Advocating Attention to the Arts in the Childhood Curriculum - Case Study Example

Advocating Additional Attention to the Arts in the Early Childhood Curriculum Children should be free to express themselves in the creative arts – in music, drama, dancing, visual arts or any other medium where their creativity and imagination take flight. Engagement in these activities, helps children gain several skills. It also becomes a way for them to learn. For example, Epstein (2001) refers to Smith et al. (1993) who contend that the goal of art education is “to help children increase their capacity to create meaning and make sense of themselves and the world around them” (p. 3). Allowing them free rein of their explorations in the art medium empowers them to learn on their own and discover what they can do and create. Wright (2012) advocates teachers to “raise public consciousness by clearly and passionately articulating the unique and highly important role that the arts play in perception and cognition, and why this is significant for the education of children and the future of society” (p. 202). In recognition of this, the arts should be given more significance in preschools and early childhood centres because of the benefits children can derive from it. The arts should not only be used as ‘fillers’ after the main academic components of the curriculum have been completed, but it merits its own schedule specifically for children to indulge in it. Visual Arts Epstein (2001) echoes that inclusion of art in the early childhood curriculum would enhance other areas of children’s development, specifically in perception, cognition, fine motor skills, language and social interaction. Activities such as drawing, painting, moulding with clay are very rewarding for them. Wright (2012) contends that children can easily manipulate markers, pencils, crayons, etc. With these, they can easily explain things with precision and detail. Since they may not be adept in writing yet, drawing becomes a way to concretize their thoughts on paper. McArdle (2008) explains that in this way, art can serve as a window to the child because what one sees in his art work may be a reflection of his ideas or feelings. Music Children delight in musical experiences. With music, they engage in listening, moving, singing and playing/creating (Haines & Gerber, 2000; Wright, 2012; Ministry of Education, 1993). They are easily captivated by musical sounds and sometimes allow their bodies to feel the rhythm and they just move to the beat. It does not take special skills and competencies to enjoy music, and everyone, regardless of ability can participate in music experiences, as they are stimulating to the senses, appealing to their emotions, playful, soothing and joyful. It likewise promotes learning of new languages, vocabulary, print, rhymes, chants and songs involving higher-thinking skills. When children sing together, it fosters a feeling of community (Humpal & Wolf, 2003). Young as they are, they should be exposed to the musical elements of duration or the length, speed, steadiness of beat, strength of the beat, rhythm pattern, etc.; pitch or the highness or lowness of sounds, scale, melody, harmony, etc.; form or the sameness or difference of sound, motive, phrase, etc.; timbre or the ring, click, swish, rattle of sound, etc.; dynamics or the volume of the sound, playing together of sounds, etc.; and ensemble or the playing by duet, trio, concerto, playing together, listening to each other, etc. (Kenney, 2007). Knowledge of these elements makes children appreciate music of various genre even more. Movement and Dance Children love to move around with their bodies to express non-verbal actions. It is a natural tendency to communicate without words. Stintson (1988) explains the many different ways children can move while learning various gross motor skills. They learn body awareness and coordination with non-locomotor or doing actions while staying in one place, locomotor or moving from place to place, space and time and energy. Sansom ( ) concludes that dance becomes a necessity especially when it is associated with the body, play and the promotion of the imagination. It helps individuals connect with both their inner selves as well as with others. Drama Drama in early childhood programs may come from their socio-dramatic play as they adopt the roles of dramatist, or the one who takes on a pretend role; explorer or the one who builds or constructs; or spectator, or the one who observes and makes comments about the play (Dau, 1999). Children’s socio-dramatic