Fracassi_FA2_Monday Lab
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Michigan State University *
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Feb 20, 2024
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HDFS 321 Field Assignment 2
The Aesthetic Domain of Development
Instructions:
Read through this Field Assignment before your lab day so you will know what observations and information to collect during your lab session. For this field assignment,
you will make observations and likely jot brief notes during and/or just after lab. Then you must type
your
responses to the field assignment questions into this template/form using 12-point purple font
. Be specific and succinct in your writing but use as much space as you need to answer questions fully. In other words, responses do not have to fit in the space provided. Submit your completed Field Assignment to its drop box on D2L. The file must remain a Word document in the same format. Only add your responses to the template/form; do not remove any directions or questions from it.
Name your Word file with your Last name_FA2. An example is Wood_FA2.docx. Monday Lab Students: Title your file with the words “Monday Lab” at the end, e.g., Wood_FA2_Monday Lab.docx to ensure your submission is not interpreted as late. This week, observe in the classroom area or center where aesthetic activities typically occur, e.g., in the art or music area(s)
. Remind your Head Teacher (HT) to please place you there this week, so that you can collect observations for this field
assignment. 1. Based on your readings,
what is the
purpose
of aesthetic development? You may quote your DAC text exactly for this response. If so, put it in quotation marks and after it put the citation with the text page number in parentheses, i.e., (Kostelnik
et al., 2018, p. __).
After reading the purpose of aesthetic development according to the book can be defined as a person’s ability to perceive, be sensitive to, and appreciate beauty in nature and creations in the arts. This means that aesthetic development allows us to
deepen children's cognitive and academic achievement. 2. Based on your readings,
list
an example of the following types of aesthetic activities:
Visual:
Drawing, Painting, Sculpture, Printmaking, Mosaics, and Collage
Performing:
Singing, Dancing, Playing instruments, Dramatics, Storytelling, and Puppetry.
Usable:
Weaving, Ceramics, Pottery, Knitting, and Jewelry making
Literary:
Writing stories, Poems, Plays, Jokes, Skits, Essays, and Novels
3. During pre-session
, ask
your Head Teacher (or the HDFS 424 student teacher if one is assigned to your classroom) why this particular aesthetic activity was planned for the children. Include the teacher’s response here.
During pre-session
,
my Head Teacher said they were going to make homemade Play-Doh and allow the children to create their own unique Play-Doh by using washable markers and mixing it in the Play-Doh to create a color of their choice. She planned this for the children because it allows them to demonstrate and be creative in expressing themselves by picking our colors and making a color that speaks to them. Rather they just give them an orange container of Play-Doh for them to use. Having them make choices and express themselves is a huge part of aesthetic learning. 4
. Help your Head Teacher (or HDFS 424 student teacher) set up the art area. As you do so, ask
the teacher why they chose to set up the area in this way. That is, what preparations did the teacher make so children would know what to do in this area? How does this set up support children’s learning? Include the teacher’s responses here.
The teacher said that they set out the materials on the art table because the children
are used to doing these types of aesthetic activities there. However, she did mention that the children can move around the room and use their Play-Doh elsewhere and she wants to allow that freedom and creative flow across the classroom. She mentions that it’s usually done in a similar area like the art table however to not limit them from expressing these activities elsewhere. The set up of the colored marks and bags of Play-Doh gives the children the option to choose a variety of colors to make it unique to themselves. This supports their learning by allowing them to express their feelings and creativity in a project like this. 5. Write
a description of the activity, i.e., what children will get to do. Include enough detail so that your lecture course instructor
😊
can understand the activity without observing.
The activity consisted of myself and another teacher mixing and making homemade Play-Doh for the children. As we were making it children began to become interested in what we were mixing in the bowls. As they saw us, they began to express themselves and anted to me and the other teacher. I let a couple of the children feel the consistency and pour some of the ingredients as well as mix it, so they felt like that had a part in the whole process. Once the Play-Doh was done and separated into enough Ziploc bags for all the children, we set them on the table. The
table had a variety of markers which included some fine tips and wider ones. They also were able to use flowers that were in a bowl to see if the pigment from the flower would transfer onto the dough as well as explore textures. They are then you create their unique ball of Play-Doh. 6. Based on your response in item #5, review the Aesthetic Purpose and Goals in your DAC textbook. C
hoose a Goal that the activity supports. Tip:
Choose a Goal from the first 6 listed in your textbook.
