skills but also gain the tools to engage with life meaningfully and imaginatively
02 Class Notes
03 Reading Reflection Every Weeks
04
Group Question Every Weeks
1. Class Notes
In our first class, we focused on getting to know each other, including introductions between the professor and students Professor Burton shared her teaching experiences and philosophy, emphasizing the importance of art education, particularly in fostering creativity and imagination. Through her stories, we gained insight into her extensive experience and passion for art education, which set an open and inspiring tone for the course. Afterward, students from diverse regions, backgrounds, and educational experiences introduced themselves. Everyone shared their personal stories and perspectives on art education, which helped us establish a sense of connection and showcased the diverse and inclusive environment of the course.
During the discussion, we explored the question, “Why teach art in schools?”
Professor Burton guided us to reflect on the relationship between art education and the development of students’ psychology, cultural identity, and creativity. She encouraged us to share our experiences and observations during the discussion. This class answered some of my initial questions about how to approach teaching art. Professor Burton’s experiences and insights, as well as the diverse perspectives from my classmates, helped me begin to understand the multifaceted nature of art education. It provided clarity on the importance of creativity, inclusivity, and theory-practice integration in art education Looking ahead, I feel excited about delving deeper into this course I look forward to exploring innovative teaching strategies and learning how to design meaningful art education experiences that inspire students to connect with themselves and the world around them.
Week 2 _9/16/24
1. Class Notes
Understanding Children's Artistic Development
In the second class, we explored the foundational aspects of children's artistic development, focusing on how early interactions with materials and their environment influence creativity Professor Burton emphasized the inseparability of the artist's personal experiences and their creations, stating that “part of us is in everything we make.” This class laid the groundwork for understanding the developmental trajectory of children’s art and the role of art education in fostering that growth.
1. The Role of Art in Development
Integration of Experience: From infancy to adulthood, art reflects the experiences, culture, and interactions of the creator. This connection underscores the irreplaceable value of art in children’s lives, which cannot be substituted by other academic subjects like math or science.
Importance of Art in Schools: Professor Burton posed a thought-provoking question: What do children lose if art is not thoughtfully included in their education? Art offers unique ways to process emotions, develop sensory awareness, and construct meaning, all of which are critical for holistic development.
2. Historical Context of Art Education
During the Industrial Revolution, schools prioritized practical skills for factory or agricultural work, with art often serving industrial purposes, such as woodworking and metalworking.
Over time, as education systems evolved, art education shifted focus from industrial applications to fostering creativity and cultural appreciation. This change reflected societal needs for more skilled and reflective individuals
3. Observing Development in Children’s Art
Early art-making is rooted in sensory experiences, such as touch and the pleasure of creating marks on paper. For example, toddlers may wave a crayon, unintentionally making marks, and then start exploring the cause-and-effect relationship between their actions and the results.
Key Observations:
Patches and Colors: Children experiment with overlapping colors and textures, forming what Professor Burton referred to as “patches” or accumulations of “stuff ” This phase is marked by sensory engagement and play
Spatial Awareness: Around ages 2–3, children begin to control where their marks land, demonstrating an emerging awareness of space and composition.
4. Development as a Multi-Faceted Process
Artistic development is influenced by sensory, emotional, and social-cultural factors. It is not linear but shaped by various experiences and opportunities provided by teachers, parents, and environments.
Teaching Implications: Teachers should engage children in reflective dialogue, connecting their art-making with everyday life and providing materials that encourage exploration and creativity.
2. Reading Reflection
As someone who holds the dual identity of both an artist and an educator, I believe I stand at a unique crossroads. As an artist, the main 'core' perhaps lies in creation and expressing one ’ s unique personal ideas or emotions. However, as an educator, teaching artistic skills is just a small part of the job. Guiding students to develop their own unique creativity, expressiveness, and self-expression is equally important. How do we engage in dialogue with ourselves? How do we engage in dialogue with the world? These are questions that need constant reflection in art education Additionally, how can we help students develop creative thinking, encourage them to think independently, while balancing and preserving their creativity and curiosity? After reading, these questions provoked thought, but the answers are still being explored. These two identities help guide me in both creation and teaching. In the future, I will need to continually balance my own selfexpression with the needs of students through teaching practice, seeking resonance and balance between the two.
Q: When dealing with students, how do you provide meaningful guidance without inhibiting their individual expression?
