Active Outline

General Information

Course ID (CB01A and CB01B)
C DD053.
Course Title (CB02)
Creative Art for the Young Child
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course provides an overview of creative activities for children from infancy through the school years with an emphasis on design, presentation, and assessment of developmentally appropriate activities that use sensory, child-centered materials to enhance imagination, creative thinking, problem-solving, divergent thinking, and self-expression in young children. Special attention is given to creating a climate that supports creative exploration and the role of the teacher in promoting growth and development of creativity in every child. (This course meets NAEYC Standards 1a, 1b, 1c; 4a, 4b, 4d; NBPTS Standards I, II, IV, VI; and CDE/DEC Standards CC1- K10, CC4-S2; EC4-S1; CC7, S10, S11, S13; EC7-S2.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is an elective for the Child Development A.A. Degree. This course counts toward units required to obtain a California Child Development Instructional Permit. This course prepares students to plan and present a curriculum for young children in creative arts. This course is CSU transferable.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours3.06.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
36.0
Laboratory
0.0
Total
36.0
Course Out-of-Class Hours
Lecture
72.0
Laboratory
0.0
NA
0.0
Total
72.0

Prerequisite(s)

C D D010G or PSYC D010G (may be taken concurrently) and C D D050. (may be taken concurrently)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture

power points

Collaborative learning and small group exercises

Weekly participation in using a variety of art mediums

Student dialogue in dyads and tyads

Visit and respond to art objects on °®¶¹´«Ã½ campus

Assignments

  1. Reading from text, reader and supplemental articles
  2. Two written observations
    1. Observation of a child easel painting with the focus on documenting the child's process and exploration of materials. This includes a detailed description of how the child engages in the activity including how they hold the brush, dip it in paint, apply the paint to paper, types of brush strokes used, problems encountered and the child's comments.
    2. Observation of two different teachers supervising children engaged in creative activities with the focus on types of activities presented, children's engagement and teachers interactions.
  3. Students are required to complete three assignments: Reflection on their experience of art and creativity in childhood and their response to at least one of the activities presented in the first class; Collect and analyze 3 children's drawings using Lowenfeld and Brittian's theory; Bring an aesthetic object to class to share with other students including writing a description of the object and why it aesthetically pleasing to them.
  4. All students must plan and present an art activity for their classmates. The activity must meet the following criterion -age appropriate, process focused, encourages exploration and individual expression. All students actively participate in instructors weekly activities that model this criterion using a variety of mediums.
  5. Students mid-quarter project is to create a resource file by compiling and organizing all activities presented by instructor and students throughout the quarter. The resource file must include all activities (both instructor and student); must be organized in a manner that is useful to the student and easy to use; include a table of contents, cross references and a bibliography of 5 teacher resource books that can used in planning art activities.
  6. Final essay exam requiring application of course material to concepts discussed throughout the quarter.

Methods of Evaluation

  1. Readings are assessed through in class activities and discussions - apply personal results of self survey of Gardner's Multiple Intelligences to theory; accurately describe Lowenfeld/Brittain's stages of artistic development; assess developmentally appropriate art activities by analyzing physical and cognitive abilities of children; complete reflection of teacher observation in writing and in small group discussions analyzing teacher planning, behavior and interactions; completion of responses to campus tour of art objects on DeAnza campus.
  2. The observations are graded on objective, description using detailed required observational format. After the observation students complete a reflective narrative connecting what they observed to the concepts and theory discussed in class.
  3. Reflections are graded on clarity of ideas, depth of thinking and ability to relate experience to course content; Drawings must accurately identify stages using L/B criterion with each analysis explaining how this criterion is met; Aesthetic description should reflect student's personal prespective on what is beautiful based on cultural, societal and individual sensibilities.
  4. Students present an art activity for classmates which is graded based on the following criteria - age appropriateness, focused on process, exploration of mediums and individual expression. Students participate weekly in activities provided by instructor that model this criterion. All instructor and students activities must be documented and compiled for the resource file due at the end of the quarter.
  5. Resource files are graded on a complete compilation of all activities, organization that is clear and effective,inclusion of materials from syllabus and handouts, table of contents, cross referencing by age or theme and an annotated bibliography of additional teacher resources.
  6. Written essay final exam including analysis of stages of development for six children's drawings.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • Large classroom with availability of a sink and running water to clean up art activities
  • At least six to eight tables for setting up activities

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Lopez Morgan, Christina. Creative Arts for the Young Child. Class Reader 2017.
Eckhoff, Angela, PhD. Creative Investigations in Early Art. Lewisville, N.C.; Gryphon House. 2018.
Gandini, Lella, EdD. and Cadwell, Louise.In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia, Second Edition. St. Paul, MN: Readleaf Press. 2016
Harris Helm, Judy and Katz, Lillian. Young Investigators, The Project Approach in the Early Years. Washington, D.C.: NAEYC. 2017.
Kolbe, Ursula. Children's Imagination: Creativity Under Our Noses. Australia: Peppinot Press. 2014.

