Teaching the Visual Arts in Kindergarten

Visual Arts in Kindergarten (4-5yrs)

The visual arts in kindergarten consists of engaging in art-making activities such as construction, drawing and painting. Dinham and Chalk (2018) highlights the importance of exposing children to a range of different visual arts processes. These include two-dimensional art forms (e.g. painting), three-dimensional art forms (e.g. sculpting with playdough), using the environment as an art form (e.g. installations), and engaging in crafts (e.g. pottery). In regard to the kindergarten curriculum, The Victorian Curriculum and Assessment Authority have listed several content descriptors under the subject of visual arts, that early childhood educators should work towards their kindergarten students to achieve. These include ‘Explore ideas, experiences and observations to create visual artworks (VCAVAE013)’, and ‘Explore different materials and techniques to make artworks (VCAVAV014)’.

Early childhood educators should also adhere to the learning outcomes found in the Early Years Learning Framework. Some of these learning outcomes include ‘Children are connected with and contribute to their world’, and ‘Children are confident and involved learners.’ Educators should design the visual arts activities completed in the classroom in hopes of achieving both the content descriptors and the learning outcomes.

Creative Learning Environment

When conducting activities in the visual arts, educators should consider the importance of organising the learning environment. This is due to the third national quality standard stated by the Australian Children’s Education and Care Quality Authority. This standard highlights the importance of the physical environment when promoting quality education for children. Thus, educators must ensure that they arrange the working environment in a way that allows the children access to a variety of different tools and materials. 

For example, if the educator is conducting a drawing activity where children are encouraged to draw anything that interests them, they should have an array of different drawing tools placed on the tables. Dinham and Chalk (2018) suggest having several options for drawing utensils such as pencils, crayons, paint and textas. They also encourage educators in offering a selection of different coloured paper, with an arrange of distinctive textures. This can allow the children to have more control in what tools they wish to use when communicating their thoughts and feelings through the drawing activity.  

Benefits of Teaching the Visual Arts

Several benefits can be seen from teaching the visual arts to kindergarten children. Firstly, engaging in the visual arts teaches children how the use of spatial and visual symbols can be used as a means of communication. This is crucial for children at this age, as according to Piaget’s theory of cognitive development, children between the ages of two and seven are in the preoperational stage. This stage involves children being able to mentally reflect on their thoughts, feelings and language through symbolic representation. The child’s ability to communicate through their artwork links to the visual arts content descriptor stated by the Victorian Curriculum and Assessment Authority being ‘Create and display artworks to communicate an idea, concept or observation (VCAVAP015).

Due to the visual arts consisting of many different components such as drawing, painting and creating constructions, this allows children several ways in expressing their thoughts and feelings that’s comfortable for them. This concept also links with the Reggio Emilia approach to teaching as it states how children express themselves in many different forms. Thus, as mentioned earlier, educators should ensure that the children have access to a range of different tools and materials in order for them to express their thoughts and feelings. For instance, leaving pencils and paper on the table can encourage children to draw if they wish to do so.

Several studies have illustrated the ability for children to communicate through the visual arts. It has been found that engaging in this art form can assist children in developing empathy and expressing positive emotions. Research conducted by Griebling (2011) involved the observation of several preschool children within the classroom. It was found that these children were able to communicate their ideas, thoughts and feelings through their artwork. These children also displayed developmental progress in portraying traits such as generosity, independence and feeling the need to belong. A recent study also displayed how children can express feelings on sensitive topics that they may have trouble with verbally communicating. The participants in this study were children aged between four and seven who were diagnosed with cancer. When the children were asked to draw how they felt on bad days, they were able to express how they viewed and felt about their symptoms through their artwork. These studies show how engaging in the visual arts can benefit children by allowing them to express both their positive and negative thoughts and feelings.

Teaching Strategies to Engage Children’s Learning

A strategy that can be utilized when teaching the visual arts to kindergarten children involves the use of an interactive white board. This constitutes of a large touch screen that is able to be placed on a wall. Children can then use their fingers or an electronic pen to write and draw on the interactive whiteboard. It’s been discovered that the use of these whiteboards can maintain the engagement of kindergarten children and also enhance their learning development. They also support children who have special learning needs.

Teaching Practices for Diverse Backgrounds

When teaching the visual arts with children from diverse backgrounds, educators should be aware of their teaching practices. Educators should adopt a culturally responsive teaching approach when working with culturally diverse children. This is where they embrace the different cultures within the classroom and even incorporate these into visual art activities. An example of this can be the completion of aboriginal dot painting. This can assist educators in forming meaningful bonds with the culturally diverse children, and also benefits the children in connecting with their cultures.

When working with indigenous children, educators should allow them to explore their environment and engage in visual art activities when they are comfortable and ready to do so. Once the child has chosen to participate in the visual art activity such as painting, the educator is encouraged to promote their learning and development by asking simple questions and commenting about their artwork.

