DO's
|
DON'Ts
|
| Understand
that when children draw huge hands, construct unreal proportions, or
leave out items that you might consider essential, they are
concentrating on what is important to them at the moment. Their work
should be accepted as they create it. Often observing what is
emphasized or omitted will give you an important insight into a
child's development. |
Don't
correct or add to a child's work. |
| Understand
that children's coordination and muscle development will grown as a
result of creating their own artwork. Art for the young child is a
developmental process that provides the opportunity for physical,
emotional, intellectual, and social growth. |
Don't
believe that coloring in pictures in a coloring book will improve a
child's coordination. |
| Remember
that children need continuity. They will not be bored if you offer
them opportunities to paint, draw, build, paste, and model every day.
Personal growth takes place through repeated experiences with
open-ended materials. |
Don't offer
a particular art material only once a week. Children need an ongoing
experience with the materials so that new growth and discoveries can
be made. |
| Offer the
children open-ended materials (paint, clay, crayons, wood, blocks) so
that they may make discoveries for themselves; this will help them
meet their intellectual and emotional needs. |
Don't offer
coloring books or precut patterns to the children. These are just
another way of saying, "You are not capable; you do not have the
ability." |
| Tell the
children why you like their work; comment on the red line near the
blue circles or mention the two blue dots. Commenting on what you see
helps the children become more consciously aware of their work. Help
the children think about what they want to paint, draw, build, or
model; for example, ask, "How does a cow eat?" or "How many legs does
the animal have?" |
Don't ask a
child, "What is that?" Don't even try to guess. Don't casually say
that a painting or drawing is "beautiful," "great," or "terrific."
This does not make a child aware of his or her individuality. Don't
make models for the children, even when they protest that they "can't
do it." They cannot possibly duplicate what an adult has created. Your
model is a way of saying, "I know you are not able to do a good job." |
| Help the
children to feel confident about their work and to take pride in it.
Stress the individuality of each creation. Respect the many different
ideas children have, as they use the same materials. |
Don't
compare the children's work of show preferences. Don't allow their
comment on other children's work-"Oh, that's just scribble scrabble"
-to go unnoticed. You can respond by saying, "That's John's design" or
"That's his idea." |
