The teaching approaches described in the reading are the teacher-controlled, student-centered, and inquiry-based approaches to learning. These approaches narrow into responsive education, productive and creative expression of teaching arts. The learners get to understand skills and nature through learning and responding to them in the response-based approach. A productive approach to learning entails creating the art and interacting with the work where the students are highly involved in producing the work. Creating knowledge allows the scholars to explore the art’s content, issues, and questions, reflecting the society.
The best approach to teaching arts is using responsive components that involve discovering and getting exposure to the arts. It is beneficial to the pupils because they appreciate arts and natural beauty while making judgments and preferences. This approach allows learners to engage in learning activities while responding to different crafts such as music, movies, drama, jewelry, and clothing design (Kostelnik et al., 2019). Learning standards describe what the students should know and do with the art. Standards that relate to learning art are creating, connecting, conveying, and evaluating. These standards can be classified into artistic techniques based on the four broad categories of skills: performing, presenting, producing, and responding. Learning standards that relate to dance and visual arts will be discussed in depth.
Dance standards for young children should generate and conceptualize artistic work and ideas. This is achieved by exploring movements inspired by various stimuli such as music, sound, text objects, images symbols, or observed dance moves and identifying the source. Children create actions by experimenting and changing the elements of dance to develop and perform structured improvisations. The teacher helps kids perform small sequences by use of different props like ribbon scarfs. In addition, students can modify a series of movements that describe choices and have a beginning, middle, and end.
These art standards employ elements of dance such as space, time, and energy to create and discover a dance move with the children. The dance activity plan can be connected to artistic ideas and cultural, societal, and historical context to deepen the understanding. To link culture to art, the teacher can demonstrate a dance performed in a school or a community. Visual arts to young children are incorporated in activities like drawing, painting, pottery, printmaking, graphic arts, and sculptures. This engages kids in imaginative play with materials and creates art in response to a creative problem. Standards in visual arts help provide skills required to make sense and use different art disciplines. Through this, students can interact with art in the right way.
In conclusion, the reading gives various approaches and standards of teaching aesthetic art to children. Multiple strategies have been explained that focus on art development. These reflect towards understanding child art, the visual cultures, and issues-based education in developing and implementing innovative projects. There is a need to ensure a knowledge base for affective development in class. This is achieved through physical, understanding, logical such as mathematical knowledge, representational, social, and metacognition skills. Physical knowledge helps develop by demonstrating the sensible properties of materials, while logical learning creates a relationship in teaching evaluation vocabulary. Representational knowledge uses symbols to represent art, and social knowledge encompasses teaching facts, traditions, and conventions of society to the learners. In metacognition, students learn how to think and appreciate the concept of individual thought towards aesthetic arts.
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2019). Developmentally appropriate curriculum: Best practices in early childhood education. Pearson.