Art, Music & Movement: Birth to Age 8

Course Number:: ECE 235
Transcript Title:: Art, Music & Movement: Birth to Age 8
Created:: Aug 09, 2022
Updated:: Jul 11, 2023
Total Credits:: 3
Lecture Hours:: 30
Lecture / Lab Hours:: 0
Lab Hours:: 0
Satisfies Cultural Literacy requirement:: No
Satisfies General Education requirement:: No
Grading Options: A-F, P/NP, Audit
Default Grading Options: A-F
Repeats available for credit:: 0

Prerequisites

IRW 115 or WR 115 or equivalent placement

Course Description

Studies the development of exploration, play, and creative expression in the areas of art, music, and movement, focusing on young children ages birth to 8. Addresses the concepts of age and developmental appropriateness when designing activities. Includes hands-on experience with activities that inform the use of techniques, strategies, and materials with young children in the classroom. Explores strategies for intervention and support for exceptional children and English language learners. Draws strong connections between classroom activities and expectations and the NAEYC standards. Prerequisites: IRW 115 or WR 115 or equivalent placement. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

Identify the ways in which art, music, and movement can benefit young children's (age’s birth to 8 years) physical, cognitive, social, emotional and creative growth.
Explain the stages of growth and development as related to developing creative capabilities.
Evaluate and develop teaching strategies, materials, and classroom setting to encourage children's concept development and creative abilities.
Design creative activities centered on the use of art, music, and movement for classroom teaching of young children.
Connect art, music, and movement to the total classroom curriculum, as well as to individual children's needs and interests, with a focus on diversity and inclusion.

Suggested Outcome Assessment Strategies

Assessments may include: written observations, journal reflections, self-assessment, group projects, and assignments.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Department Required Activities

This course should result in a minimum of one portfolio artifact for each of these NAEYC Standards:

Standard #5 - Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

Course Content

Outcome #1: Identify the ways in which art, music, and movement can benefit young children's (age’s birth to 8 years) physical, cognitive, social, emotional and creative growth.

Define creativity and the creative process within the realm of early child development
- thought process and creativity
- variety and creativity
- benefits of creativity for teachers and children
- creativity throughout history
- characteristics of creative children
- helping children express creativity
- play, development, and creativity
  - theories of Parten, Smilansky, Piaget, and Vgotsky
  - importance of play to human growth and development

Outcome #2: Explain the stages of growth and development as related to developing creative capabilities.

Consider the child’s development level
Developmentally appropriate practices
Developmentally appropriate childhood games
- modify musical chairs
- modify Simon says
- modify duck, duck, goose
- older children’s play and cognitive development
Developmental levels and stages of art
- children’s drawing
  - early scribble stage
  - late scribble stage
  - the scribble stage and two dimensional media
  - the basic forms/preschematic stage
    - circle and oval
    - rectangle and square
  - the pictorial/schematic stage
    - early and later pictorial stages (first drawings)
- art and physical (motor) development
  - pattern of development
  - large-muscular development
  - small-muscular development
  - large and small motor activities
  - hand-eye coordination
  - art activities and reading readiness
  - motor control
- art and social-emotional growth
  - child to child relationships
    - sharing ideas and opinions
    - social competence
    - expression and feelings
    - cooperation and sharing
  - child to teacher relationships
    - building rapport
    - acceptance
    - provide an environment that respects individuality
  - child to group relationships
    - learning about diversity
- dramatic play and puppetry
  - beginnings of dramatic play
  - development of dramatic play
  - dramatic play and cognition control
- creative movement
  - sensory awareness
  - social development
  - body awareness
  - concentration
  - personal development
- creative music
  - music and brain function
  - learning math through music
  - improving reading through music
  - developing rhythm
- creative language expression
  - developing listening, speaking, reading, and writing skills

Outcome #3: Evaluate and develop teaching strategies, materials, and classroom setting to encourage children's concept development and creative abilities.

Promoting creativity
- differentiated instruction and creativity
  - creative early childhood curriculum and learning styles
  - left hemisphere
  - right hemisphere
- creative questioning strategies to encourage creative thinking
Promoting aesthetic experiences
- Appropriate learning environment and room arrangement
  - aesthetics of creating a multicultural classroom
  - real-life representation
  - finding multicultural materials
Guidelines for using aesthetic materials
Talking with children about their art
- kid culture
- displaying children’s work
- interpreting children’s creative work for parents
- developing sense of aesthetics
Emotional development and activity settings
- The Reggio Emilia Approach
- Emergent curriculum
Differentiated instruction
- characteristics of differentiated instruction
- differentiated instruction and process learning
  - explaining process learning to parents/caregivers
Bloom’s Taxonomy
Creative Environments
- general guidelines for appropriate physical environments
- main considerations in arrangement of space and equipment
- activity/interests centers that encourage children’s creativity
- selecting equipment for creative activities

Outcome #4: Design creative activities centered on the use of art, music, and movement for classroom teaching of young children.

Differentiated instruction and activities to support multiple intelligences
- word smart (linguistic intelligence)
- logic smart (logical/mathematical intelligence)
- picture smart (visual/spatial intelligence)
- music smart (musical intelligence)
- body smart (bodily/kinesthetic intelligence)
- person smart (interpersonal intelligence)
- self smart (intrapersonal intelligence)
- nature smart (naturalistic intelligence)
Basic set up for art activities
Planning art activities for children
- toddlers to kindergarten
Two dimensional activities
- painting
- collage
Three dimensional activities
- modeling
- clay
- cardboard construction
Puppets and dramatic play activities
- using puppets
- dramatic play center
Creative movement activities
- Guidelines for planning creative movement activities to meet young learners’ needs
  - preschool creative movement
  - creative movement in the elementary classroom
  - outdoor creative movement activities
  - transitions and creative movement activities
  - music and poetry in creative movement
  - art and creative movement
Creative music activities
- Guidelines for planning music activities
  - musical experiences
  - introducing musical elements
  - teaching songs
  - rhythm activities

Outcome #5: Connect art, music, and movement to the total classroom curriculum, as well as to individual children's needs and interests, with a focus on diversity and inclusion.

Curriculum Development
- Program basics
  - Goals, setting up, materials, and strategies
    - process, not product
    - needs of children
    - originality and independence
    - creative thinking
    - individualized progress
  - Supporting dual language learners and children with special needs
  - Incorporating multicultural learning and materials
- Strategies for success in general planning
  - preparation
  - presentation of creative activities
  - completing creative activities
- Strategies for success on the national and regional level
  - legislation and education
  - content standards
  - early childhood learning standards
  - NAEYC standards
  - Oregon’s Early Learning and Kindergarten Guidelines
  - Oregon Department of Education Arts Standards

Suggested Texts and Materials

Textbook:

Creative Activities and Curriculum for Young Learners (11th Ed.) by Mary Mayesky, ISBN 13- 978-1285428178, ISBN 10- 128542817X

Materials/Resources:

Department Notes

NAEYC Professional Standards & Competencies for Early Childhood Educators:

#1 - Child Development and Learning in Context

#4 - Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

#5 - Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

Oregon Core Knowledge Categories:

LEC - Learning Environments & Curriculum (20 hours)

HGD - Human Growth & Development (10 hours)