Week 3 _9/23/24
1. Class Notes
In our third class, we began analyzing and exploring children’s artwork. The focus was on understanding the developmental dynamics reflected in children’s creative processes while learning to view their artwork through both a teacher’s lens and a child’s perspective As Professor Burton described, this was a journey “from observation to understanding,” requiring us to both analyze children’s artistic stages and engage in dialogue with their ideas and creations.
1. A Key Milestone in Children’s Art Development: Enclosure
Definition: Enclosure is a pivotal stage in children’s artistic growth, where they begin using lines to create complete shapes on paper. This marks their ability to intentionally divide space, placing certain elements inside or outside of a shape.
Manifestation: This development evolves from random lines and smudges into more purposeful and structured compositions For instance, a child might draw a circle and fill it with colors or other shapes, reflecting their growing understanding of spatial organization.
Example Analysis: Professor Burton highlighted how children progress from disorganized forms to compositions with clear, purposeful arrangements. This shift demonstrates their advancing cognitive and artistic abilities.
2. Exploratory Nature and Sensory Logic of Children’s Art
Sensory and Creative Expression: Children’s artwork often embodies their sensory experiences. Through color, lines, and shapes, they express their understanding of the world. This non-representational expression showcases their exploration of materials and their responses to personal experiences. Timing of Naming: Professor Burton noted that children often name their artwork only after completing it. This reflects their process of connecting their creations with experiences. For example, a piece might evolve from being “ a ship in the wind” to “ a ski slope” and ultimately “ my dog,” highlighting the fluidity and openness in their creative journey
3. Class Discussion and Student Insights
Observations included noticing how children’s lines and shapes became more organized and purposeful. For example, some artworks demonstrated clear boundaries between colors or intentional spatial relationships within the composition.
Discussions also pointed out that children often follow self-imposed “rules,” such as deciding to keep a circle within a line, showing their early understanding of planning and order
Keys
Core Characteristics of Children’s Art Development:
Children’s artwork reflects their exploration of shapes, lines, and space. The concept of “enclosure” is a significant milestone, indicating their ability to organize and structure space.
Teaching Implications:
Understanding children’s artwork requires both observation and engagement with their thought processes, interpreting the meanings behind their creations
Encouraging students to explore materials such as clay and paint through repetition and variation allows them to discover their own creative language.
Reflective Exercise:
As educators, we can replicate children’s approach by creating random marks and connections on paper, experiencing how children use sensory and intuitive methods to create art.
Personal Reflection
This class deepened my understanding of the dynamic and complex nature of children’s artistic development. By observing their artwork, I gained insights into how children explore the relationships between shapes, lines, and space, progressing from randomness to intentionality. This has not only enhanced my appreciation for the developmental trajectory of children’s art but also inspired me to guide students in ways that respect their unique expressions while encouraging them to explore new possibilities. I look forward to further understanding the nuances of children’s art development in future classes and applying these lessons to my teaching practice
2. Reading Reflection
As I read Chapter 3 of Hurwitz, I found myself reflecting on my own memories of drawing. Many fragments and past works resonate deeply with what the book describes, which I find fascinating. It feels as though these early experiences have been given a clear and rigorous explanation. I fully agree with the idea that art creation is a fundamental way for all human beings regardless of age, culture, race, or class to express themselves, convey emotions, and communicate with the world. Art is unique in that it doesn’t require any fixed standards for creation. What particularly intrigues me is the notion that drawing can help children express things they might not be able to articulate in words In my past readings and from watching documentaries, I’ve learned that many therapists use drawing to help clients identify the sources of their emotions and find ways to resolve or soothe them. I’ve come to appreciate the immense power of drawing as a tool for emotional expression and healing.
Q1: How should educators balance structured guidance and creative freedom in children's art education?
Q2: What is the relationship between emotional expression and skill development in art making? Should emotionally rich work be encouraged more than skillful work?
4 _9/30/24
1. Class Notes
In this class, we focused on the phases of development in children's art, emphasizing how overlapping phases shape their artistic growth. Professor Burton highlighted that children's artistic exploration begins with sensory engagement and evolves into more conceptual and intentional creations This process integrates emotional, sensory, and cognitive development, influenced by cultural and individual contexts.
Key Concepts and Insights
1. Phases of Development
Dynamic and Overlapping Phases: Children's development is not linear but characterized by overlapping phases. For instance, the early exploratory phase (lines, colors, and boundaries) overlaps with the phase of enclosures, where children start organizing shapes and creating meaning within and outside those shapes.
