Getting situatedNeed help?
In this part, we get straight down to the nitty gritty detail of how to provoke and support children’s art-making in the moment-to-moment of teaching. The strategies you learn in this part will help you as you work through the course, developing your visual arts curriculum for children.
Teachers at our first case study centre, Pakuranga Baptist Kindergarten, use the visual arts to support children to engage in project work and to communicate, extend and improve their working theories. In an interview with Jacqui Lees, teacher and kaiwhakahaere (centre manager), we explore the teacher’s role in children’s visual art making, and hear about how teachers at Pakuranga Baptist Kindergarten ensure that the visual arts are a key tool for curriculum development and children’s learning. The readings and videos in this part of the course will help you develop a range of very practical strategies to use when promoting and supporting children’s use of the visual arts in your centre.
Our aims for this part of the course are:
- To reflect on common approaches to art education and their impact on children’s learning
- To understand guided art experiences as the most effective way to support children’s development and use of the visual arts
- To develop knowledge of a range of strategies that you can use to promote, extend and sustain art experiences for children
This will involve:
- Reading a short introduction exploring the different ways in which teachers might approach children’s art experiences
- Watching a video interview with Jacqui Lees, an early childhood teacher and kaiwhakahaere at our case study centre, Pakuranga Baptist Kindergarten
- Identifying and reflecting upon the strategies used in our case study centre
- Listening to a podcast about how to begin taking an intentional role in children’s art-making
We start Part 2 with a reading that explores the role of the teacher in children’s visual arts experiences, before an interview with Jacqui Lees from Pakuranga Baptist Kindergarten. But first, let’s look back at what we learned in Part 1.