Extending art experiences in the preschool classroom

Abstract

and PatriciaTS ince art experiences offered in the preschool classroom are typically confined to activities carried out at the worktable or easel (painting, modelling, ete.), it is apparent that most teachers of young children find it unnecessary, or even inadvisable, to extend these activities beyond the limits of the child's own work. In addition, it is often assumed that 3~and 4-year-olds do not respond aesthetically to art, and that discussing works of art with preschoolers is therefore inappropriate. However, it is our experience that even very young children do benefit from exposure to art examples. In the following paper we examine various aspects of this question, suggest that there is a need to reappraise the scope of preschool art, and offer suggestions for implementing an extended art curriculum. 27 IGien T. Dixon, Ed.D., is Coordinator and Early Childhood Education Director of the Child Study Centre, and A880ciate Professor, Department of Visual and Performing Arts in Education, The University of British Columbia. 2patricia Tarr, M.Ed., is a Doctoral Student and Teacher at the Child Study Centre, The University of British Columbia. 28 PRESCHOOL ART EXPERIENCES Etant donne que les experiences d'art offeries dans les groupes prescolaires se reduisent strictement a des activites effectuees sur la table de travail ou sur Ie chevalet (peinture, modelage, ete.), il semble que Ia plupart des educatrices eensiderent non neeessaire, ou meme deconseillent d'etendre ces activites au-dela des limites du travail de chaque enfant. De plus, souvent on pense que les enfants de 3 ou 4 ans ne repondent pas a I'art de fa~on esthetique, et qu'il devient donc Inadequat de parler d'oeuvres d'art aces enfants. Cependant, notre experience demontre que meme les enfants tres jeunes benefieient d'etre exposes ades exemples d'art. Nous examinons, dans ce travail, divers aspects de la question; nous croyons qu'il est necessaire de reevaluer la portee de I'art preseolalre, et offrons des idees pour I'implantation d'un curriculum d'art plus large.Puesto que las experiencias ofrecidas en los grupos preescolares se limitan Upicamente a actividades ejecutadas en mesas de trabajo 0 atriles (pintura, modelaje, etc.) parece ser que gran parte de las educadoras de parvulos consideran innecesario, 0 incluso no aconse]-able, extender estas actividades mas alla de los lfmites del propio trabajo del niiio. Ademas, se supone que los niiios de 3 y 4 alios no responden esteticamente al arte y que por 10tanto resulta inapropiado conversar de obras de arte con ellos, Sin embargo, nuestra experiencia nos demuestra que incluso ninos muy pequelios se benefician al estar expuestos a ejemplos de arte. En este trabajo examinamos diversos aspectos relacionados con el tema. Sugerimos que es necesario reevaluar la extensi6n del arte infantil y se ofrecen ideas para implementar un curriculum de arte mas amplio.Background

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“…Researchers have also discussed the possible risk posed by ECE standards. The National Association for the Education of Young Children (NAEYC, 2002;Brenneman, K., Stevenson-Boyd, et al, 2009;Behar, 1974;Dixon, 1988) points out that the major risk is that the responsibility for meeting the standards will fall on children's shoulders. Students who fail to meet these standards could potentially be labeled as educational failures, which would of course negatively impact their lives (Hatch, 2002).…”