Examples of Supporting Texts and References

AuthorTitlePublisher
Bardsley, Mary Ellen and Galuski,Tracy. Open Ended Art for Children. St. Paul, MN: Readleaf Press.
Branham, Rachel. What's So Great About Art, Anyway: A Teacher's Odyssey. St. Paul, MN: Readleaf Press. 2015.
Curtis, D., Brown, K., Coughlin, A. Planning Environments and Materials That Respond To Young Children's Lively Minds. Young Children Journal. 68(4): 26-34. September, 2013.
Kohl, Mary Ann and Zaborowski, Barbara. Art in Action. Chicago, IL: Chicago Review Press. 2015.
Isbell, Rebecca and Yoshizana Akiko, Sonia. Nurturing Creativity: An Essential Mindset for Young Children's Learning. Washington, D.C.: NAEYC. 2016.
Murphy, Lisa. Ooey, Gooey, Tooey: 140 Exciting Hands On Activities for Young Children. Rochester, New York: Ooey Gooey, Inc. 2014.
Schwartz, T. Luckenbill. Let's Get Messy! Exploring Sensory and Art Activities with Infants and Toddlers. Young Children's Journal. 67(4): 26-34. September, 2012.
Tambe, Jayanti. The Art of Math and Science. Maharashta, India: Read Out Loud. 2015.

Learning Outcomes and Objectives

Course Objectives

  • Identify the creative process in human development and the contributions creative experiences make to children's overall development.
  • Evaluate a variety of visual arts media based on how they encourage sensory exploration, imaginative thinking and self-expression in young children.
  • Relate general child development theories to the stages of development in children's art.
  • Explain the multiple ways creative art experiences enhance children's overall development and learning.
  • Apply the concepts and principles presented in class to creating, planning and presenting age appropriate art activities.
  • Analyze the teacher's role in planning, structuring and facilitating creative experiences for young children.
  • Examine the programmatic components of an effective art program including teachers attitude, philosophy, environment, daily schedule, and planning.
  • Review a cross-cultural perspectives in the appreciation of art, in the use of materials and in creative expression.

CSLOs

  • Evaluate the uses of a variety of visual arts media based on how they encourage sensory exploration, imaginative thinking and self expression in young children.

  • Comprehend and articulate the multiple ways that creative experiences enhance overall development and learning in young children including problem solving, divergent thinking, social interactions and fine/gross motor skills.

  • Analyze the teacher's role and responsibilities in planning, structuring and facilitating creative experiences for young children.

Outline

  1. Identify the creative process in human development and the contributions creative experiences make to children's overall development.
    1. Recognize the value of art in the history of human existence and it's importance to society.
    2. Describe creativity as an essential aspect of human capabilities, historically and in present times.
    3. Identify the stages in the creative process and recognize how these are different for children than from adults.
  2. Evaluate a variety of visual arts media based on how they encourage sensory exploration, imaginative thinking and self-expression in young children.
    1. Experiment with a variety of art mediums during classroom activities to assess the ways they provide sensory, hands on exploration, discovery and self-expression.
    2. Use personal experiences and responses to reflect on the value of process and active exploration in encouraging creativity.
    3. Evaluate the way activities are presented, structured, and facilitated and how this impacts involvement, engagement and individual learning.
  3. Relate general child development theories to the stages of development in children's art.
    1. Apply Lowenfeld and Brittain's stages of development in drawing through analysis of individual children's drawings.
    2. Explain how Piaget's theory of cognitive development helps us in understanding children's preoperational thinking process.
    3. Analyze Howard Gardner's Theory of Multiple Intelligences to see the relationship between brain development, creativity and cognitive functioning.
    4. Discuss the historical relevance of Rhoda Kellogg's description of universal symbols in children's art.
  4. Explain the multiple ways creative art experiences enhance children's overall development and learning.
    1. Examine how creative arts experiences strengthen and increase skills in all domains of development - physical, cognitive and psychosocial.
    2. Assess how qualities like curiosity, sensory responses, adaptability, critical thinking and problem solving can all be developed through creative activities.
    3. Observe a child easel painting to see the child's process and development as they engage in a creative experience.
  5. Apply the concepts and principles presented in class to creating, planning and presenting age appropriate art activities.
    1. Present an in-class creative art activity that is appropriate for young children.
    2. Compile, organize and assemble a resource file of all creative activities presented throughout the quarter that can be used to support creative experiences when working with children.
  6. Analyze the teacher's role in planning, structuring and facilitating creative experiences for young children.
    1. Recognize the importance of providing ample, varied materials freely available without models for children to copy.
    2. Evaluate the impact of teacher's behavior and responses on children's ideas and engagement in creative activities.
    3. Compare and contrast appropriate practices from inappropriate practices when providing and facilitating creative experiences for children.
    4. Value positive, non-judgmental methods of facilitating art exploration as opposed to directing children's creative process.
    5. Support children's involvement in the process of exploring and experiencing art materials by responding to their cues.
      1. Differentiate between the process of creation rather than as activities that focused on a pre-determined finished product.
      2. Discriminate between activities that are art and activities that are crafts.
    6. Interpret children's developmental skill levels, ways of learning, and individual interests as the basis for planning and implementing creative art curriculum.
  7. Examine the programmatic components of an effective art program including teachers attitude, philosophy, environment, daily schedule, and planning.
    1. Describe an appropriate environment for the creative arts program including space, room arrangement, organization and materials.
    2. Explain the importance of including a wide variety of mediums and materials for activities that are accessible to children and adequate time for activities in the daily schedule.
    3. Reflect on personal experience and culture and how it relates to the design and implementation of creative arts curriculum.
  8. Review a cross-cultural perspectives in the appreciation of art, in the use of materials and in creative expression.
    1. Discuss how cultural context impacts our beliefs and practices in how children should engage in the creative activities.
    2. Value and appreciate many kinds of expression of beauty.
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