Doing Art Guide | p. ix |
Studio Page Guide | p. x |
Preface | p. xi |
Acknowledgments | p. xv |
Art and Young Children | p. 1 |
Who are the young artists? | p. 2 |
Why should art be taught to young children? | p. 4 |
What are the components of a thoughtful art program for young children? | p. 7 |
What direction do current research and educational theory provide? | p. 7 |
What does a thoughtful art program look like? | p. 13 |
Conclusion: The thoughtful art program | p. 17 |
Further Reading | p. 18 |
Doing Art: Preparation | p. 19 |
Studio Pages 1-4 | p. 23 |
Teaching Art | p. 27 |
What is the teacher's role in early childhood art? | p. 28 |
How does the teacher's behavior affect young artists? | p. 30 |
How should teachers respond to young artists nonverbally? | p. 33 |
How should teachers respond to young artists verbally? | p. 33 |
How should teachers respond to problems? | p. 42 |
How does teaching style affect program delivery? | p. 44 |
Conclusion: Delivering the thoughtful art program | p. 46 |
Further Reading | p. 47 |
Doing Art: Planning for Art | p. 48 |
Studio Pages 5-8 | p. 53 |
Artistic Development | p. 57 |
When does art begin? | p. 58 |
Why drawing? | p. 58 |
What is known about the artistic development of children? | p. 59 |
Historical trends in artistic development | p. 60 |
What social and cultural factors affect artistic development? | p. 63 |
What do child art development models tell educators? | p. 66 |
Collecting Children's Art | p. 70 |
Conclusion: The child artist | p. 71 |
Further Reading | p. 71 |
Doing Art: Drawing | p. 73 |
Studio Pages 9-12 | p. 81 |
Nurturing Creativity | p. 85 |
How are young children creative? | p. 86 |
What is the creative process? | p. 88 |
How do teachers foster the creative process? | p. 93 |
Conclusion: Creativity in teaching | p. 94 |
Further Reading | p. 95 |
Doing Art: Collage | p. 96 |
Studio Pages 13-16 | p. 111 |
Integrating the Curriculum | p. 115 |
How can art activities be integrated throughout the curriculum? | p. 117 |
What is an introductory experience? | p. 118 |
What is the thematic approach? | p. 121 |
What is the project approach? | p. 128 |
Conclusion: Making the connection | p. 130 |
Further Reading | p. 131 |
Doing Art: Painting | p. 132 |
Studio Pages 17-20 | p. 145 |
Making Art Safely | p. 149 |
Why are art hazards a concern? | p. 150 |
How are safe art materials selected? | p. 152 |
What are some safe alternatives? | p. 154 |
How can safe behavior be promoted? | p. 156 |
How can teachers set limits? | p. 157 |
Is it food or art? | p. 158 |
What recipes work? | p. 160 |
Conclusion: Balancing freedom and safety | p. 161 |
Further Reading | p. 162 |
Doing Art: Modeling | p. 163 |
Studio Pages 21-24 | p. 179 |
Awakening the Senses | p. 183 |
What is beauty? | p. 184 |
How does an aesthetic sense develop? | p. 185 |
What are the elements of art? | p. 186 |
How is sensory perception developed in young children? | p. 191 |
What is the best way to present sensory experiences? | p. 200 |
What is kinesthetics? | p. 200 |
Conclusion: The sensitive teacher | p. 202 |
Further Reading | p. 203 |
Doing Art: Printmaking | p. 204 |
Studio Pages 25-28 | p. 211 |
Introducing the World's Art | p. 215 |
What do children learn from the art of others? | p. 216 |
How should artworks be selected? | p. 217 |
Why should the program include art from other cultures? | p. 219 |
What do children learn from multicultural art examples? | p. 221 |
How can teachers build their collections? | p. 222 |
How are artworks, prints, and artifacts used with children? | p. 225 |
How can community resources be used? | p. 234 |
How can children's literature be used to teach art? | p. 237 |
Conclusion: Becoming an artist | p. 238 |
Further Reading | p. 238 |
Doing Art: Fiber art | p. 240 |
Studio Pages 29-32 | p. 257 |
Creating a Place for Art | p. 261 |
What kind of environment is needed for art? | p. 262 |
How should the art environment be arranged? | p. 264 |
How should art supplies be organized? | p. 265 |
How is an aesthetic environment created? | p. 267 |
Conclusion: Creating a sense of place | p. 270 |
Further Reading | p. 271 |
Doing Art: Sculpture | p. 272 |
Studio Pages 33-36 | p. 283 |
Cooperative Art Activities | p. 287 |
What is cooperative art? | p. 288 |
How can children be encouraged to work together? | p. 288 |
What is involved in cooperative art activities? | p. 291 |
How can young children use the computer to create art? | p. 293 |
Conclusion: Cooperative art binds people together | p. 296 |
Further Reading | p. 297 |
Doing Art: Group Art | p. 298 |
Studio Pages 37-40 | p. 313 |
Dealing with Differences | p. 317 |
How can teachers create a climate in which art can flourish? | p. 318 |
How can art be used in anti-bias activities? | p. 320 |
How are children with special needs included in the art program? | p. 321 |
What is the role of holidays in an art program for young children? | p. 323 |
What is art therapy? | p. 324 |
Conclusion: Caring for each other | p. 325 |
Further Reading | p. 326 |
Doing Art: Art for dramatic play | p. 327 |
Studio Pages 41-44 | p. 341 |
Assessing Growth | p. 345 |
What is authentic art assessment? | p. 346 |
How can children's artistic growth be assessed? | p. 347 |
What daily observation methods can be used? | p. 348 |
How can portfolios be used for long-term assessment? | p. 352 |
What can be learned by looking at a child's art? | p. 356 |
How do teachers share with parents? | p. 357 |
How do teachers assess themselves? | p. 360 |
Conclusion: A vision to grow on | p. 363 |
Further Reading | p. 366 |
Doing Art: Displaying Art | p. 367 |
Studio Pages 45-48 | p. 375 |
Teacher Resources | p. 379 |
Art supplies sources | p. 379 |
Artifact sources | p. 379 |
Sources of prints and posters | p. 380 |
Computer supplies and software | p. 381 |
Recipes | p. 382 |
Children's Literature on Art | p. 385 |
Teacher References | p. 401 |
References | p. 403 |
Glossary | p. 407 |
Index | p. 411 |
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