| |
| |
Foreword | |
| |
| |
| |
Preface | |
| |
| |
Acknowledgments | |
| |
| |
| |
Integrating Art into the Early Childhood Curriculum | |
| |
| |
Relevancy of Vygotsky's Theories of Language and Social Interaction | |
| |
| |
Balancing the Visual Art Disciplines with Contemporary Concerns | |
| |
| |
Creative Art Expression: The Reggio Emilia Approach | |
| |
| |
Back to the Future: John Dewey and the Arts in Education | |
| |
| |
| |
Creating an Inviting Environment for Art Expression | |
| |
| |
An Aesthetically Pleasing and Functional Environment | |
| |
| |
Stationary Properties of the Room | |
| |
| |
Arrangement of Learning Areas | |
| |
| |
Conclusion | |
| |
| |
| |
Art Media, Tools, and Technological Resources That Foster Language Expression in Art | |
| |
| |
Materials and Tools for Art Expression | |
| |
| |
Acquiring Materials | |
| |
| |
Organizing and Presenting Art Materials | |
| |
| |
Using Technology | |
| |
| |
Conclusion | |
| |
| |
| |
Beginning Investigations in Art | |
| |
| |
Getting Started at the Discovery Table | |
| |
| |
Observing and Reflecting | |
| |
| |
Guiding Children to Explore and Create | |
| |
| |
Making Connections Across Subjects | |
| |
| |
Conclusion | |
| |
| |
| |
Guiding Children's Art Through Language | |
| |
| |
Asking Convergent and Divergent Questions | |
| |
| |
Art Talk | |
| |
| |
Using the ZPD and Dynamic Assessment | |
| |
| |
Developing Curriculum Based on Children's Knowledge and Interests | |
| |
| |
Using the Immediate Environment to Motivate Art Expression | |
| |
| |
Providing In-Depth Experiences with Natural Materials | |
| |
| |
Building Conceptual Knowledge While Enhancing Art Expression: The City | |
| |
| |
Documenting Children's Learning | |
| |
| |
Using Portfolios for Assessment | |
| |
| |
Conclusion | |
| |
| |
| |
Children Learn About Artists and Themselves as Artists | |
| |
| |
Painting in Jackson Pollock's Style | |
| |
| |
Introducing Art Reproductions to Children | |
| |
| |
Children Identify with Art Reproductions | |
| |
| |
Learning from Monet's Painting The Bridge at Argenteuil | |
| |
| |
Matisse's Special Need and His Paper Cutouts | |
| |
| |
Art and Children with Special Needs | |
| |
| |
Enjoying Each Other's Art | |
| |
| |
Working with Artists | |
| |
| |
Conclusion | |
| |
| |
| |
Collaborating with Parents and Colleagues | |
| |
| |
Involving Parents in Art Experiences | |
| |
| |
Collaborating to Provide Quality Experiences in Visual Arts | |
| |
| |
Conclusion | |
| |
| |
| |
Reflections | |
| |
| |
Reflections from Teachers | |
| |
| |
Reflections from Two Principals | |
| |
| |
Reflections from Teacher Educators | |
| |
| |
| |
Children's Art Development | |
| |
| |
Creative Thinking in Art | |
| |
| |
Cognitive Thinking in Art | |
| |
| |
Aesthetic Thinking | |
| |
| |
Aesthetic Thinking and Art Talk | |
| |
| |
| |
Art Talk: Language of Art | |
| |
| |
The Language of the Elements of Design | |
| |
| |
The Language of the Principles of Design | |
| |
| |
Art Talk and Art Appreciation | |
| |
| |
Suggestions for Talking with Children About Their Art | |
| |
| |
References | |
| |
| |
Index | |
| |
| |
About the Authors | |