Individual Variability: Not all children progress at the same rate or in the same way. Teachers must accommodate a range of developmental stages in the classroom to support each child effectively.
2. The Role of Sensory and Emotional Engagement
Sensory Foundations of Cognition: Sensory interactions (e.g., touch, sight, and movement) play a foundational role in developing cognition and imagination. Children’s early artwork often reflects their connection to the physical world and their emotions about it.
Imagination as a Cognitive Act: Imagination emerges through interactions with materials, allowing children to construct meaning and connect their experiences with creative expression.
3 Encouraging Exploration through Dialogue and Choice
Dialogical Teaching: Teachers should foster a dialogical process, offering children choices and encouraging them to articulate their decisions. For example, asking, "What will you create with these lines?" prompts children to reflect and explore possibilities.
Agency in Learning: By providing options and supporting open-ended exploration, teachers empower children to draw on their personal experiences and creativity to shape their work.
4 The Influence of Culture and Environment
Children's art is shaped by their cultural surroundings, including influences from parents, teachers, media, and daily life.
Teachers have a crucial role in helping children situate themselves within their cultural context while discovering their individual voices.
5. Connecting Materials with Experiences
Material-Driven Connections: Children often start working with materials without a specific goal, but the process itself inspires ideas. For example, a child rolling clay into a "sausage" might later transform it into a dynamic sculpture, like "a lady with a friendly snake around her neck "
Naming and Meaning-Making: Children may name their creations during or after the making process, reflecting their evolving connection between materials and their understanding of the world.
2. Reading Reflection
In Creative and Mental Growth, Viktor Lowenfeld and W Lambert Brittain present a compelling argument for the importance of art in childhood education, emphasizing its role not only in fostering creativity but in supporting emotional, intellectual, and social development. One of the key takeaways from the reading is the idea that art allows children to express their inner worlds in a way that goes beyond verbal communication. Through drawing, painting, and other creative activities, children give us insight into their thoughts, emotions, and how they perceive the world around them
At the same time, the critique of traditional workbook exercises and coloring books makes me reflect on my own drawing experiences as a child. Does this educational approach really inhibit children's artistic development? This is a question I am pondering. When I was young, I loved coloring books because the patterns and designs inside were things I couldn’t draw myself, so owning a coloring book made me feel very proud and motivated to complete it. Of course, I do not deny the views on workbooks and coloring books; personal expression is indeed very important, and compared to them, "standardized" books do in some ways limit the development of children's individual expression Additionally, art is an important tool for children to process complex emotions and experiences. Teachers must remain sensitive to these developmental stages to create an environment where creativity can thrive.
Q1: How can educators incorporate more creativity-based learning in rigid, test-focused educational systems, particularly in countries like China, where academic performance is highly valued?
Q2: As mentioned in the critique of workbooks, how can teachers help students who have become overly reliant on imitation to rediscover their creative voices?
Week 5 _10/7/24
1. Class Notes
In this class, we explored how children’s personal emotions, imagination, and early symbolic thinking influence their artistic expressions. Professor Burton emphasized the interconnectedness of children’s experiences, materials, and creativity, showing how these elements combine to form meaningful representations in their art We also discussed how children progress from creating single images to combining multiple images, which marks a significant developmental phase.
Key Concepts and Insights
1.Emotional Connection to Art
Personal Significance: Children's artwork often reflects deeply personal emotions and experiences. For example, a child might create a "sugar bowl for their mom" out of clay, symbolizing love and pride. Such creations highlight the emotional foundation of their artistic process.
Importance of Inquiry: Teachers should ask open-ended questions like “Tell me about your creation” to uncover the emotional and conceptual depths behind children’s work.
2 Symbolism and Representation
Early Symbols: Children often depict familiar categories such as people, animals, houses, and vehicles. These symbols help them construct conceptual categories about their world.
Imaginative Elements: Art provides children with a space to merge reality and fantasy. For instance, a collage of a "lion in a field" or "a frog made from a milk carton" shows their ability to combine observation with imagination.
3.Exploration and Materials
Material Engagement: Activities like shaping clay or experimenting with paper allow children to explore textures, forms, and possibilities. These exploratory processes often lead to unexpected outcomes, which enrich their creativity and understanding.
Dynamic Process: Children’s interaction with materials frequently inspires new ideas, encouraging them to adapt and innovate during the creative process.
