The student will be able to:

1. Compare and contrast methods that encourage/discourage creative growth in the young child.
2. Demonstrate an awareness of the benefits of using a variety of media to introduce children to various tactile, visual and performing arts.
3. Formulate and evaluate curriculum plans which affirm and respect culture, language, ethnicity, ability, economic class and gender diversity.
4. Demonstrate an understanding of the stages of development in art in young children and how these stages are the basis of planning creative experiences.
5. Describe the teacher's role in the planning and aesthetic presentation of creative experiences for children.

1. Compare and contrast methods that encourage/discourage creative growth in the young child.
   1. Observation and evaluation of open-ended and closed creative experience for children.
   2. Journal reflection of student's comparison of a creative experience versus a non-creative experience.
   3. Importance of avoiding use of models when presenting creative experiences for children.
2. Demonstrate awareness of the benefits of using media to introduce children to tactile, visual and performing arts.
   1. Exploration of medium including different types of paint, clay and play dough, drawing materials such as crayons, pastels, colored pencils, felt pens; collage, textiles and woodworking.
   2. Demonstration of methods used with children to explore music, story re-enactment and dramatic play
   3. Student illustration of a children's book using various art media.
3. Formulate and evaluate curriculum plans which affirm and respect culture, language, ethnicity, ability, economic class and gender diversity.
   1. Assessment of art experiences for access that is appropriate for all children.
   2. Curriculum planning that reflects the sequence of a child's ability to construct and represent their world.
4. Demonstrate an understanding of the stages of art development in young children and how these stages are the basis of planning creative experiences.
   1. Stages of art development.
   2. Universal symbols in children's art.
   3. The whole child: social/emotional, cognitive, physical and language.
5. Describe the teacher's role in the planning and aesthetic presentation of creative experiences for children.
   1. Discussion of importance of creating an environment conducive to the development of art expression and aesthetics.
   2. Determination of age-appropriate goal of experience/activity, collection of materials, setting up experience, observation, documentation, facilitation and reflection or evaluation.

Not applicable.

Class participation
Student journals
Written observations
Create a resource binder
Individual presentation
Self assessment

Lecture
Discussion
Oral presentations
Practical experiences
Demonstration

Galusky, Theresa, and MaryEllen Bardsley. Sparking a Love of Art. 2020.

Murphy, Lisa. Play: The Foundation that Supports the House of Higher Learning. 2015.

Pelo, Ann. The Language of Art: Reggio Inspired Studio Practices in Early Childhood Settings. 2007.

Texts older than five years are still relevant to the course.

1. Reading and study of the text, supplemental articles
2. Weekly journal writing
3. Two written observation papers
4. Final written paper reflecting on the process of final project