Since I am in a group that is going to be working with pre-k to kindergarteners for this chapter, I wanted to focus on one of the theme groups that deal with community, family and friends. The quote that resonated with this idea is, “community, family, and friends as themes of visual culture makes sense not only because people closest to children most influence their lives, but also because artists of all sorts have always given particular attention to the people around them” (Freedman, Boughton pg 11). In chapter four, there was a whole chart about the subject matter that kids in early development of their skills and the mentioned how their subject matter is based upon themselves and their family (Freedman, Boughton, ch 4, pg 4). Because of their age, kids are mostly exposed to what their parents allow them to be. Parents control what they are watching on tv, the toys they play with and the friends or family they hang out with. So, when looking at what children create it is to no surprise that what they reference are directly from their own experiences. However, as kids age and they become less egocentric, it opens up for more global themes, interests and whatnot. They can handle more mature subjects, and their autonomy continues to grow this also causes them to have more independent thought and control over their art and what they want to say. Because of these reasons, themes need to be adapted depending upon the appropriateness of the students to create a proper learning environment. Boughton, D., & Freedman, K. Introduction to Art Education. Elementary Art Education: A Practical Approach to Teaching Visual Culture. New York, NY: McGraw Hill. Comparison images between high school versus elementary art.
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DescriptionPosted here are my reflections from class as well as readings in the textbook, Elementary Art Education: A Practical Approach to Teaching Visual Culture written by Freedman and Boughton.
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