Creative Arts as Part of the Curriculum Essay Example For Students

Creative Arts as Part of the Curriculum Essay Literature Review For this literature review will be critically analyzing different perspectives on the benefits of having creatively arts within the daily practice of an early childhood curriculum as well as the positive impact creative/visual arts can have on childrens development. While the creative art curriculum includes dance, drama, and music, I will be focusing On visual art such as painting, drawing and so on. I will also discuss how the Rigger Emilie approach reflects and supports 3 creative art curriculum for young children, as well as linking this to the New Zealand early childhood curriculum document, Tee Harkin. Firstly, what is a creative art within an early childhood education? Greek artist Dimitys Mantras stated that art cannot be taught to young children, but it carries a message to them of freedom (Noiseless, 2007). Another aspect on what creative arts is, is not just about providing paints to the children, it is about providing children with an experience for creativity, which has a big point of analytical and critical thinking and problem solving (Ageist, no date p. 43), The creative arts is also about providing a wide range of experiences from paint, drawing markers, locale materials, clay, natural materials as well as resources used for modeling and construction (Swan, 2005). Feel that this statement is very true from my own practice and those who work around me. We have spent a great deal on improving our experience we provide in the creative art curriculum and have seen children taking more participation in art when a variety is offered. Art is a dynamic and unifying activ ity, the process of drawing, painting and constructing is a complex one. The child brings together many different elements to his or her experience (Instincts, 2007 p. ). This means that art should not be made structured and teacher lead, but for children to be creative and free for children to express Early Childhood Research 3 831 1 Rachel Males 20090622 Literature Review themselves and bring a different dimension to what is offered. Do believe that children only learn from learning themselves. With some activities being teacher lead is appropriate, agree with Instincts (2007) about children experiencing their own vision for the materials. It is tort the teachers to provide the resources to the children, for them to be able to express themselves rely and to suit their emotions and understanding at the time. Another article by Suffolk Early Years and Child care Services (2011) also supports children exploring art at their own pace and in their own way. The article looks at the teachers role modeling the materials, but letting the children to express themselves and to make their own choices. Another aspect of creative arts is the social cohesion it brings for the children. Beats and Beats explains that this social cohesion is where children are able to share their stories and experiences from themselves and their families, but children are also experiencing social and ultra significance from others (Foeman-Foal, Pooh Terrine, 2009). This can also be supported by Cherry (1972) Whose article States that conversations spring up among the children and between the children and the adults (p. 4). I also agree With this, as during many experiences through creative art projects, conversations are generated, letting children express themselves and their emotions. This can also be supported by Tee Harkin (Ministry of Education, 1996) which states under the goals that children experience of a variety of opportunities that promotes their language and social skills. As stated from these articles a creative arts curriculum provides both these skills for all children. This then follows into the benefits of how creative arts support childrens development. The creative arts can play a role in childrens gross motor skills 2 Literature Review and fine motor skills (as well as dance, drama and music) it also has a significant impact on children cognitive and shoo-emotional development as well as their language development. When looking at the cognitive development, Swan (2005) discusses how a variety of art materials can provide hillier with manipulative skills (such as clay and play dough) but children are also exploring the cause and effect when manipulating such materials. Swan (2005) also explains how these skills further supports their learning in early mathematics and science education. Live that this statement means that the creative arts curriculum can be a supporting tool in all areas of childrens education and development. Nikolas (2007) also supports this through another aspect of how children also need to be able to perceive expressive forms and not just cerate them. Looking and making art are dynamically interrelated hillside s perceptual awareness as well as their artistic and expressive skills (p. 9). When looking at the socio-emotional development for children, an article written by Schwartz Luckiness (2012) who describe two techniques to support children in their socio-emotional development. Candide- A Contrast To Optimism EssayTee Harkin (MOE, 1996) also recognizes the importance of providing an environment hat promotes verbal and non verbal communication skills for children to express themselves as well as their understandings and experiences tooth wider world, and teaches who provide a creative art curriculum encourages children to learn these verbal and non verbal communication skills (Foeman-Foal, Pooh Terrine, 2009). A creative arts curriculum also promote a sense of belonging when looking at other cultural heritage (Nikolas, 2007) I feel that this statement Literature Review very true, especially in New Zealand where we are Of mixed cultures. Well Tee Harkin (MOE, 1996) is written for peaked, Maori and Aphasia hillier and families, it also supports children from Other cultures. An article from the Taylor and Francis Group also supports a creative arts curriculum for Maori and Aphasia as well as other cultures in our centers by stating the way in which visual art can provide an effective pathways for all children, particularly Aphasia and Maori children, to navigate their way through the teaching and learning environment identifying and constructing their cultural identities through their interaction with cultural artifacts is a key theme (no author, 2009, p. 24). Nikolas (1987) also supports a creative art curriculum by saying caching plays an important role as it provides children not only with an artistic experience but it also provides children with an opportunity to explore and experience discovery and play within the art (cited in Nikolas, 2007). To support the curriculum in creative arts, it is up to the teachers to have knowledge in it and also provide it on a regular basis for children to experience. This can be supported by the article written by Ageist and Hon. (no date) where they state educators of young children are realizing the importance of creativity, imagination and divergent thinking in the classroom (Epstein, 2008 cited in Ageist ND Hahn, no date, p, 141)_ Another article that supports Ageist and Hones statement on teachers, is from Edwards, Postgraduate Wright who noticed how teachers are being more amazed by the unexpected perceptions of young children, and the unique way that young children view their wider world ad then express their imagination (1995). Literature Review In conclusion, from my literature research have gathered I have found a variety of information to support young children being involved within a creative arts curriculum. Have found much information to support he benefits on childs development especially social skills and language skills, such as verbal and non verbal communication skills. Feel that it is important to provide children with the opportunity to experience a variety of experiences in creative arts and not just providing children with paint, markers and paper. A thinking outside to box approach needs to be implemented by teachers in support childrens learning, through experimenting, practicing and evening failing for future learning.