4.Developmental Progression
From Single Images to Combined Images: Children move from creating isolated symbols to organizing multiple elements in meaningful relationships. For example, a drawing titled "Me and My Friend Playing Tennis" demonstrates how children begin to represent interactions and narratives visually
Overlapping Phases: This progression overlaps with earlier stages of singleimage creation, showcasing how children revisit and build upon prior skills while exploring more complex ideas.
5 Cultural and Conceptual Influences
Children’s art often mirrors broader cultural and societal themes, such as representations of animals, vehicles, or technology. For example, the popularity of robots and dynamic objects in contemporary children’s art reflects their exposure to media and technology.
2. Reading Reflection
In Burton's (1980) Developing Minds: The First Visual Symbols, the article emphasizes the importance of early symbolic representation in children's visual development Burton explores how young learners transition from sensory exploration to intentional mark-making, showcasing their growing ability to create meaning through symbols. This process is deeply tied to cognitive and emotional development, as children’s early artwork reflects their personal experiences and evolving understanding of the world. The reading underscores the need for educators to provide open-ended, exploratory opportunities that nurture this growth, emphasizing that the creative process is as significant as the product. This perspective reinforces my understanding of how foundational early art-making is to holistic child development.
Q1: How much of an impact can disabilities/disorders have on children’s stages of development, and if so, how can teachers properly intervene and/or efficiently support them in their creative growth?
Week 6 _10/14/24
1. Class Notes
In this class, we examined how children aged 6 to 9 transition from an egocentric perspective to an awareness of others, and how this developmental shift is reflected in their art. Professor Burton emphasized that this age group often moves from self-focused creations to depicting themes of interaction, cooperation, and shared experiences
Key Concepts and Insights
1.Egocentric Perspective
At the younger end of this age range, children’s art is often centered on themselves and their immediate experiences. Their drawings may focus on their own likes, actions, or personal environment, reflecting a strong sense of self.
This egocentrism is not a limitation but a natural phase in development, allowing children to explore their own identity through art
2.Awareness of Others
As children grow older, they begin to recognize that others have different thoughts, feelings, and needs. This shift is often seen in their artwork, where themes of interaction, collaboration, and community start to emerge.
3.Themes of Interaction
Children’s growing social awareness is depicted through art that incorporates relationships and shared experiences. These themes may include depictions of teamwork, shared goals, or cooperative play
Artwork from this phase often demonstrates an increased complexity in composition, as children start to consider the perspectives and roles of others in their depictions.
2. Reading Reflection
Developing Minds - Visual Events (J. Burton, 1980)
1.
Developmental Stages of Children's Art
Children's artistic expression develops in stages. As their understanding of the world deepens, the content and methods of their artwork evolve. The document highlights that younger children’s art is often spontaneous and sensory-driven, but as they grow, their art becomes more planned and complex
2 Early Symbolism and Representation
Children’s early ability to represent ideas stems from their direct interaction with materials. As they gain experience, they begin to consciously choose how to use materials and create symbolic representations. For example, they transition from simple shapes and symbols to more specific objects like people, houses, and animals.
3. Transition from Single Objects to Interactive Scenes
As children develop, their artwork evolves from depicting single objects to creating interactive scenes with multiple objects They begin to combine different objects in their artwork, reflecting their understanding of human interactions and even realworld events.
4. Egocentrism and Awareness of Others
Children aged 6 to 9 are often considered to have an egocentric perspective, and their art typically reflects this self-focus However, as they begin to recognize that others have different needs, their artwork starts to depict themes of interaction and cooperation.
5. The Role of Art Education in Schools
The document emphasizes that a key aspect of children’s artistic development is enriched through teacher guidance and support. Through dialogue, discussion, and hands-on activities, teachers can help children understand fundamental art concepts and encourage their curiosity about materials and creation.
6 Dialogue to Promote Artistic Expression
Through dialogue with teachers, children are able to think about their creations and visualize their experiences, enhancing their ability to express themselves artistically. Effective teaching methods include helping children translate abstract concepts into an artistic language they can understand and use.
Q1: The article encourages children to develop their own artistic needs and use dialogue to help them transform abstract concepts into an artistic language they can understand and express. However, in my observed classes, most teachers use pre-drawn coloring patterns or specific themes (such as coloring pumpkins, hearts, or flags) for instruction This differs from the child-centered development approach promoted at our school. Why does this phenomenon occur? Would teaching students using pre-framed coloring patterns inhibit the development of their artistic language?