Assessment Strategy

When completing an assessment of a child’s learning and development in the visual arts, Dinham and Chalk (2018) suggest using the learning advancement cycle. This allows the early childhood educator to observe the child’s behaviour (which is the first phase of the cycle), interpret and assess the information (second phase), and plan for future learning activities and outcomes (final phase).

An assessment strategy that can be utilised which accompanies all three phases of the learning advancement cycle is the completion of a learning story. Learning stories are achieved by recording down the observations of the child completing the activity as it occurs. They are structured similar to that of a story as the educator observing the child writes down everything they can see, hear and interpret. The educator’s observations, assessments and plans for future learning activities are all included in this assessment strategy. Learning stories are completed alongside images of the child participating in the activity. This can allow staff and families to have a greater report of the child’s experience. Examples of some learning stories can be seen on the Early Works website.

References

Australian Children’s Education & Care Quality Authority (2018). National quality standard. Retrieved from https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf

Australian Government Department of Education and Training. (2009). Belonging, being & becoming: The early years learning framework for Australia. Retrieved from https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf

Chilton, G., Gerber, N., Bechtel, N., Councill, T,. Dreyer, M., & Yingling, E. (2015). The art of positive emotions: Expressing positive emotions within the intersubjective art making process. Canadian Art Therapy Association Journal, 28(1-2), 12-25. Retrieved from https://www-tandfonline-com.ezproxy2.acu.edu.au/doi/full/10.1080/08322473.2015.1100580

Chou, P., Chang, C., & Chen, M. (2016). Let’s draw: Utilizing interactive white board to support kindergarten children’s visual art learning practice. Journal of Educational Technology & Society, 20(4), 89-101. Retrieved from https://web-b-ebscohost-com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=20de00f5-2b27-4534-aa3a-de37932e7396%40sessionmgr101

Dinham, J., & Chalk, B. (2018). It’s arts play: Young children belonging, being and becoming through the arts. South Melbourne, Victoria: Oxford University Press.

Ewing, R. (2010). The arts and Australian education: Realising potential. Retrieved from https://www.steinereducation.edu.au/wp-content/uploads/AER-58-Arts-in-the-Curriculum.pdf

Griebling, S. (2011). Discoveries from a Reggio-inspired classroom: Meeting developmental needs through the visual arts. Art Education, 64(2), 6-11. Retrieved from https://web-b-ebscohost-com.ezproxy2.acu.edu.au/ehost/detail/detail?vid=0&sid=768a17be-5455-42ce-8e24-23a38b795df4%40pdc-v-sessmgr04&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=505395154&db=eue

Grover, A. (2013). Child using interactive white board [photograph]. Retrieved from https://mypad.northampton.ac.uk/alexandragroverblog/2013/10/07/177/

Hyslop, S., Sung, L., Stein, E., Dupuis, L. L., Spiegler, B., Vettese, E., & Tomlinson, D. (2018). Identifying symptoms using the drawings of 4-7 year olds with cancer. European Journal of Oncology Nursing, 36, 56-61. Retrieved from https://www-sciencedirect-com.ezproxy2.acu.edu.au/science/article/pii/S1462388918301029?via%3Dihub

Moment Path. (2019). Children completing artwork [photograph]. Retrieved from https://www.momentpath.com/owners-directors/operations/switching-classrooms-and-transition-activities-for-preschoolers/

Montessori Nature. (n.d). Child completing aboriginal dot painting [photgraph]. Retrieved from https://www.montessorinature.com/australian-aboriginal-dot-painting-for/

Nutbrown, C. (2011). Key concepts in early childhood education and care. Retrieved from https://ebookcentral-proquest-com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=689542

Reif, N., & Grant, L. (2010). Culturally responsive classrooms through art integration. Journal of Praxis in Multicultural Education, 5(1), 100-115. Retrieved from https://web-b-ebscohost-com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=a6627eba-435e-4a1f-b656-64b7958b0d4f%40pdc-v-sessmgr03

Victorian Curriculum and Assessment Authority (2019). Level D (towards foundation): Visual arts. Retrieved from https://victoriancurriculum.vcaa.vic.edu.au/leveld(towardsfoundation)?layout=1&d

Weiss, D. (2014). Child drawing [photograph]. Retrieved from https://guardianlv.com/2014/08/preschooler-drawings-predict-teen-intelligence/

Teaching Drama in Kindergarten

Drama in Kindergarten (Ages 4-5)

What does drama look like in kindergarten? Rather than performing in a school play or learning acting techniques, drama in early childhood focuses on the child’s imagination and how they express their feelings and views. Children can explore stories about fictitious characters and real-life people through dramatic play. The Victorian Curriculum and Assessment Authority display several content descriptors specifically for drama in kindergarten. The ability for the children to comprehend and achieve these descriptors once completing kindergarten is the key objective for teachers, staff and families. Examples of these descriptors include ‘Explore how characters express ideas in dramatic play (VCADRE013)’ and ‘Present drama that communicates major elements of stories and/or experiences (VCADRP015)’.