Write the Goal
you chose in its entirety below. Include the number of the Goal.
Explain why you think the activity would address this Goal. One goal that I think this activity supports was goal number 5 which is, “Recognize and respond to basic elements of visual art (e.g., line, color, shape, texture, composition, pattern).” I think this activity addresses this goal because they used Play-Doh to create their color by mixing markers into the Play-Doh. They also experimented with textures as they used flowers in the playdoh which created a new texture than normal Play-Doh. 7. For 2-3 minutes,
observe
what one
child does during the activity you described in
item #5. Write only and exactly what you see and hear this child do, i.e., the child’s actions (also called behaviors), facial expressions, and spoken words. Tips:
Do not
interpret, just observe. This 2–3-minute running record will take up to half a page, if you state each action of the child’s, including what the child says, as well as describe the child’s facial expression, especially if it changes. When the activity started, I first saw the facial expressions of the children which let me know how curious and engaged they wanted to be in the activity. The children were lining up peeping their heads into my bowl to see what I was making and allowed them to take turns feeling the textures. Child 1: (curiously peeks into the bowl) What's that, Ms. Trapp?
Teacher: Oh, hi there! We're making homemade playdough. Would you like to feel it?
Child 2: (excitedly) Can I touch it too?
Teacher: Of course! (hands over a small portion of playdough) Feel how soft it is.
Child 1: (squeezing the playdough) Wow, it's squishy! What's in it?
Teacher: We mixed flour, water, and some other ingredients. It's like magic!
Child 2: (looking at the ingredients) Can I pour something too?
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Teacher: Absolutely! Here's a cup of flour. Pour it in and mix it up.
Child 1: (giggling) I feel like a chef!
Teacher: You are a little chef today! Everyone gets to be a part of making the playdough.
(As the playdough is completed and placed on the table)
Child 2: (looking at the markers) What are those?
Teacher: Those are markers! You can use them to decorate your Play-Doh. Try the fine tip or the wider ones.
Child 1: (picks up a marker) I'm going to make mine colorful!
Child 2: (notices the bowl of flowers) Can we use these on the playdough?
Teacher: Yes, you can! Experiment and see if the colors from the flowers transfer onto the playdough.
(Children start creating their unique balls of playdough, exploring with markers and
flowers)
Child 1: (excitedly) Look, my Play-Doh has flowers on it!
Child 2: (showing their creation) And mine has rainbow stripes! This is so fun!
Teacher: I'm glad you're enjoying it. Creativity is amazing!
8. Look again at the Aesthetic Goals listed in your DAC textbook. Based on your observation of one child in item #7, answer
these questions: 1) Does
this child engage in any actions/behaviors that meet the Goals in your textbook? Yes, the child engaged in actions that met the goals in our textbook. a.
If so, what 1 or 2 main Goal(s)? #5 Recognize and respond to basic elements of visual art (e.g., line, color, shape, texture, composition, pattern)
2)
Does the child seem to be struggling with any actions/behaviors? The child didn’t seem to be struggling with any actions during this activity. The only thing I did notice was the children looking at each other’s work
with the color of their Play-Doh and thinking theirs was better. a.
If so, which actions/behaviors are challenging for the child? These signal what to continue to support in similar activities.
The behavior that I saw briefly was the children comparing their Play-Doh creations to their peers and critiquing other's creative expressions. In this case, I would support the children by saying that everyone is equally the same and that there is no winner or right way to create Play-Doh and pick out colors. Notes:
The child observations you reported in this field assignment could help in deciding what aesthetic activity to plan and provide next for this child. You could also, if you wish, write your Aesthetic Lesson Plan with this child in mind. If so, you would report your objective observations (data) in the Observation section. Then in the Rationale section, you would refer to these observations when you explain your reasons for planning the activity for this child.