ECHS 1350 - The Arts in Early Education

Credit Hours: 3.00

Objectives:

1. Review fine art for its relevance to the young child.
   1. Subject matter
   2. Sensory qualities
   3. Emotional Aspects
2. Identify the cultural identities of the children being served.
3. Choose fine art with familiar imagery that is relatable to children and their knowledge of their world, such as nature, or works that support children’s ties to their families and communities.

Outcome 2: Upon completion of this course, the student will be able to use an art discussion approach to support the development of art appreciation (thinking about art) in the young child.  

Objectives:

1. Illustrate the steps of visual thinking strategies (VTS).  
   1. Appropriate art selection.  
   2. Allow time for silent looking and or listening.  
   3. Posing three specific research-tested questions to motivate and maintain inquiry.
2. Identify how to link comments to encourage curiosity and learning.  
3. Solicit conversations from children surrounding the identification of qualities of the work, while being respectful of unique interpretations.
4. Model Art vocabulary in conversations.

Outcome 3: Upon completion of this course, the student will be able to describe how to create a classroom environment for The Arts.

Objectives:

1. Interpret the role of aesthetics in environments for young children.
2. Select materials.
3. Organize materials.
4. Display materials.

Outcome 4: Upon completion of this course, the student will be able to implement inclusive Visual Art activities with young children.

Objectives:

1. Recognize developmental stages in children’s drawings and paintings to support effective planning.
2. State rationale for the experience.
3. Write an activity plan for young children using materials as the medium.
   1. State the observable learning outcome.
   2. State the objectives or experiences that the activity promotes.
   3. Select art tools for young children representative of the kinds of materials and tools used in the industry such as paint, pencil, watercolor, glue, plaster, tempera, clay, chalk, crayons, wood, photographs, ceramics, etc.
   4. State variations in cultural, physical or developmental needs.
   5. Indicate how this Art activity may be linked to academic content areas.
   6. Site appropriate experiential education opportunities in the school’s surroundings and community for young children to connect learning to practical life experiences.
4. Complete the activity.

Outcome 5: Upon completion of this course, the student will be able to implement Auditory Art activities with young children.

Objectives:

1. State rationale for the experience.
2. Write an activity plan for young children using sound, music or instruments as the medium.
   1. State the observable learning outcome.
   2. State the objectives or experiences that the activity promotes.
   3. Select art instruments and experiences for young children representative of the kinds of materials and tools used by musicians around the world.  Use musical compositions including instrumental, vocal tracks and spoken literary arts such as poetry and rhyme.  When selecting instruments, sounds, and music, choose those from a variety of sounds and genres encompassing many different styles from around the world.
   4. State how you will model listening behaviors when listening to music, and or how you will teach by modelling how to handle and use instruments with care.
   5. State variations in cultural, physical or developmental needs.
   6. Indicate how this Art activity may be linked to academic content areas.
   7. Site appropriate experiential education opportunities in the school’s surroundings and community for young children to connect learning to practical life experiences.
3. Complete the activity.

Outcome 6: Upon completion of this course, the student will be able to implement inclusive Performing Art activities with young children including theater, music, and dance.

Objectives:

1. State rationale for the experience.
2. Write an activity plan for young children using the child’s presence as the medium.
   1. State the observable learning outcome.
   2. State the objectives or experiences that the activity promotes.
   3. Select art tools for young children representative of the kinds of materials and tools used in the industry such as props, puppetry, compositions, stories, music, costumes, and audio and video recording.
   4. State variations in cultural, physical or developmental needs.
   5. Indicate how this Art activity may be linked to academic content areas.
   6. Site appropriate experiential education opportunities in the school’s surroundings and community for young children to connect learning to practical life experiences. 
3. Complete the activity.

Outcome 7: Upon completion of this course, the student will be able to describe how The Arts promote skills and growth across all developmental domains.

Objectives:

1. Identify how art exploration enhances Emotional Development.
2. Identify how art exploration enhances Social Development.
3. Identify how art exploration enhances Cognitive Development.
4. Identify how art exploration enhances Language Development.
5. Identify how art exploration enhances Physical Development.

• Communication: The graduate can communicate effectively for the intended purpose and audience.
• Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
• Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
• Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
• Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
• Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.