Teacher to Teacher - February 2009 - (Page 2) Young children need understanding and supportive teachers who realize the developmental stages in children’s art. The young two- to four-year old begins his art experience with random scribblings as he learns to manipulate into representational symbols; for instance, the leg of a person often looks like a musical note. The child chooses color primarily for its emotional appeal. He has limited ideas of space and often draws an object proportionately Art strengthens the child’s skills of observation and sensitivity to his surroundings, making him more aware of God’s handiwork in creation. art materials. This manipulation of the media is not an end in itself, but it contributes to the child’s total development. The activity rather than the resulting art product is more important in this early stage. The importance of the art product will gradually increase as the child matures. About the age of four or five the preschooler begins to purposefully combine lines and geometric shapes larger because of his emotional attachment to the object at the moment. Therefore, the teacher must not expect adult proportions in children’s art and should avoid discouraging and critical remarks. When a child says, “I can’t draw. Show me how to make a dog,” we should not draw for the child. Instead we should extend his thinking and observational skills. “You make your dog the way you want it. There are all kinds of dogs. Do you want a big dog or a little dog? What kind of nose will he have?” Teachers need to avoid asking a child what he is drawing. We must remember that he is primarily learning to manipulate the art media. Let’s teach the young child early to use the phrase “It’s just a design.” This is a good answer for older siblings and even parents who unwittingly demand explanations of a child’s drawing. Teachers in early childhood classrooms need to offer a variety of art materials (clay, crayon, painting, cutting, pasting, chalk and snow and finger painting), provide time for art experiences, and appreciate the children’s art products. Lucille Fisher is a retired BJU Press author. Teacher to Teacher | February 2009 L Teacher Teacher balanced perspectives in education Executive Editor Dawn L. Watkins Assistant Editor E. Anne Smith Creative Director Elly Kalagayan Graphic Designer Michael Boone Advertising Coordinator JoEllen DeLuca Photography iStockphoto, p. 1, pp. 2–3 BJU Press © 2009 by BJU Press, Greenville, SC 29614-0060. Teacher to Teacher is published five times a year by BJU Press and Bob Jones University School of Education. U.S. subscriptions are free. All rights reserved. Send all correspondence and changes of address to Teacher to Teacher, BJU Press, Greenville, SC 29614-0060. 1.800.845.5731 www.bjupress.com t2t@bjupress.com et me tell you about a little boy who seemed to have learned, in kindergarten, everything he needed for life. We came to that conclusion because for years after K5, he was always coming forth with astounding bits of knowledge—things we did not know he knew. We, his parents, would say, “How did you know that?” He would say in response, “Oh, I learned that in kindergarten.” Was his K5 teacher good? She was! The teacher obviously knew how to bring about permanent learning. She must have been able to relate her teaching to his little life because children learn permanently only what they can relate to. Teachers, keep this in mind if you want your teaching to stay with your students. The kindergarten teacher of whom I speak demonstrated another ability that makes a good teacher. She knew her students. We know that because in our first parent-teacher conference, the first words out of her mouth were, “Your son has a page 2 http://www.bjupress.com http://www.bjupress.com
Table of Contents Feed for the Digital Edition of Teacher to Teacher - February 2009 Teacher to Teacher - February 2009 Teacher to Teacher - February 2009 - (Page Intro) Teacher to Teacher - February 2009 - (Page 1) Teacher to Teacher - February 2009 - (Page 2) Teacher to Teacher - February 2009 - (Page 3) Teacher to Teacher - February 2009 - (Page 4)
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