Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
7 Cards in this Set
- Front
- Back
|
Ch.2 7 strategies
|
1.build creative thinking into your program, 2. model creative thinking, 3. recognize encourage and value creative thinking and problem solving, 4. help children value their own creative thinking, 5. pose problems requiring creative solutions, 6. engage children in critical thinking, 7. Ask open-ended questions
|
|
|
Constructivism
|
Children must actively construct knowledge. It cannot be given to them through direct teaching. The process is similar to constructing a building. Work leads teachers to critically examine the role of direct instruction in children's learning. Much of what children learn cannot be verbally transmitted through direct teaching, which involves too little work from the child
|
|
|
Ch. 4 Art Safety
|
no glitter until 4 or older and make sure they wash their hands, no knives or sharp objects, electricity (no appliances) only older school aged kids no hot glue gun unless older school aged children-liquid is better for younger children, no rubber cement, no balloons, no powder paints , nature items if supervision is near, styrofoam should only be in fruit or vegetable trays or baked good/ no raw meat or fish
crayons-are fine |
|
|
Ch. 7 1. Aesthetic Attitude
|
openness or childlike freshness
spontaneity intense focusing on the here and now a sense of joy, wonder, marvel or excitement, willingness to perceive as if experiencing something for the very first time, commitment or willingness to "stop and smell the roses" Children are sensory gluttons who need to listen, touch, smell, and taste |
|
|
Ch. 7 2 Aesthetic Process/ Experience
|
Children sense and perceive for the sheer joy of it. aesthetic process involves active engagement rather than passive taking in.
listening attentively to music and drawing on images, emotions, and memories, rather than merely hearing a song visually exploring or quietly contemplating a work rather than merely glancing at it manipulating and feeling a peacock's feather considering the colors and textures in light of other tactile experiences, rather than just quickly touching it |
|
|
Ch. 8 3. Aesthetic Response
|
our reactions will also entail a mental response in the form of a decision, judgment, or evaluation
was this personally enjoyable, and why? did the artist, musician, or dancer exhibit skill? what makes me think so? do i like it, and why? |
|
|
Ch. 7 Teacher's role
|
Teacher as Aesthetic Model
|