Week 7 _10/21/24
1. Class Notes
In this class, we examined how children develop spatial awareness and early perspective in their artwork, marking an important phase in their artistic and cognitive growth. Professor Burton discussed how children transition from using baselines to incorporating spatial planes, showing an evolving ability to represent depth and relationships within their compositions.
Key Concepts and Insights
1.Introduction of Spatial Planes
From Baselines to Spatial Planes: Younger children often use horizontal baselines to organize their compositions. As they grow, they begin experimenting with spatial planes, placing objects at angles or within surfaces to create the impression of depth.
Emergent Perspective: While full perspective is not yet developed, children start to overlap objects and experiment with angles to depict distance and spatial relationships.
2.Observation and Representation
Incorporating Real-World Observations: Children integrate what they observe in their surroundings into their art. For example, a child might depict a street scene with angled houses or cars on sloped roads, reflecting their developing spatial awareness. At this stage, children blend imaginative elements with observed reality For instance, a figure might be placed "on" ice in a skating scene, but the depth and context of the ice surface are only partially represented.
Simultaneous Ideas: Children often hold and depict diverging concepts within the same artwork, such as combining spatial planes with baseline positioning
These overlapping ideas show their active experimentation with new skills while retaining earlier approaches.
Emerging Complexity: Artwork at this stage becomes more complex, with figures and objects organized in ways that reflect increasing attention to spatial relationships and narrative context.
3. Role of Teachers in Developing Skills
Teachers can support spatial awareness by encouraging observational drawing, guiding children to examine objects from multiple angles, and incorporating their observations into imaginative contexts.
2. Reading Reflection
In this book, Gilmour explores how culture influences artistic creation. He explains that artworks are not only created by the artist’s own ideas. They are also shaped by the culture around the artist Culture gives a framework for the artist to follow This framework has social rules and values that impact the creative process This means that artworks are more than just physical objects. They represent cultural meanings too. Gilmour also emphasizes that an artist's intention is not the only factor in creating art. The cultural rules also play a part. For example, an artist might want to express one thing, but the culture might change the meaning of the artwork. Gilmour argues that artistic creation is not just a personal activity. It is also a social process. The artist works within a cultural system. This system both supports and limits creativity. He believes that understanding culture is very important for understanding art If we know the cultural background, we can see the deeper meanings in artworks. Gilmour’s ideas help us to see that art is not only about individual talent. It is also about how people interact with their society. This interaction shapes the final work.
Q1: How can understanding the role of cultural influences in artistic expression help educators foster children's creativity?
Week 8 _10/28/24
1. Class Notes
In this class, we explored how children’s art reflects their interactions with the world, expanding from personal experiences to more complex compositions. Professor Burton emphasized the importance of observation, imagination, and cultural influences in shaping children’s artistic growth, particularly as they transition into late childhood
Key Concepts and Insights
1.Interactive & Development of Spatial Awareness
Children’s art often depicts their relationships with people, animals, and their environment. For instance, artworks may include friends, family, pets, or fantastical settings. These interactions highlight children’s growing awareness of the world and their emotional connections to it.
Personal and Cultural Relevance: Artworks that resonate with children’s reallife experiences like a pet or a favorite meal are particularly meaningful and engaging for them.
As children grow, they move from using simple baselines to depicting spatial planes, often incorporating depth, overlapping objects, and angled surfaces to suggest perspective.
Children begin to depict scenes from varied viewpoints, such as a street or a town, where objects and figures are placed at different angles and distances. While not fully mastering perspective, children experiment with spatial relationships, such as creating slanted roads or positioning figures in a layered composition.
Children use their imagination to create elaborate, fictional worlds, such as underwater cities or galactic battle scenes. These worlds often combine elements from their experiences, media exposure, and personal creativity.
Teaching Implications
Encourage children to observe details in their environment, such as the varied colors of mountains or the textures of animal fur. Use questions and prompts to guide their exploration.
Provide opportunities for children to create their own worlds, blending reality with fantasy. Prompts like “What kind of world would you build?” can inspire inventive compositions.
Use open-ended questions to help children articulate their artistic choices and reflect on their creations For example, “What inspired this scene?” or “How did you decide on these colors?”
