Amalgamated Nursery School: HOW TO TALK TO YOUR KIDS (OR YOUR ADULTS) ABOUT THEIR ART...

Wednesday, April 13, 2011

HOW TO TALK TO YOUR KIDS (OR YOUR ADULTS) ABOUT THEIR ART...

from Linda Carson
big black pig studio

"Kids are not little adults. But they are professionals. Their job is to play, their job is to experiment, their job is to try different things."

Chuck Jones (the guy who drew Bugs Bunny)

Why do art? | Five tips on talking | What not to say | What to say | What to read
You are the first art teacher

Why do art?

Practicing art, as a child or as an adult, is a joyous activity that awakens our senses in the rest of our
day-to-day life. A few of us may eventually become working artists. But there are many more benefits to be gained doing art.

· self-esteem

· manual dexterity & physical co-ordination

· organization

· self-discipline

· Creativity

(Continues on Page 3)

· risk-taking

· problem-solving & decision-making

· visualization & planning

· spontaneity & responsiveness

· a personal aesthetic

· relaxation

· communication

· emotional expression

· respect for the individuality of others . . . and oneself

What you say to your kids about art can either reinforce these goals . . . or undermine them dreadfully. Who doesn't remember some devastating experience-in grade two, perhaps with a well-meaning adult who "corrected" your painting because "trees have to be green, dear"?

Five tips on talking to your kids about their art

"Right" or "Wrong" applies only to the use of tools & materials, not to the artwork or subject matter.

Creative folks try to practice divergent thinking (where we get lots of different answers and ideas) instead of convergent thinking (where we're trying to conform by arriving at the one correct answer). It's usually a good thing when your kids' paintings don't look like any of the others in the class.
P.S. Give them more blank paper, fewer colouring books.

Focus on the process, not the product.

What you're trying to do is feed back their explorations to them--being neither too critical nor too gushy--and leave lots of room in the conversation for them to talk, too. What they think about their artwork is more important than what you or I think.
What you're trying not to do is impose adult standards on kids' work. You probably know, from your own childhood experience, that the most crushing thing you can say is "What is it?"

Let your kids decide which works are the best for display.

Sure, you may save everything (dated) in a box so you can look back on their progress, but you obviously can't show it all off. The latest work can go on the fridge door. Then buy a clip frame (easy to change the artwork) and encourage your kids to select their favourite of the month to decorate the front hall. Doing art is one of the only opportunities kids have in their week to exercise, explore & develop their own judgment. At the easel, they're in charge of what's right, what's best, what's next. Instead of learning & conforming to an external adult standard of excellence, they're discovering their own.

Don't over-praise.

If you gush all the time, your kids stop valuing your praise and may eventually doubt that anything they do is praiseworthy.

Praise them for doing, not being.

Focus your praise on the work accomplished, not on your kids' innate brilliance. ("What a great idea!" or "You really worked hard on this painting!" rather than "You're so clever.") Get it? Kids who are rewarded for "doing" (working hard & making progress) continue to thrive. Kids who are congratulated for "being" smart--or artistic or imaginative--often start playing it safe to protect their image.

What NOT to say . . .

Even "Tell me about your painting" can embarrass young or non-verbal kids. For example, here are some of the most notorious things never to say to an artist of any age or experience.

· "What is it?"

· "Is it done yet?"

· "Who ever heard of a green cat?"

· "Next time, try to be tidier."

· "Let me do it for you."

Honourable mention goes to the great classic, "It's so . . . interesting."

What to say . . .

Focus praise on the effort, not the product. For example:

· "How did you do this?"

· "You seemed to be having fun."

· "You were really concentrating."
"What an interesting way to use the brush."

Talk about the shapes, colours & marks you see. For example:

· "What I notice first about your drawing is . . ."

· "What I like most about this is . . ."

"Isn't it interesting how you've used lots of . . . "

Promote self-evaluation. For example:

· "Have you put in everything you want to show about the subject?"

· "Do all the parts of the picture look like they belong together?"

"Which of your paintings from today do you like best, and why?"

Encourage effort, enjoyment, & risk-taking. For example:

· "It's fun to try it different ways."

· "We learn a lot from our mistakes."

· "Can you think of other ways to use this tool?"

· "Let's try anyway."

· "It's okay to get dirty."

· "I'm proud of you when you try hard things."

What to read . . .

Buy ‘em, or read mine while your kids are in class. I am especially indebted to Peggy Jenkins for most of the suggestions on "What to say."

Doing Art Together
by Muriel Silberstein-Storfer with Mablen Jones ISBN 0-671-43428-4 Pbk.
Art for the Fun of It: a guide for teaching young children
originally published as Art Principles and Practices by Peggy Davison Jenkins ISBN 0-671-76151-X

The Creative Spirit
by Goleman, Kaufman & Ray
especially Chapter 2--Creativity in Children
I'm not a fan of Mona Brooke's Drawing with Children.

You are the first art teacher your kids ever know

Your interest & informed praise contribute daily to your kids' creative development.

