CHCFC508A: Foster children’s aesthetic and creative development
Plan and provide aesthetic experiences for children
Contents
Identify and select a range of developmentally appropriate visual, musical and other sensory stimuli to provide children with experiences of art and beauty 4
Factors influencing creative and aesthetic development 4
The importance of a visual arts program 7
Selecting appropriate visual arts experiences 11
Provide a range of visual arts experiences and materials 11
Provide a range of musical and other sensory experiences 22
Select appropriate materials and present them attractively 24
Provide work and play areas promoting aesthetic qualities for both children and adults 26
Theoretical perspectives 26
Aesthetic visual arts environments 27
Planning and managing the creative environment 28
Group and individual experiences 35
Formulate strategies for fostering creative development and aesthetic awareness in children 36
Strategies that foster an awareness and enjoyment of visual arts 36
Strategies that foster creative development and aesthetic awareness in children 38
Respond to children’s interests that arise spontaneously as they participate in aesthetic experiences 40
Spontaneous play situations 40
Design a program of aesthetic experiences in response to emerging skills, abilities and interests of individual children and groups of children 42
Using observation (formal and informal) to plan stimulating creative experiences 42
Using children’s interests in a creative framework 43
Creating enriching learning environments for children 45
Present aesthetic experiences that encourage appreciation of diversity including cultural diversity 48
Reflecting our diverse communities 48
References 50
Identify and select a range of developmentally appropriate visual, musical and other sensory stimuli to provide children with experiences of art and beauty
Factors influencing creative and aesthetic development
Creativity draws on our store of life experiences of feeling, hearing, doing and thinking in order to follow a process and perhaps resulting in something new. The creativity is in the doing. It does not always involve a finished product. Our experiences and responses to them provide each of us with the means to be as creative however we choose. Everyone has the means to be creative.
The Macquarie Dictionary, (edn 2004), defines 'create' as 'to bring into being; cause to exist; produce' or 'to evolve from one's own thought or imagination'. To be 'creative' is further defined as 'having the quality or power of creating' or 'resulting from originality of thought or expression'.
Definitions of creativity are many and varied but all certainly contain the following elements:
• being open to a new experience
• exploring and experimenting with materials
• exploring and discovering for oneself
• permitting one thing to lead to another
• being curious, imaginative, innovative and inventive
• trying new ways of looking at things
• manipulating, questioning, exploring, testing and modifying.
Creativity can also have the following properties:
• the ability to find new solutions to a problem
• expressing itself through cognitive (thought) and imaginative processes
• emerging from our experiences and a sense of freedom.
Whenever the term creativity is mentioned, the arts come to mind. However, creativity can occur in all aspects of everyday life. It certainly includes the arts, (traditionally music, literature and visual art), but goes beyond this. It should not be thought of as a separate part, but as characteristic of our thinking, being and responding to the environment and our feelings.
What does creativity mean to you?
As adults, we sometimes confuse creativity with talent. It is important to remember that creativity is a way of thinking—an attitude that helps us explore new ways to do something.
Understanding your own creativity and how you approach problems and new situations will assist you to become sensitive and responsive to creativity in young children. Recognizing how you feel when you are being creative will help you support children’s efforts at trying out new ideas.
Activity 1
Exercises to stimulate creative thinking
Here are some exercises you can do to help stimulate your own creative thinking.
• How do you get to work or study each day? Can you think of an alternative route to work or mode of transport? What would happen if you took another route?
• Think of some unusual ways to use a common object, e.g. an egg carton, a biro or a newspaper.
• Think of three ways to make a sandwich without using bread.
• Sit in front of a friend or colleague. Take turns to draw each other with charcoal. While drawing your colleague do not look onto your paper. Take as long as you like to complete this activity.
After you have finished each activity answer the following questions:
• How did you feel when you were asked to undertake this task?
• How did you feel when completing the task?
• What are the skills you could develop through this task?
• Were you being creative during this task?