Drama is also taught in kindergarten as it contributes to achieving some of the learning outcomes found in the Early Years Learning Framework. These are mainly learning outcome four, ‘Children are confident and involved learners’ and learning outcome five ‘Children are effective communicators’. These learning outcomes were designed with the intent of assisting early childhood educators in providing the best opportunities and education for children.

Creative Learning Environment

In order to promote dramatic play within the classroom, educators should consider the learning environment. The Australian Children’s Education and Care Quality Authority have formed seven standards that educators should follow in order to deliver the best possible education for children in early childhood. The third quality standard refers to the physical environment, ensuring that it is a safe space that provides children with numerous resources to encourage their learning and development. Therefore, the creative learning environment is a crucial part of the children’s learning that should not be overlooked. A creative process strategy should be implemented by organising the environment in a way that provokes learning. In doing so, educators can allow the children to have access to a wide variety of tools and materials within the learning environment.

Setting up dramatic play areas to promote social-role playing is commonly used in kindergartens. This can be achieved by dedicating a spacious area of the classroom to arrange materials such as clothing and furniture that are suitable for children. These can be items such as tables, chairs, prams, aprons, hats etc. For instance, a paper written by Hope-Southcott revealed how she created a bakery center play area at a kindergarten which consisted of materials and tools such as paper bags, play-dough and a storefront window. She found that she was able to obtain the children’s attention and engagement through the combination of teacher guidance, having all the children participate in the learning experience and adding new tools and materials. This concept of social role-playing and dress-ups allows the children to use their imagination and express their thoughts and views on social concepts.

Another form of drama that can be completed in kindergartens, being puppetry. Puppets can easily be made or purchased and be a valuable tool for children to utilise. Educators can encourage children to communicate their innermost thoughts and feelings by taking on a character when playing with the puppets directly. The child’s feelings can be expressed by the emotions depicted by the puppet, and the topic being raised by the child through the puppet can give an insight into the thoughts and concerns the child could be having.

Benefits of Teaching Drama

Teaching drama in kindergarten has many benefits to the children’s learning and development. It can support the development of several learning domains. Firstly, the use of language when engaging in dramatic role-play can assist in the development of communication and listening skills. Drama taught in early childhood can help children improve their oral language fluency, understanding of context in language, and their overall language development including sentence structures and phonological awareness.

A recent study conducted by Cavanaugh, Clemence, Teale, Rule and Montgomery (2017) supports this idea as they found that kindergarten children who practiced literacy skills through guided play displayed significantly greater scores in a basic early literacy skills test compared to those who practiced the same literacy skills through engagement of activities designed by the teacher. It was also discovered that the role of play can benefit children in the development of the correct use of new vocabulary, and storytelling skills.

A link between children’s engagement in dramatic play and an improvement in their writing skills has also been established. A study completed with kindergarten children showed a correlation between participating in dramatic play and both improvements in writing skills as well as displaying greater positive feelings towards the process of writing.

Furthermore, teaching drama in kindergarten allows the children another outlet in communicating and expressing their thoughts and feelings. A pedagogical approach in education known as the Reggio Emilia approach acknowledges children as being great and competent learners. It also recognises that children express themselves in many different ways. As mentioned earlier, the educator’s role in organising the creative environment plays a vital part in allowing the children access to tools and materials to control how they express themselves.

Teaching Strategies to Engage Children’s Learning

Several teaching strategies can be implemented by educators within the kindergarten classroom. These are activities that aim to promote the children’s imagination and maintain their engagement. One of the activities is called ‘Hot Seating’ where one of the children is seated in a chair among the rest of the children. They must then take on the role of a character that they can be given or can make up for themselves (e.g. a circus performer). The other children then ask that child different questions regarding their character (e.g. can you juggle?). The child in the seat then answers these questions from the perspective of their character.

Another activity that can be seen as a valuable teaching strategy is known as ‘mind mapping’. This involves the group of children acting out an improvised scene until the educator interjects by tapping one of the children on the shoulder. The educator then asks that child a question about what their character is currently thinking of feeling during the current time of the improvised scene. 

Teaching Practices for Diverse Backgrounds

Teaching drama to children with diverse backgrounds is actually rather beneficial to their learning and development. This is the case, as drama is an inclusive form of art that also heavily involves the use of non-verbal communication. Due to its multidimensional nature, children of diverse backgrounds can engage in dramatic play to the level that they feel most comfortable with. Several studies have shown that children with culturally diverse backgrounds who engage in drama have shown an improvement in their social skills and academic performance. Therefore, educators should adopt a calm and approachable nature to encourage children with diverse backgrounds to participate in dramatic play. If they are not comfortable with participating, educators should not pressure or force them to engage.