M y own parents never studied art or teaching. (My mother says she was actually excused from grade five art because it was too damaging to her self-esteem.) But Mummy always got the movers to leave behind big heaps of the blank newsprint paper they used to wrap our dishes, and she never bought me colouring books. Daddy said, "Of course you can learn to run a jigsaw" and everybody said it was okay to get dirty. I thank them every chance I get.

Linda Carson
owner/operator of the big black pig studio
AKA
the person behind the pig

This article was written by Linda Carson owner/operator of the Big Black Pig Studio in Ontario Canada. The article can be found at http://www.bigblackpig.com/howtotalk.html.

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About Amalgamated Nursery School

The Amalgamated Nursery School is a nonsectarian, parent cooperative nursery school which was established in 1933 to serve the immediate community and the surrounding area. Our school holds a charter from the New York State Department of Education Board of Regents and a license from the New York City Department of Health. We also are accredited by the National Association for the Education of Young Children (NAEYC).

Every classroom is headed by a certified Early Childhood teacher. Assistants are also experienced in working on an Early Childhood level. Specialists in music and movement are used to enrich the program as well.

As a cooperative nursery school, we are governed by elected members of our parent body.

Philosophy

The Amalgamated Nursery School is a child's laboratory for developmentally appropriate learning. It is a place where children can "learn to learn" - where they are encouraged to develop their curiosity, explore their interests and realize their creativity. Our curriculum is based on early childhood educators' knowledge of how children learn:

> Through activity.
> Through first-hand sensory perception of feeling, listening, smelling, tasting and observing Through experimentation, manipulation and exploration as a result of encounters with a variety of media, problems, ideas and people.
> As active members of a congenial social group.
> Through the process of identification with adults in their lives.
> Most efficiently when the activity is related to their own purposes and interests.

Curriculum

At The Amalgamated Nursery School, your child will be exposed to a varied curriculum which is designed to meet the needs of each individual child. The approach to learning is through "activity centers" that are spaced in different areas of the classroom. The children learn from each other as well as from adults. They are free to move about the room and select the learning experiences that interest them the most. Teachers assist and guide the children in their pursuits. Group experiences of age appropriate duration are used for story telling, music, creative dramatics, and as an opportunity for children to share their ideas with the class group.

Daily activities include:

Social Studies: The children learn about family life, the neighborhood, respect for the environment, community helpers, holidays and the world around them. The curriculum fosters an appreciation for individual, cultural and racial diversity. The children take trips to such places as the library, neighborhood gardens and the firehouse. In turn, the children are visited by community helpers.

Science: Children learn by doing, not by being told. The curriculum encourages learning through discovery, handling materials, exploring environments both inside and outside the classroom. The children gain firsthand experience with nature through the care and observation of plants and pets.

Mathematics: Opportunities for mathematical learning exist throughout the curriculum. We provide functional experiences for counting, sorting, measuring, patterning, and graphing. Children also learn about shape and size relationships. As they keep track of birthdays and holidays, children begin to learn about temporal concepts.

Language Development and Literacy: The goal here is to develop reading and writing readiness by helping children learn to express themselves verbally and to develop listening skills. Toward this end they participate in such activities as dramatic play, puppetry and felt board stories. Books and poetry provide an introduction to children's literature. Children are provided with many opportunities to see how reading and writing are useful: dictating stories, seeing classroom charts and making their own class books.

Musical Experiences: Singing, movement and the use of rhythm instruments make up the music program. Opportunities to hear new sounds, create with voice or instruments, and to experience rhythmically with the body are provided for the children.

Art: Through the use of collage, paint, clay and other art materials, children are given opportunities for the expression of individuality and creativity.

Cooking and Woodworking: Real tools, such as hammers and cooking utensils, are used in the nursery to produce real products. The children frequently prepare their own snacks. Cooking activities are provided at least once a week and often relate to a season, holiday or theme.

Active Physical Play: Outdoor activity is planned daily so children can develop large muscle skills, learn about outdoor environments, and express themselves freely and loudly. Children have daily opportunities to use large muscles, including running, jumping and balancing. During inclement weather the children utilize our "big room" for these activities.

Blockbuilding: This is an activity that develops spatial awareness and eye hand coordination while encompassing social studies, number relationships and language arts. Children engaged in building a highway out of blocks are learning geography as they figure out how the highway might bypass other roads or bodies of water; they are learning language arts skills as they communicate to each other and explain to others about their building; they are learning social studies as they take turns sharing the materials; and they are learning about number and size relationships as they stack blocks and put blocks away in appropriately marked spaces allotted for each block shape.

The Amalgamated Nursery School is often the first step away from family and home. Through the nursery experience your child will gain independence, establish new relationships with other children and learn to work and play in a group situation. The goal of The Amalgamated Nursery School is to help your child develop physically, intellectually, emotionally and socially. We help to enhance children's self-esteem and confidence so that they will successfully meet future challenges in school and in life.

Sponsored by The Joint Community Activities of the Amalgamated and Park Reservoir Cooperatives.

Amalgamated Nursery School

Wednesday, April 13, 2011

HOW TO TALK TO YOUR KIDS (OR YOUR ADULTS) ABOUT THEIR ART...

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