• What was your final outcome in terms of creativity
Albert Einstein stated that: “It is the supreme art of the teacher to awaken joy in creative expression and knowledge”. How do we fulfil that intention in our work with young children?
Aesthetics
You have probably heard the words ‘aesthetically pleasing’ used a great deal during your studies, but what does it actually mean?
The word ‘aesthetics’ comes from the Greek word aisthetikos which is the ability to perceive thorough the senses.
We never know when inspiration may alight upon us!
Eaton and Shepherd, AECA (1998), state that:
aesthetics simply refers to a value or judgment relating to what is considered pleasing within nature and is a response through the senses of sight, touch, smell, taste and sound.
What each person sees as beautiful is subjective. Have you heard of the saying: ‘beauty is in the eye of the beholder’? It refers to the sense of pleasure we get from the act of seeing something as beautiful rather than the object or subject of the artwork being beautiful.
We all have some sense of aesthetics, and use this in our everyday experiences. We arrange our homes in a way that satisfies us, buy clothes that feel and look good or play music that we enjoy or think is beautiful.
The Danish philosopher Soren Kierkegaard (1813–1855) saw the aesthetic stage as one of the three different forms of life, along with the ethical and the religious. He saw the person living at the aesthetic stage as living for the moment and looking for every moment of enjoyment; living for whatever is beautiful, satisfying or pleasant. This person lives in the world of the senses. How much do you live through your senses?
Activity 2
If you feel inspired to reawaken your creative spirit visit either of the below two websites for some wonderful ideas and strategies on developing and enhancing your own creativity.
http: //www.creativityfor life.com
or
http://www.changeyourstate.com
Read any of the following for further inspiration:
• Golden, B (2006) Unlock Your Creative Genius, Prometheus Books, New York
• Gregory, D (2006) The Creative License: Giving yourself permission to be the artist you truly are, Hyperion, New York, USA
• Sark (2005) The New Creative Companion, Celestial Arts, Celestial Arts, Millbrae, CA.
The importance of a visual arts program
Creativity and aesthesis are words we will use often when describing a visual arts program. Visual arts can be defined as:
The United States Copyright Office defines ‘visual arts’ as
…original pictorial, graphic and sculptural works, which include two-dimensional and three-dimensional works of fine, graphic and applied art.
Visual arts must be visible. They are:
• an expression of beauty
• an expression of what is aesthetically pleasing or satisfying to the eye
• an expression of craftsmanship.
Visual art creations can be spontaneous or planned, simple or complex, intricate or bold. They might involve individuals, small groups or even large groups of children. Being involved in visual art experiences allows for representation of children’s feelings, ideas and thoughts about the world around them. Our services are full of opportunities for children to participate and enjoy visual art opportunities. You might instantly think of drawing, painting and sketching… but there is much more to offer her as well.
Activity 3
Documents to reference in designing a visual arts program
There are a number of documents that guide Children’s Services in designing, developing and implementing developmentally appropriate programs for children. These have been developed in conjunction with state and federal government departments and are essential documents to be familiar with during your studies and within the profession.
The Australian Children’s Education & Care Quality Authority (ACEQA) (2011) National Quality Framework (NQF). Available at: http://acecqa.gov.au/home/
The Guide to National Quality Practices Standards is the primary resource for management, staff and families who are participating in their centre's progress through the National Quality Framework (NQF). Of particular interest is;
Quality Area 1: Educational program and practice; Element 1.1.1, Element 1.1.2 and 1.2.2. and
Quality Area 3: Element 3.2.2
Publications are available at: http://acecqa.gov.au/links-and-resources/national-quality-framework-resources/
A child-focused program is a crucial component of a creative curriculum. It is also useful to reference Belonging, Being and Becoming, the recent publication endorsing the Early Years Learning Framework from the Australian Government Department of Education, here. This essential document provides a framework of principles, practices and learning outcomes for children’s early learning experiences. You can read more about this publication at http://www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningframework.aspx
This document acknowledges the fact that children are ‘Children are confident and involved learners’ (pp 33-37) and that ‘childhood is a time to seek and make meaning of the world’ (p7) It goes on to state that ‘Children are confident and involved learners’ (p33) How do these outcomes influence the creative and aesthetic opportunities we provide for children?