2. Reading Reflection
Eric Kandel's In Search of Memory explores the development of neuroscience and its implications for understanding the human mind. Kandel details the biological processes behind memory, demonstrating how neural circuits, synapses, and molecular signaling shape learning and individuality. The book also emphasizes how this new science of mind intersects with evolutionary biology, revealing conserved mechanisms across species
Q1: How might understanding the biological basis of memory influence educational strategies for students with diverse cognitive needs?
Week 9 _11/4/24
1. Class Notes
In this session, guest speaker Sarah Iozo shared her extensive teaching experience and her approach to integrating technology with traditional art media to enhance artistic development. She presented examples of lessons, tools, and strategies for combining digital and traditional techniques, emphasizing the importance of equipping students with diverse means of self-expression.
Key Concepts
Sarah emphasized lifelong learning, integrating modern technology into traditional art education, and adapting to students' developmental stages. she highlighted the importance of combining digital tools (e.g., stop motion animation, virtual reality, and Photo P) with traditional materials to enrich students' artistic development.
The need for educators to stay current with technology to create meaningful and engaging lessons.
Drawing from Victor Roland Feuci’s phases of artistic development, Sarah explained the importance of matching challenges to children’s developmental stages.
Educators should encourage experimentation and refrain from imposing adult interpretations on children’s art.
For younger children: Simple explorations using digital tools combined with hands-on media to build foundational skills.
For older students: Self-portraits and imaginative experiences using advanced tools like Photo P or virtual reality painting.
Virtual field trips and video conferences were presented as innovative ways to enhance students' understanding of other cultures, such as through the Mystic Seaport Museum or interactions with Guatemalan children. There is a need to maintain hands-on experience with traditional art materials to ensure that students develop foundational skills while exploring new media.
Teaching Implications
Provide students with a range of tools—both digital and traditional—to enhance their self-expression and visual communication
Create opportunities for students to explore both familiar and new materials, fostering creativity and curiosity.
Tailor lessons to match students’ developmental stages, ensuring challenges are engaging and meaningful.
Use virtual tools to broaden students' perspectives and connect them with global cultures, fostering empathy and cultural awareness.
2. Reading Reflection
In Learning to Teach in the Digital Age: Enacted Encounters with Materiality, the authors explore how digital technologies reshape teaching practices and teacher education. The article highlights the significance of materiality the interaction between digital tools and physical environments in creating new ways for educators to engage with content, students, and pedagogy. It challenges traditional teaching methods, emphasizing that digital tools are not just passive instruments but active participants in the learning process. This reading prompted me to reflect on the importance of embracing technology in teaching while maintaining a balance with hands-on, tactile experiences to foster a comprehensive learning environment.
Q1: How much of technology should art teachers utilize for their curriculum/teaching? How important is technology in art education?
Week 10 _11/11/24
1. Class Notes
This session focused on children's use of three-dimensional materials, particularly clay, to explore and express their understanding of the world. The discussion highlighted how children bring their personal experiences, creativity, and perspectives into their artwork and how educators can support this process by fostering a safe and engaging environment
Young children initially explore clay by poking, pulling apart, and scattering it, reflecting their sensory curiosity. Over time, they begin to organize the material, experimenting with repetition, variation, and transformations. Teachers can encourage exploration by asking open-ended questions like, "How many ways can you change the clay?" These prompts help children discover new possibilities and create unique representations, such as creatures, objects, or abstract forms.
Children respond differently to the same material or prompt, showcasing their individuality and emotional connections.
Mistakes and unexpected outcomes can lead to new ideas, fostering resilience and creativity.
Artwork can also reflect cultural or social influences, such as media exposure or personal relationships.
Involving parents to contribute materials can help overcome resource limitations.
2. Reading Reflection
In Challenge to Care in Schools by Nel Noddings, the author advocates for a holistic approach to education, emphasizing the central role of care in fostering meaningful relationships between teachers and students. Noddings argues that education should not solely focus on academic achievements but also on the emotional and moral development of students. This perspective highlights the importance of creating an environment where students feel valued and supported, enabling them to engage more deeply with their learning.
Q1: How can educators balance the demands of standardized curricula with the need to cultivate a caring and emotionally supportive classroom environment?
Week 11 _11/18/24
1. Class Notes
Stages of Children's Artistic Development
1.
Early Exploration
Young children initially engage with materials like clay through sensory exploration poking, tearing, and scattering.
Over time, they begin organizing and experimenting with materials more deliberately.
2.
