Vanessa, you have provided a clear and concise summary without being "preachy". My contact with Pre-school Art comes with being the English teacher coming in classrooms in Spain. That means I am even less integrated into the dynamics of the early years setting, but I am meant to be part of their curriculum. By the way, children in Spain and Portugal start going to school at three. It's not compulsory, but 93% of the families take advantage of this free provision. So, my dilemma is: Art projects can form part of the English specialist's remit, but with limited time and go in/go out way of working. My only solution is to pop in with bags of Loose Parts.
I like to do both. Product art also has a place in the classroom! My kids are so proud of all of their projects. Last week they asked to dance with their product art. I also feel process art is also very important. We have to monitor both since we have 3 year olds.
This presentation is very informitive. I like how you show the differences between Product and Process Art. I will be waiting to hear the second part. God bless
With my new curriculum (The Creative Curriculum), I struggle to find ideas related to the theme that are process art. I feel like my students need a template for most art projects otherwise they will randomly glue pom poms, sequins, popsicle sticks, and other items to paper and call it for example a garbage truck. Our current study is Reduce, Reuse, Recycling.
Can you reframe your thinking a bit? One of the main purposes of this unit is to learn about the important concept of reducing, reusing, and recycling, not making garbage trucks. If your unit of study is Reduce, Reuse, Recycle, can you put out some things they could re-use for process art? For example, you could put out some box fronts (cereal, crackers etc.) and invite them to cut out letters to spell their names and glue to construction paper. Or use paper towel tubes dipped in paint on the ends to stamp circles on a page. The possibilities in Preschool/Pre-K for re-using items is endless.
I have a 5 year old that will just sit and say “I don’t know what to do “ when open ended art is offered. He can follow directions well- cut this- but knowing what to do next such as :open the glue, put glue on the piece , turn it over and stick it on is a problem. He is unable to look at what others are doing and figure it out. It’s February and he turned 5 in December. He will just sit at the table and do nothing. He also has a hard time choosing what to play with during centers. He has all the basic academic skills and a large vocabulary. Can you give me some suggestions to help develop problem solving stills, creativity and initiative? I am a veteran teacher and have never seen a student like this. Help!
I experienced this several time with students who came from homes where they were always "told" what to do and never allowed to make their own choices, or multilingual learners. They usually required a bit of one-on-one time with me demonstrating how to use the materials and talking through my decision making process. Although I had introduced and modeled for the entire class in the beginning of the year, these particular students needed more "permission" and direct support.
Vanessa, you have provided a clear and concise summary without being "preachy". My contact with Pre-school Art comes with being the English teacher coming in classrooms in Spain. That means I am even less integrated into the dynamics of the early years setting, but I am meant to be part of their curriculum. By the way, children in Spain and Portugal start going to school at three. It's not compulsory, but 93% of the families take advantage of this free provision. So, my dilemma is: Art projects can form part of the English specialist's remit, but with limited time and go in/go out way of working. My only solution is to pop in with bags of Loose Parts.
I like to do both. Product art also has a place in the classroom! My kids are so proud of all of their projects. Last week they asked to dance with their product art. I also feel process art is also very important. We have to monitor both since we have 3 year olds.
Another brilliant video! I’m going to try to convince my coworkers about this!
This presentation is very informitive. I like how you show the differences between Product and Process Art. I will be waiting to hear the second part. God bless
Glad it was helpful!
With my new curriculum (The Creative Curriculum), I struggle to find ideas related to the theme that are process art. I feel like my students need a template for most art projects otherwise they will randomly glue pom poms, sequins, popsicle sticks, and other items to paper and call it for example a garbage truck. Our current study is Reduce, Reuse, Recycling.
Can you reframe your thinking a bit? One of the main purposes of this unit is to learn about the important concept of reducing, reusing, and recycling, not making garbage trucks. If your unit of study is Reduce, Reuse, Recycle, can you put out some things they could re-use for process art? For example, you could put out some box fronts (cereal, crackers etc.) and invite them to cut out letters to spell their names and glue to construction paper. Or use paper towel tubes dipped in paint on the ends to stamp circles on a page. The possibilities in Preschool/Pre-K for re-using items is endless.
Thank you for the ideas! @@PreKPagesvideos
Excellent thank you!
Excellent! I would like to know do you use Teaching Strategies? If so do you have any videos on how to use Teaching Strategies Curriculum.
TS is a framework which allows for supplementation, many of our Trailblazer students use TS.
I have a 5 year old that will just sit and say “I don’t know what to do “ when open ended art is offered. He can follow directions well- cut this- but knowing what to do next such as :open the glue, put glue on the piece , turn it over and stick it on is a problem. He is unable to look at what others are doing and figure it out. It’s February and he turned 5 in December. He will just sit at the table and do nothing. He also has a hard time choosing what to play with during centers. He has all the basic academic skills and a large vocabulary. Can you give me some suggestions to help develop problem solving stills, creativity and initiative? I am a veteran teacher and have never seen a student like this. Help!
I experienced this several time with students who came from homes where they were always "told" what to do and never allowed to make their own choices, or multilingual learners. They usually required a bit of one-on-one time with me demonstrating how to use the materials and talking through my decision making process. Although I had introduced and modeled for the entire class in the beginning of the year, these particular students needed more "permission" and direct support.