Assessment Strategy

A potential assessment strategy that can be implemented when teaching drama is the use of anecdotal records. The assessment of children’s learning and development is part of the learning advancement cycle, which early childhood educators should implement. Observing the child during dramatic play is directly linked to assessment, and is the first phase in the learning advancement cycle. While observing the child, the educator should take a mental note on the learning behaviours taking place. At a later time of the day, the educator can then record a description on the observed behaviours that displayed learning development and accomplishments. A combination of several anecdotal records throughout a significant time-frame is more beneficial as it can more accurately depict the child’s gradual learning and development. In order to interpret these anecdotal records which is the second phase of the learning advancement cycle, the educator should refer to the content descriptors found in the Victorian Curriculum and Assessment Authority, and the learning outcomes in the Early Years Learning Framework. The aim of the educator is to link the children’s behaviours observed in the anecdotal records to these curriculum documents. This assessment can then assist educators in planning future learning programs and activities which is the third and final phase of the learning advancement cycle.

References

Australian Children’s Education & Care Quality Authority (2018). National quality standard. Retrieved from https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf

Australian Government Department of Education and Training. (2009). Belonging, being & becoming: The early years learning framework for Australia. Retrieved from https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf

Cavanaugh, D. M., Clemence, K. J., Teale, M. M., Rule, A. C., & Montgomery, S. E. (2017). Kindergarten scores, storytelling, executive function, and motivation improved through literacy-rich guided play. Early Childhood Education Journal, 45(6), 831-843. doi: 10.1007/s10643-016-0832-8

Dinham, J., & Chalk, B. (2018). It’s arts play: Young children belonging, being and becoming through the arts. South Melbourne, Victoria: Oxford University Press.

Farmer, D. (2019). Hot seat activity [image]. Retrieved from https://dramaresource.com/hot-seating/

Fellowes, J., & Oakley, G. (2014). Language, literacy and early childhood education. South Melbourne, VIC.: Oxford University Press.

Griffiths, F., & Kirkbride, T. (2009). Enriched environments: A dialogue with people, places and materials. In Griffiths, F. (Ed.), Supporting children’s creativity through music, dance, drama and art: Creative conversations in the Early Years (pp. 27-41). Retrieved from https://ebookcentral-proquest-com-ezproxy2-acu-edu-au.ezproxy1.acu.edu.au/lib/acu/reader.action?docID=1020279

Growing Years Learning Center. (2018). Children playing with puppets [photograph]. Retrieved from http://growingyears.net/mission-statement/puppetshow/

Hope-Southcott, L. (2013). The use of play and inquiry in a kindergarten drama centre: A teacher’s critical reflection. Canadian Children, 38(1), 39-46. Retrieved from https://web-a-ebscohost-com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?vid=3&sid=8f1d92b3-5100-401b-9e34-12c317428536%40sessionmgr4008

Ihmeideh, F. (2015). The impact of dramatic play centre on promoting the development of children’s early writing skills. European Early Childhood Education Research Journal, 23(2), 250-263. Retrieved from https://web-a-ebscohost-com.ezproxy2.acu.edu.au/ehost/detail/detail?vid=0&sid=fd65cf9b-fa23-4236-9f92-e29359367d04%40sessionmgr4008&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=102274213&db=eue

Jackson, J. T., & Bynum, N. (1997). Drama: A teaching tool for culturally diverse children with behavioural disorders. Journal of Instructional Psychology, 24(3), 158-167. Retrieved from https://web-b-ebscohost-com.ezproxy2.acu.edu.au/ehost/detail/detail?vid=0&sid=0ef06eed-5045-4a8f-a144-7a48b8ba298a%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=1997-30017-002&db=psyh

McDevitt, T. M., Ormrod, J. E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child Development and Education. Frenchs Forest, NSW: Pearson Australia.

Nutbrown, C. (2011). Key concepts in early childhood education and care. Retrieved from https://ebookcentral-proquest-com.ezproxy1.acu.edu.au/lib/acu/detail.action?docID=689542

Scrafton, E., & Whitington, V. (2015). The accessibility of socio-dramatic play to culturally and linguistically diverse Australian pre-schoolers. European Early Childhood Education Research Journal, 23(2), 213-228. doi: 10.1080/1350293X.2015.1016806

Storytime Preschool. (2014). Children playing dress-ups [photograph]. Retrieved from https://storytime-preschool.org/category/uncategorized/page/3/

Victorian Curriculum and Assessment Authority (2019). Level D (towards foundation): Drama. Retrieved from https://victoriancurriculum.vcaa.vic.edu.au/leveld(towardsfoundation)?layout=1&d=dr