Development of Symbolic Stages
Children gradually form symbolic patterns and expressive representations through drawing and sculpture.
Themes often reflect personal experiences, such as family and daily life.
3.
Emergence of Realism
Children begin attempting "realistic" depictions, but their understanding of realism is based on lived experiences rather than adult perspectives
Developmental Theories and Art Education
1.Piaget’s Cognitive Development Theory
Sensorimotor Stage: Learning through physical interaction and sensory experiences.
Preoperational Stage: Development of language and symbolic thought.
Concrete Operational Stage: Systematic thinking, categorization, and logical reasoning.
Formal Operational Stage: Abstract thinking and metacognitive abilities
2.Erikson’s Psychosocial Development Theory
Stages are framed by conflicts like "trust vs. mistrust" and "autonomy vs. shame."
Teachers should foster curiosity, autonomy, and a positive attitude toward mistakes while avoiding inducing guilt over natural exploration3
3.Winnicott’s “Play and Reality” Theory
Objects serve as bridges between children’s sensory experiences and their relationships with the world
Artmaking enables children to express their connections to the world through tangible forms.
Key Strategies in Art Education
Encourage students to explore materials and derive ideas directly from their properties.
Active listening and respecting students’ individual perspectives are essential
Recognize the diversity of developmental stages within a classroom
Avoid imposing adult standards or interpretations on children’s art.
2. Reading Reflection
Importance of Art Education: Art provides unique ways of expression and understanding, essential for individual and social growth
Flexible Lesson Design: Teachers are encouraged to create open, nonlinear lesson plans tailored to students' needs and subject goals.
Cultural Integration: Art education should reflect students' personal experiences and cultural contexts to inspire meaningful creativity.
Dialogic Teaching: Teachers should foster exploration and self-expression through engaging dialogue with students.
Community and Interdisciplinary Links: Utilizing community resources and interdisciplinary projects enriches the scope of art education
Week 12 _11/25/24
1. Class Notes
Complexity and Importance of Art Education
Art education is both challenging and rewarding, playing a crucial role in students’ cognitive, emotional, and creative development.
Teachers need deep knowledge of art and design history and practices, as well as an understanding of contemporary trends and cultural diversity
Flexibility in Teaching and Goal Setting
Teachers should set clear objectives, including semester goals, lesson goals, and specific learning outcomes.
Lesson designs must align with students' developmental levels while remaining open-ended and flexible to encourage creativity and selfexpression.
Dialogue and Guidance in the Classroom
Effective teaching involves guided discussions to spark students’ thinking and engagement
Teachers need to ask open-ended questions, helping students connect their ideas with materials and techniques to meet lesson objectives.
Importance of Material Selection
Materials and tools must align with lesson content, enabling students to fully express their creativity during both the process and the final outcome.
Teachers should explore a variety of media (e.g., paint, clay, collage) to ensure the materials support the intended learning objectives
Classroom Management and Displaying Work
Effective classroom management includes cleanup systems where students take responsibility. Students should learn to appreciate and respect each other's work, recognizing diverse ideas and perspectives through class discussions.
The Teacher's Multifaceted Role
Teachers should adopt a dual role as both instructors and learners, demonstrating curiosity and adaptability in the classroom. By embracing new ideas and materials, teachers model creativity and exploration, inspiring students to experiment and grow.
2. Reading Reflection
Materials serve as essential tools for students to express their ideas, emotions, and creativity. Teachers must be well-versed in the traditional uses and possibilities of materials and should experiment with them to enhance their confidence and understanding. Engaging in "serious play" with materials allows teachers to step out of their comfort zones, fostering innovation and reflection
Such exploration enriches the variety of expressive options available to students, encouraging them to discover new possibilities in their artistic practices. Additionally, the chosen materials should align with lesson objectives and students' developmental stages to ensure meaningful learning experiences.
The goals of an art lesson should focus on encouraging student reflection, imagination, and creativity rather than simply producing a pre-determined product. A well-crafted objective aligns with students' developmental levels and diverse needs while providing a clear learning direction At the same time, flexibility is crucial to accommodate unexpected ideas that arise during class. Effective objectives stimulate curiosity and help students make meaningful connections between materials, concepts, and their own ideas, fostering deeper thinking and richer expression.
