Art | Blocks | Dramatic Play | War Play | Sensory Experiences |
Music, Movement, and Gross Motor Activities | Outings

Art

Art activities are geared to individual children's needs and skills. A one-year-old child experiencing paint for the first time needs only one color or may use water on a blackboard. Because this is their first experience with such materials, the children need various surfaces and implements in which to experiment with spreading and smearing. Older children should be exposed to an increasing variety of colors, surfaces, and techniques, including the tray painting technique used at Bank Street's School for Children. Few restrictions should be placed on the children's explorations with art materials. While they should not be allowed to destroy materials (paint in books or on the floor), their experimentation should lead to an increased understanding of the medium. Process is emphasized over product. The very youngest children may approach collage by sticking one piece of paper on contact paper and repeatedly removing it. They are learning about stickiness and textures. Older children should be encouraged to use their own resources and not depend on teacher-made materials or materials that dictate the finished product. For instance, we do not cut out shapes for the children, but encourage them to tear or cut for themselves. We offer the children as much choice and control over the activity as is possible and appropriate for their skill level. They decide whether or not to do an activity, how it is done, what materials they want to use, and when they are finished. We do not insist that every child do an art project. We make materials available as much as possible so that the children can work independently. This is particularly important for the older children. Crayons and paper should be in their reach so that they can color when they wish. Choosing and controlling the activity enhances their self-esteem and their growing need for autonomy. Adult direction is minimal. Children are encouraged and motivated by our interest in the work they are doing, not in the finished product. We comment on their use of materials and the process. Children's work is not compared to others' but is valued on its own merit. "You are using the brush to make dots" shows the child you are interested and paying attention, thus boosting his/her self-esteem and motivating him/her to continue. "What a beautiful painting" makes a child momentarily happy but emphasizes the need for adult approval. Such global and evaluative responses are to be avoided. We want children to work for their own pleasure and learning.