Of particular interest is;
Learning Outcome 5: CHILDREN ARE EFFECTIVE COMMUNICATORS: Children engage with a range of texts and gain meaning from these texts (p. 41)
The NSW Curriculum Framework—The Practice of Relationships, can be found at www.community.nsw.gov.au/docswr/_.../childcare_framework.pdf
‘The Creative Child’, pages 71 and 72 is of prime interest here. The framework discussed how creativity is a valid form of communication and self-expression. Creative thinking and problem solving are viewed as ‘Creativity as the highest order’ and Child Care Workers are viewed as ‘Caretakers of children’s creativity’ (p 72)
All of these guiding principles are essential to reference when we are providing a rich and diverse visual arts program for children.
Values children acquire through visual art experiences
As well as experiencing the elements of art, participation in visual art experiences encourages children to:
• explore and stimulate thinking
• problem solve, create and imagine
• experiment with and master tools and materials
• explore different methods of self-expression
• organise their ideas and express their feelings
• respect themselves and their accomplishments
• work with a purpose
• maintain a focus
• appreciate and explore cultural diversity
• develop and extend sensory awareness
• gain an appreciation of both the process and product of creativity
• work in a team, or work alone
• develop a sense of beauty and appreciation for art
• develop and extend individual preferences and tastes.
Activity 4
Theoretical perspectives: the elements of art
When we provided and discuss visual art opportunities with children, it is important to use the ‘special language’ of visual arts. This is especially vital if we are to see children as artists and explorers and interpreters of their environment. We might discuss:
• texture
• shape and form
• colour
• balance
• space
• pattern
Activity 5
Developmental sequences in artistic expression and aesthetic and creative development
There is a general developmental sequence that illustrates the stages of children’s creative development in the areas of art, drawing and painting.
Children’s creative development in the areas of art, drawing and painting
Name of stage / Typical age / Characteristics of stageManipulative stage / 0–18 months / Experiments with and explores media through all senses
Makes random marks
Begins to scribble which develops from disordered to controlled scribble
Symbolic stage / 18 months to 3years / Children can describe what their pictures are about; the symbols represent mental images; unable to be recognised by adults initially but leads to becoming recognisable
Pattern making and shape making is evident at this stage
Representative stage / 3 years onwards / Pictures are identifiable and images are clearly represented
Involved pattern making
Children’s development in other creative media
Creative media / Stage 1 / Stage 2 / Stage 3Clay / Patting, stroking, squashing, pinching, squeezing, breaking pieces off, putting pieces on top of each other / Making coils, ’snakes’, balls, making clay stand up / Sculpting and moulding the clay, making objects and figures, adding features
Collage / Random use of glue, glues many pieces on top of each other / Places pieces in patterns or rows, may add drawn features / Mosaic, uses selected pieces to make a design or picture
Woodworking / Lays with tools, pounds boards or table, pounds nails / Attempts to connect pieces, often nails pieces at right angles / Plans project, then assembles it, measures, adds details to project
Block play and construction / Carrying, filling, dumping, beginning block building, making rows, laying blocks end to end / Making pillars, making bridges, making spaces and areas, pattern making, naming structures / Reproducing real-life structures, incorporates dramatic play
Selecting appropriate visual arts experiences
We have discussed visual arts experiences as including:
• drawing
• painting
• modelling
• printing
• collage
• bookmaking
• puppetry
• construction
• stitchery
• weaving.
A successful visual arts program will be one that provides a diversity of experiences, arises and extends from the children’s interests and provocations, is thoughtfully set up and accessible and provides a range of spaces and places for children to explore, create and imagine.
Provide a range of visual arts experiences and materials
Drawing