Creative expression and play assignment 8-3

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Ashworth College *

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E06V

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Apr 3, 2024

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Wendy Harris AC2110514 E06V- Creative Expression and Play Assignment #8 June 4, 2022

Part 1: Summarize how arts-based centers nurture children’s creative expression. Children’s creative expression is nurtured when a teacher plans the environment for creativity and arts-based learning is as intentional as planning lessons (Isenberg, Jalongo, p. 320). Children need arts-based centers to help them express their creativity. Art has a soothing effect on children because of its tactile nature and lack of constraints. When a teacher knows the individual child, their learning styles and what each child needs to learn, it allows them to design a physical, social, and cognitive environment that advances the children’s creative growth and development. Giving children the opportunity to choose from teacher-selected, self-selected or self-directed activities teaches children to value learning and curiosity (Isenberg, Jalongo, p. 329). Art-based centers are comfortable places where small groups or individuals engage in activities that promote problem-solving. These activities aid in nurturing originality and spontaneity while developing children’s multicultural awareness and many intelligences. Art- based centers provide easily accessible arts-based books, materials, and resources that promote active learning. The materials that are provided should reflect the expanding world of their community, culture and their increasing interest in all subjects. It also helps in increasing social and verbal interactions, as well as multiple forms of play among peers. Art-based centers present opportunities to boost children’s creative ideas and help in managing their time. This type of center also helps reflect the interest of children and their cultural backgrounds to motivate learning (Isenberg, Jalongo, p. 330- 332). Part 2: Discuss how teachers must adapt arts-based centers for different age levels from toddlers to fourth graders.

All children can benefit from art-based centers. Teachers will have to make some adaptations because of individual learning styles, levels of learning, their needs, interest and age difference of the children (Isenberg, Jalongo, p.332 - 333). Toddlers need learning stations that consist of an assortment of materials with individual levels of complexity, as well as ample time to examine those materials. The learning stations must be furnished with low, open shelves to permit the children to explore the materials in a manner that reflects their stage of development. Toddlers also need items that encourage exploration and large motor skills. Toddlers should be offered sensory and creative experiences with other learning stations such as music, pretend, and sand and water to encourage various types of play (Isenberg, Jalongo, p. 333) According to our textbook, preschoolers and kindergartners need learning stations that involve all the essentials for toddlers plus materials and supplies that are interesting. These items (clothing, hats and shoes) can be used to role play in the pretend learning station and glue, wood and blocks are materials for construction can be used in the block learning station. Thinking and logic skills must be supported for first and second graders, which allows them to feel competent and successful. Engaging them in learning and meaningful integrated subjects within the curriculum assists them in demonstrating competence in a particular area. These children are active learners and require experiences to nurture their abilities (Isenberg, Jalongo, p.332). Children in the third and fourth graders should possess the same essentials as the younger children; however, their resources must include materials in literacy, materials to explore, hands-on projects, and on-going projects. All children require learning stations to explore opportunities to connect their learning through art, music, drams, and play, regardless of their age (Isenberg, Jalongo, p. 332). Part 3: Discuss techniques teachers can use to manage a center-based environment in the creative classroom.

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Managing a classroom with arts-based centers can be difficult, but with a little planning and a system it can be made easier. Managing centers involves assessing what the children know and can do. Secondly, soliciting their ideas about the topic of study and collecting materials for it. Last, allow them to help plan the procedures for its use. There are several techniques that teachers can use to manage center-based environments. One technique would be to create appropriate centers for a particular group of children; centers that reflect the needs, interests and cultural backgrounds. In these centers you will find interesting materials that invite children to participate. (Isenberg, Jalongo, p. 333- 334). Providing guidelines for the usage of the arts-based center is another technique. These guidelines help the children understand boundaries. It also helps children know what goals are expected (Isenberg, Jalongo, p. 334). Learning contracts and planning tools are another technique teachers can use to manage a center-based environment. Learning contracts, planning boards, and procedure charts are a concrete and visual way to help children work independently and with others, reflect on decisions, assume responsibility for their own activities, focus on the beginning and ending of an activity, manage time, and develop planning and organizational skills (Isenberg, Jalongo, p. 335 -336). Planning boards also help teachers to observe children’s choices, evaluate and change centers as needed by limiting the number of children per center (Isenberg, Jalongo, p.335). Children have the chance to participate in useful learning in all centers. By knowing the needs of the individual child as well as the group, an interesting classroom with arts-based centers that foster creativity can be easily implemented. A little innovation on the teacher’s part might spark the imaginations of the children. Centers that provide a rich assortment of materials encourages problem-solving, exploration, experimentations, and connections to the children’s own lives. In this way, the teacher boosts children’s creativity (Isenberg, Jalongo, p. 338 - 339).

Reference Isenberg, J. P., Jalongo, M. R. (2016). Creative Thinking and Arts-Based Learning: Preschool Through Fourth Grade. Seventh Edition. Pearson, (pp. 329 – 339).