play should balance children’s interests and teacher-initiated experiences as well as take account of individual needs (Dau, 1999). Children derive fun and enjoyment from creative drama as they try out roles as far as their imaginations can take them. Warren (1999) advises that children should take on roles under their ‘mantle of expertise’, or those which are familiar to them due to their previous experiences. Teachers can also take on roles in the dramatic play as they are needed by the children in both active and passive ways. They can challenge children to think on their feet while assuming a role. Dramatic play may be used as a strategy to resolve conflicts as the children engage in problem solving (Warren, 1999). It is evident from the foregoing how the arts can be effective in helping children develop important skills necessary in their growth and development. Hence, it is advocated that it be given more significance in the early childhood curriculum. References Dau, E. (1999). ‘I can be playful too’: The adult’s role in children’s socio-dramatic play. In E. Dau & E. Jones (Eds.), Child’s play: Revisiting play in early childhood settings (pp. 187–202). Sydney, Australia: MacLennan & Petty. Epstein, A. (2001) Thinking About Art: Encouraging Art Appreciation in Early Childhood Settings, Young Children, May, 2001 Haines & Gerber, (2000) Children and Music Humpal, M.E. & Wolf, J. (2003) Music in the Inclusive Environment, Young Children, March 2003 Kenney, S. (2007) Every Child a Composer, General Music Today, Vol. 20, No. 31 McArdle, F. (2008) The Arts and Staying Cool, Contemporary Issues in Early Childhood, Vol. 9, No. 4. Ministry of Education, 1993 Sansom, A. ( ) The Interrelationship between Dance and the Young Child. Stintson (1988) The Material of Movement. Warren, K. (1999b). Setting the stage: Topic, role and focus. In Hooked on drama: The theory and practice of drama in early childhood (pp. 7–20). Katoomba, NSW, Australia: Social Science Press. Wright, S. (2012). Children, meaning making and the arts. (2nd ed.). Frenchs Forest, Australia: Pearson Australia. Pictures: Visual Art: http://www.google.com.ph/imgres?q=pictures+of+children+doing+art&hl=tl&sa=X&rlz=1T4TSNF_enPH428PH428&biw=1366&bih=461&tbm=isch&prmd=imvns&tbnid=pbrCsgO33Qe4uM:&imgrefurl=http://o5.com/8-life-skills-that-kids-get-from-doing-crafts/&docid=H8B19SM6spn6lM&imgurl=http://o5.com/wp-content/uploads/2010/07/child-painting.jpg&w=520&h=400&ei=5uhyT5WhBu2QiAff-eDkDw&zoom=1&iact=hc&vpx=101&vpy=169&dur=4321&hovh=197&hovw=256&tx=145&ty=157&sig=115951009870810828350&page=2&tbnh=136&tbnw=177&start=14&ndsp=18&ved=1t:429,r:12,s:14 Music: http://www.google.com.ph/imgres?q=pictures+of+children+doing+music&hl=en&sa=X&qscrl=1&nord=1&rlz=1T4TSNF_enPH428PH428&biw=1366&bih=461&tbm=isch&prmd=imvns&tbnid=RQ8Zik6LZ4x0gM:&imgrefurl=http://blogs.voices.com/voxdaily/2011/01/&docid=2ZRqg5y8rPKCWM&imgurl=http://blogs.voices.com/voxdaily/children-at-school-musical-instruments.jpg&w=360&h=242&ei=iO1yT47bHIetiAeSmb3kDw&zoom=1&iact=hc&vpx=845&vpy=35&dur=162&hovh=184&hovw=274&tx=148&ty=75&sig=115951009870810828350&page=1&tbnh=122&tbnw=163&start=0&ndsp=14&ved=1t:429,r:5,s:0 Movement and Dance http://www.google.com.ph/imgres?q=pictures+of+children+dancing&hl=tl&sa=X&rlz=1T4TSNF_enPH428PH428&biw=1366&bih=461&tbm=isch&prmd=imvns&tbnid=kItTCWdVIBiFzM:&imgrefurl=http://www.realsimple.com/magazine-more/inside-website/daily-thought/life-00000000008746/index.html&docid=2V4duHEFuMgMKM&imgurl=http://img4.realsimple.com/images/work-life/family/0814/children-dancing_300.jpg&w=300&h=356&ei=pPByT-6BF-OXiQfpqLDkDw&zoom=1&iact=hc&vpx=1066&vpy=120&dur=3504&hovh=245&hovw=206&tx=105&ty=112&sig=115951009870810828350&page=1&tbnh=131&tbnw=140&start=0&ndsp=14&ved=1t:429,r:6,s:0 Drama http://www.google.com.ph/imgres?q=pictures+of+children+doing+drama&hl=tl&sa=X&rlz=1T4TSNF_enPH428PH428&biw=1366&bih=461&tbm=isch&prmd=imvnsb&tbnid=cpXgGZaY4mjnfM:&imgrefurl=http://www.hollowreedschool.com/philosophy.html&docid=_2KQeHS_UmhIzM&imgurl=http://www.hollowreedschool.com/resources/Bunniessm.jpg&w=350&h=257&ei=hfJyT5i-Feq1iQeK9MnjDw&zoom=1&iact=hc&vpx=544&vpy=61&dur=1191&hovh=192&hovw=262&tx=133&ty=90&sig=115951009870810828350&page=1&tbnh=117&tbnw=154&start=0&ndsp=14&ved=1t:429,r:3,s:0 Young children are natural artists. They should be provided with opportunities to express their creativity through various activities such as visual arts, music, movement and dance and drama. These are described below along with the benefits children derive from engagement in such activities. Read More