The Inspired Classroom » guest bloggers

How to Naturally Encourage Artistic Development in Young Children

guest blogger — Fri, 13 Jan 2012 11:14:20 +0000

Today, Daniela Baker from the consumer credit education website, CreditDonkey shares some easy-to-do activities that will help develop the creative side of your child. Enjoy! ~EMP

It is important for parents to understand that physical development and cognitive development do not occur at the same rate. While physical development may progress over a period of years, creativity peaks during the early childhood. As the parent of a young child, it can be exciting to know that you are witnessing the most creative period of his or her life! Creativity is shown by your child’s ability to take current information and make new connections. This differs from knowledge which is the process by which we store information for future use.

According to Arlene F. Harder, MA, MFT, in her book Distinguish Between Your Child’s Needs and Wants, it is not necessary to buy expensive toys to develop creativity in your child. However, you do need to provide your child with a rich diversity of experience that encourages them to develop creativity in different areas. Creativity takes many forms: art, dance, music, writing and it is important to expose your child to each so they may learn where their special talents lie.

Ask open-ended questions. When your 2 or 3 year old toddler asks a question, resist the temptation to provide a direct answer. In many cases, your child has already developed their own theory so reply with an open-ended question, such as “What do you think is the best way?” or “Why do you think that happened?” His or her answer may be right on target or be a theory based on some combination of their past experience Keep in mind that the logic of children may wander way off course but this is to be appreciated and enjoyed as it provides you a wonderful window into their thinking process as they develop the cognitive skill of cause and effect.

Encourage Creative Thinking. When you have time during the day, show your child an everyday object and ask how this could be used in different ways. For example, a cup can be used to drink milk, hold pennies, or be even act as a flower pot! This activity encourages your child to apply creative thinking to common objects and events in their daily lives.

Read Stories. Dr. Seuss’ Cat-in-the-Hat series is one of the most beloved children’s stories of all time. Who else but Dr. Seuss can make “green eggs and ham” sound like a delicious breakfast? The idea of Green Eggs and Ham expanded into a sixty page story teaches your child how to think-outside-the box and make connections to one central idea.

Engage in Dramatic Play. Dramatic play provides an opportunity for your child to take internalized thoughts and act them out in social situations. For dramatic play between parents and children, ask your child to tell you a story and then act it out among family members Expect that your child will take the director’s role and change the scenario as s/he watches their ideas come to life. Act out all new versions so your child can see how their different ideas play-out in the “real-world.”

Make some music. All children love to make music with unusual items! For example, place some pennies in a empty soda can for home-made castanets. Alternatively, turn over some Tupperware for a fun drum set. Have the whole family join each with each member playing a different instrument.”

Engage in art-based activities. Art activities are the classic means to develop creativity in children. The activity needs to focus on the process, not the product. Encourage your child to combine material in unique ways. The following are some ideas for children of different ages:

Provide a two year old with pre-cut shapes such as squares, rectangles, and triangles made out of multi-colored construction paper which they can the glue together an a large piece of cardboard.
Provide a three-year old with a mound of play dough which they may shape and offer some raisins, cheerios, marshmallows, and jellybeans to stick into it.
Provide a four-year old with different color ribbon from which they may create flags or banners.
Give a five year old a collection of pre-cute magazine picture and have him glue the pictures together into a montage.

Each of these activities focuses on the process of creating, rather than the materials used to create. This is an important distinction because what a child learns about their abilities while exploring and engaging in creative activity is an invaluable learning tool.

Photo Credit, girl drawing. Photo Credit kids playing music.

Taiwan English Teachers Develop Artistic Side

Taiwan English Teachers Develop Artistic Side

Brittany Lyons — Tue, 06 Dec 2011 10:53:17 +0000

Brittany Lyons offers us an interesting perspective on English teachers in Taiwan who are using their art to help themselves create a sense of home. ~EMP

Although teaching English in a non-English speaking nation has become a popular short-term career choice for many recent college graduates and even those with PhDs, it is far from a walk in the park. Depending upon the location of the particular teaching assignment, English teachers often find themselves faced with culture shock, difficulties in communicating with students, and general feelings of homesickness. One of the best ways for teachers to combat these feelings of loneliness is for them to connect with other teachers in similar situations.

Regardless of location, simple differences in cultures can create frustrating boundaries between these teachers, their students, and colleagues. For example, an English teacher working in Cambodia would not only need to adjust to a completely different diet but also to a different transportation system. Additionally, abnormal climate factors and rampant insect populations are among common differences that teaching in foreign countries will yield.

To further complicate the issue, the educational systems between two countries usually vary to some degree or another. Teaching methods, rules for student-teacher interactions, and even disciplinary practices are three ways in which teachers can run into cultural differences. Due to this, English teachers find that their struggles in their new classrooms are often more challenging than others that they faced while working in their home countries.

Interestingly enough, while an English teacher in a foreign country might find themselves focusing on how to teach the English language to a group of students, they must also be aware of how the native language affects themselves. In Effects of the Second Language on the First, Vivian James Cook describes how regular exposure to a second language can actually “erode” the first; in other words, an English teacher should be careful that they do not forget the grammatical structure or vocabulary of his own language when he is constantly being exposed to the native language.