Week 13 _12/2/24
1. Class Notes
The Importance of Material Exploration
Students must explore the diversity and functionality of materials (e g , clay manipulation, expansion, contraction, and construction) in class. A lack of exploration often results in uninspired, rigid creations. For instance, some students only produced basic clay forms due to limited engagement with its possibilities. Teachers should guide students to experiment with different material techniques and remain open to student innovations.
Teaching Suggestions:
Teachers should experiment with materials themselves before introducing them to the classroom to anticipate potential challenges Turn mistakes into learning opportunities by discussing with students why an approach didn’t work and brainstorming alternative methods. Encourage student independence and creativity by supporting variations in material use, which enriches their personal expression.
05
Group Lesson Plan (Personal component)
Christmas Tree Collage
Teacher: Jolin Ju
Goal:
Students will create a festive Christmas tree collage using mixed media, engaging in a handson activity while exploring holiday traditions and symbols.
Objectives:
Students will understand the symbolism of Christmas trees and their decorations.
Students will express creativity and individuality by designing unique 3D Christmas tree collages.
Students will explore how to combine 2D and 3D elements in art.
Students will develop their fine motor skills through cutting, folding, and decorating
Guiding Questions:
What do Christmas trees symbolize during the holidays?
What kinds of decorations do you see on a Christmas tree?
Have you ever decorated a Christmas tree? What was your favorite part?
How can we represent a Christmas tree in art? What materials might we use?
Materials:
Green construction paper or cardstock (sturdy enough to stand when folded)
Round foam bases (e.g., floral foam or craft sponges)
Wooden skewers or thick craft sticks (pre-trimmed to safe lengths)
Glue sticks, child-safe scissors, and tape
Sequins, buttons, pom-poms, stickers, and glitter glue for decorations
Star cutouts for the tree topper
Cotton balls or white felt for snow around the base
Markers, crayons, or colored paper scraps for additional details
Adaptations for Younger Students:
1.
Use pre-cut shapes for cones or layers.
3.
2. Allow extra time for assembly and decorating if needed.
Provide foam bases with premade holes for easier insertion.
Lesson Plan:
1. Introduction and Discussion (10 minutes)
Start with Questions:
Have you seen a Christmas tree in real life?
How do people decorate Christmas trees?
What makes a tree look festive?
Show Examples
2. Step-by-Step Activity (35 minutes) playing christmas music as background music during working time
Step 1: Create the Tree (15 minutes)
Option 1: Folded Tree
Provide green paper squares or triangles.
Students fold each piece into cone shapes and glue or tape them
Stack and attach the cones to form the tree.
Step 2: Decorate the Tree (10 minutes)
Add ornaments: Glue sequins, buttons, or pom-poms.
Use glitter glue for garlands or lights.
Attach a star cutout to the top.
Step 3: Assemble the Tree (10 minutes)
Insert the skewer or craft stick into the foam base to stabilize the tree.
Decorate the foam base:
Glue cotton balls or white felt for snow
Add small cutouts (like presents or tiny trees) around the base.
3. Sharing and Reflection (5 minutes)
Display: Place the completed trees on a table or windowsill for a mini forest.
Discussion Questions:
What do you like most about your tree? & What was the easiest or hardest part to make? & How would you improve your design next time?
Celebrate the students' creativity, emphasizing that each tree is unique and beautiful
Recap:
Ask each student to place their completed Christmas tree on a display table, creating a "mini Christmas forest" in the classroom.
Emphasize the uniqueness of each tree and the creativity shown by every student. And highlight how their creations have added to the festive atmosphere of the classroom and showcased their artistic talents.
Mini Projects
Discovery Drawings!
Observational Drawings!
07 Conclusion
Through these sessions, I’ve gained a deeper understanding of the importance of thoughtful lesson planning, material exploration, and student-centered learning. This class emphasized the value of sequence building, where lessons interconnect to guide students toward a meaningful and cohesive learning goal I now recognize the significance of material exploration, not just as a technical exercise but as a way to inspire creativity, independence, and problem-solving in students. Moreover, the discussions reinforced the idea that teaching is not about rigid outcomes but about flexibility, experimentation, and collaboration, both with students and among educators.
Looking ahead, I aim to integrate these insights into my teaching practice by designing lessons that are both structured and open to adaptation. I want to create opportunities for students to explore materials, embrace mistakes as learning moments, and develop their unique artistic voices Ultimately, my goal is to foster a classroom environment where curiosity, imagination, and growth are at the center of every learning experience.
END.
Thanksfor reading
Xinye