Early Methods of Arts

Question: Discuss about the Early Methods of Arts . Answer: Part 1 The early childhood developers emphasize on two very important things, those are their knowledge about childhood development, and the second is the maturational theories (Sharp 2016). The skills and the ability development of the child depends on the culture that surrounds the child, the experience the child gains and at the same time it is being influenced by the responsive role that is being played by the adults. The Reggio Emilia approach is such an approach that helps in the development of the child, during the early childhood period (Mazzini, Cerullo, Mazzi and Costantini 2016). The particular approach is more an educational philosophy than educational phenomena. A schoolteacher, Loris Malaguzzi after the world war, developed the approach (Wright 2016). The parents of the children and Loris Malaguzzi thought that there should be a new way of learning for the children. In this particular approach, the children are taught the usage of symbolic language in everydays life. The symbo lic language includes things like painting, drama and even sculpting (Adams 2016). The Reggio Emilia approach is not only an innovative approach but at the same time, it is an inspiring approach for those students who are belonging to their early childhood. Thus, this particular approach is used mostly in the pre-schools, where the, educators encourage the students so that they could easily be engaged in the extended project (Wien 2015). The particular approach use drawing, as a graphical language, through drawings the children not only record their ideas but at the same time they record their observation as well as their feelings. The Reggio settings have lots of open space, designed in such a way that could be utilized by the children, to explore different languages (An Everyday Story 2016). The Reggio approach is helpful for the child because through this approach the child could construct his/her own learning. The environment in this particular system of education play an important role because the nature or the environment provides a large space for the children where they had a chance to delve deeper and know and could explore their interest at the same time. The space provides the children with an opportunity, so that they could have collaboration with other children, where they could develop a communication of their own (Lines, Naughton, Roder, Matapo, Whyte. and Liao, 2014). Drawing, sculpting and painting in the Reggio Emilia approach is the representation of the visual thoughts and the expression of the child. Through these forms of art, the child not only discovers its self but at the same time, the adult could have, the visual image of the thought, of the child. The other forms of art such as pretend play, dance, music, and modelling help the child in discovering different languages that the child should not only be aware of but at the same time he/she should be able to nurture and value it as well. The forms of each kind of art, helps the child to all those symbolic languages that are there around them. Another way of teaching the children in this particular method is to provide emphasis on the hands-on discovery. (Figure 1: The Student in a Reggio Emilia Approach Learn Through Different Art Forms Source: An Everyday Story. 2016). Part 2 The art can be utilized in different form in a particular module, to help the children to learn different things, including language. One such module is being presented here, where different art form can be used to help the student to learn a particular language, such as English. The module that would be discussed here, includes, not only the different form of arts that would be used but at the same time it would mention different kind of resources that are required to execute that particular thing. In this case, the module will help the student to learn the English language through different type of art form. The Art Form Used Resources Required Drama Props, in case of a small skid, things like cloths, chair and table would be sufficient. Short Stories Books containing short stories written by different authors. Books with illustrations would be more appealing to the children. Poems and Songs Books, where there are the poems and the poems can be learn by listening. Audio player could help in playing both the songs and a poem that is being recited by someone; it would be appealing to the children. Video player can be used as well, if any particular song or poem has visual graphics. The particular form of module is most appropriate for the students of the age of 2 to 3 years, since audio and visual media has been used here. According to most of the educators the children, who are below the age of 2 years they should not be exposed to any kind of audio or visual media, they believe that these kinds of media actually affect the children below 2 years of age very badly (Mednick 2016). Another form of art, that is the stories, can be used to help the children to learn and at the same time, it would help in developing the imaginative and the creative quality of the children as well. The personal style of the teacher helps the students in the learning process. During the pre-school stage, the students or the children are selfish and they grab the toys of the others, because they want that. Therefore, it is important that the students should be given a space where they could easily socialize; understand those values that are important in a society or in a community. Therefore, the students in the pre-school should involve i different art form and develop these qualities and the teachers should help the children in the process. Thus, the module here shows how the students could develop different kind of valuable quality in the pre-school stage. The Students of the Age 4 to 6 Years: The particular age group is very important for the educators, since during this time the brain of a child is not only developed rather it is over developed at the same time (Smith, 2016). During this particular stage, the students could be taught many things, and different kinds of games could help the student in that process . The teachers could create imaginative situation for the student and should ask the students or the children to carry on with their games. The teacher could also integrate themes in the game and make it interesting for the student. The particular method, give emphasis mostly to the human resource and that is the teacher, who carries out the whole process. The other important resource can be the nature or the environment, resources like balls, could be used as well. The Student of the Age 3 to 5 Years: The children belonging to the age group of 3 to 5 years requires those exercises, which would help in developing their motor movement. In such a time, art form like drawing and sculpture could be very helpful for the children (Hine 2016). The children would have to move a lot if they are drawing on a large sheet of paper or even on the walls. In case of sculpture, also, things are same, and while making a sculpture, the child moves his/her hands, the body parts a lot, and therefore, it helps in developing the body parts. For this particular integration of art form, the things that are required include, drawing papers, colours, of different kind and even the clay. Therefore, the three different modules show the usage of various kinds of art form, for the overall development of the child in his/her early childhood years. References Adams, D., Onibokum, Y., Rowell, G., Staples, J. and Synodi, M. (2016). A GUIDE TO EARLY CHILDHOOD PROGRAM DEVELOPMENT. 1st ed. An Everyday Story. (2016). What is the Reggio Emilia Approach? | An Everyday Story. Hine, C. (2016). Earlychildhood NEWS - Article Reading Center. Earlychildhoodnews.com. Lines, D., Naughton, C., Roder, J., Matapo, J., Whyte, M. and Liao, T., 2014. Move, Act, Play, Sing (MAPS): Exploring Early Childhood Arts Teaching and Learning Strategies and Concepts through Community Arts Interventions. Teaching and Learning Research Initiative. Mazzini, E., Cerullo, L., Mazzi, G. and Costantini, M., 2016. The experience of accreditation of the Reggio Emilia Research Hospital with the OECI model. Tumori, 101, pp.0-0. Mednick, F. (2016). OpenStax CNX. Cnx.org. Sharp, C. (2016). Developing Young Childrens Creativity Through the Arts: What Does Research Have to Offer?. 1st ed. Smith, R. (2016). Educational Leadership. 1st ed. Wien, C.A., 2015. Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia approach in schools. Teachers College Press. Wright, S. (2016). Why Art is Important for Young Children | Education.com. Education.com.