However, many English teachers working in Taiwan have succeeded in forging friendships within their communities while finding creative outlets at the same time. Through building a multi-cultural community that expresses itself through various forms of artwork, these teachers have successfully found ways to not only cope with adjusting to life in a foreign land but also thrive in their home away from home. The artwork gives them a way to express their feelings (often about missing their native countries) and also provides a supplemental income to their teaching salaries. This arrangement works particularly well for teachers who have always wanted to express their artistic talent; friendships are forged, art is expressed, and creativity is released.

For example, a young teacher from South Africa could be found selling paintings of African men and women–an uncommon site in Taiwan. Other teachers in Taiwan have found a market for their hand-painted t-shirts, while still others are receiving commissions from local Taiwanese customers for specific sketches. Through a common bond in artwork, these teachers are finding that they are not only becoming friends with each other and coping with feelings of homesickness through artistic expressions, but they are also forging friendships with natives of Taiwan (as in the case with the commissioned sketches).

Unfortunately, these teachers are finding that they cannot simply fore-go their teaching work and pursue their art full-time. The local market where they sell their creations provides a small income in comparison with what they earn as teachers. Furthermore, most of their work is purchased by other expatriates instead of the local Taiwanese population. However, some of these teachers in Taiwan are noticing that they are slowly gaining more of a following from native Taiwanese art collectors as a result of a blossoming Taiwanese economy. Some of the artwork for sale is also focused more on themes from their home countries instead of concepts that readily blend into Taiwanese culture. While this allows the teachers to express their feelings about their homes, it might not provide enough income to sustain themselves.

Other ESL teachers working abroad can definitely learn from the model that these Taiwanese instructors have pioneered. While not every country will have a “cultural market” where they can sell artistic creations, artwork can still be used to bring together strangers into a caring community. Through art (whether poetry, painting, photography, etc.), teachers can find ways to express how they feel about their current positions and realize that they fully relate with others in their teaching community. Building a community in a foreign place can take time, but art can be used to help forge that community, as the EFL teachers in Taiwan have aptly demonstrated.

Guest Blogger – Julie Simon

Julie Simon — Thu, 01 Sep 2011 23:39:03 +0000

Hi All! My name is Julie Simon and I had the pleasure of working with Elizabeth this summer when I took her course Learning Through the Arts. Since 1997, I have been teaching in an integrated preschool program in a public school. During that time, I spent two years moving and grooving with toddlers through kindergarteners when I had the special assignment of teaching an enrichment class. It was an exciting time for me, because I had the opportunity to share my passion for yoga with my students. Many years ago, I took an 8-year hiatus from teaching in the public schools. During that time I worked in the non-profit arena with school age girls in an after-school and summer program. I feel fortunate to be able to incorporate the arts into many of my daily activities with my students. However, learning with Elizabeth helped me to set a goal of being more purposeful, intentional and thoughtful in my planning of lessons. I also came to understand the value in taking time to create on my own…to enjoy the process and the feelings it evokes. I am pleased to be a part of this very powerful community of artists and inspired educators!

Guest Blogger – Alicia Schordine

Alicia Schordine — Thu, 01 Sep 2011 08:08:39 +0000

Alicia Schordine is a professional artist and educator, currently completing her M.A. in childhood education with additional certifications in literacy and drama. You can follow Alicia on twitter @aschordine or view her blog on creativity and education With Wings to Fly at: www.withwingstoflyedu.blogspot.com

Guest Blogger – Karen Steffensen

Karen Steffensen — Thu, 01 Sep 2011 07:41:45 +0000

An educator for over 25 years within three Canadian provinces, with tenured administrative and teaching experience from Kindergarten to Post Secondary levels, Karen is currently seconded to Ontario’s Ministry of Education, Literacy & Numeracy Secretariat branch. As an avid advocate for the power of the arts, Karen is continuously exploring the vital connection between the arts, aesthetic leadership and student success in our schools and organizations. “I am looking forward to sharing some of my current thinking and learning in and through the arts as a guest blogger. Thanks, Elizabeth, for this exciting opportunity!”

Guest Blogger – Judy Lee

Judy Lee — Thu, 01 Sep 2011 07:32:32 +0000

After teaching Special Education for over a decade, Judy Lee decided she wanted to get her certification to teach Art. This journey had her returning to college and leaving her job.

After completing her course work, Judy was hired as a contracted Special Needs Teacher at the Seacoast Charter School, an arts integrated school in Kingston, NH. After her first year she was offered a part time position teaching art to Grades 1 and 2. Judy is currently in her third year teaching art for grades 1-4 and next year will be teaching art full time as the K-4 art teacher. Her focus in art is the process not the product. Students learn to critique their work for what is working well and what can be changed to improve their art work. These skills are then transferred into their academic studies.

Most recently, Judy taught during The Inspired Classroom’s Teacher Art Retreat, 2011.