Archive for the ‘Art Education & Museum News’ Category

Facilitating An Artistic Child When You Aren’t Artistic Part II: Being Your Own Kind of Creative

Thursday, October 20th, 2011

I know. You said you weren’t “creative.” You may not express your creativity through paint and clay, but creativity can take on many forms. It can manifest itself in new marketing strategies, chemistry experiments, the construction of a fence, or your special soup recipe. Whatever your profession or hobby, it is likely that you use some sort of creativity every day. Here are a few ways to facilitate an artistic child without being “artistic” yourself.

1) Be confident in front of your child.
Your child is looking to you for an example. If you want him/her to be confident in trying new things (like art), you need to do the same! If you would like to learn how to speak another language, let your child observe you. Allow him/her to watch you make mistakes. Show your child what it looks like to be resilient in the face of obstacles. Talk with him/her about different solutions to everyday problems. Your child will recognize that learning a new skill takes time and making mistakes is part of the process.

2) Take risks.
Being “artistic” is all about being confident and taking risks. I am not talking about risking health and safety, but I am talking about risking pride. Risk failure with the greater hope of discovering something new! Try adding an unlikely ingredient to a recipe. Wear your favorite sweater with something you have never worn before. Rearrange the furniture in your living room. It may look awful, but it may look great… You’ll never know until you try.

3) Problem-solve with your child.
We all run into unexpected situations everyday that require us to change our course of action. With your child, practice recognizing problems as opportunities for creativity, rather than as obstacles. For example, when you and your child come to a road closed for construction, think of it as a chance to see a new part of your neighborhood. Turn the experience into the exciting discovery of new houses and people. As your child develops problem-solving skills, he/she will become more resilient to frustration in all areas of life and naturally apply them to art-making.

4) Look with your child.
Take the time to look at unfamiliar objects with your child. Talk about what you see. Look at the objects again on multiple occasions and share new observations with each other. Explain to your child that we encounter things everyday that don’t make sense to us at first. It is important for us to visit and revisit whatever it is that we want to understand. Teach your child to spend time looking, analyzing, and drawing upon new information to make sense of something new, whether it is a map of a foreign city or a new toy. This same process can be applied to looking at art. The more we look, the more we understand.

5) Say, “I don’t know. Let’s figure it out together.”
Don’t make up answers to satiate your child’s curiosity. Use your child’s inquisitive nature to springboard a quick Internet search, a trip to the library, or a conversation with someone who can help you! If your child has seen you asking questions to find answers, he/she will be much more likely to do the same! There is no need for your child to feel like they have to figure out the whole art thing alone. Take the opportunity to learn together.

Raising an artistic child when you aren’t artistic doesn’t need to be a daunting task! Even if you aren’t artistic, your can teach your child valuable life skills that will naturally leak into every aspect of his/her life—including art-making. There are many other resources available to help you feel capable in your quest to becoming a fantastic art facilitator. Below I’ve listed a few books that have me most helpful to me. Best of luck!

Facilitating An Artistic Child When You Aren’t Artistic: Part I

Tuesday, September 27th, 2011

What do you do when you recognize that your little one is bursting with artistic energy and you can’t even draw a stick figure? For many parents, this realization can be a bit threatening to their ability to “perfectly” fulfill parental responsibilities. As the mom or dad, you are supposed to be the one who knows how to do things correctly—right? Do you fear messing up in front of your child? Teaching your child incorrect technique? That’s perfectly normal. Chances are you are not a professional artist, or an art teacher. And honestly, you might never become one. It’s okay. You are a loving parent who wants to help your child develop and succeed. That is qualification enough!

Rather than thinking of yourself as a horribly inadequate, art instructor, think of yourself as a fabulous, caring, art facilitator. As a parent you are in the position to create and recognize opportunities that appeal to your little one’s creativity. You know your child’s interests and temperament better than anyone else. Your child needs and wants your support. As a self-proclaimed “un-artistic” educator, you can bring art into your home by encouraging your child in the following ways.

Encouraging Your Child to Create Art

1) Ask questions.

Don’t assume that you know what your child is drawing. Ask open-ended questions whenever possible. “What are you working on?” “What is going on in your picture?” With that in mind, younger children may need more leading questions because they may not have the vocabulary to explain themselves.

2) Give honest praise.

Be honest with your children. You can compliment your child by saying, “I really like how you used the color red!” It is unnecessary to use phrases like, “That is the most beautiful tree in the world!” Comments like that can discourage children from experimenting and decrease their motivation to improve.

3) Be sensitive to your child’s needs.

Feel free to suggest variations on a particular art project to prevent boredom, but be weary of forcing your child to work for a specific amount of time. Young children need to develop positive associations with doing art. Art-making at a young age should be connected with words like relaxation, confidence, fun, and discovery. As the child gets older, encourage goal-setting to increase his/her ability to concentrate on and follow-through with projects.

4) Talk about art together.

Secret: Most people who give tours at art museums aren’t artists. They just know how to ask the right questions. Use the following questions to talk about practically any piece of art with your child. (Note: To avoid potentially offensive misinterpretations, take caution when using open-ended questions with religious art.) No art history background required!

What do you think it is made of?
What do you see….What else do you see? Why do you think that is a …..?
How do you think it would feel?
How do you think that person is feeling, what do you think they are thinking?
How do the colors in it make you feel?
Does it look real or does it look made-up?
How do you think it might have been used?
Do you like it? Why? Why not?
Who else do you think would like this piece?
Where in your house would you put this piece?

5) Do art with your child.

Create Rotating Themed Art Centers

Set up a designated art area or center where your child can work on creative projects. Create weekly or monthly art “units” for your child that use different art materials. For example, a unit on painting might be broken up into three weeks, as shown below:

Painting

Week 1: Finger paints

Week 2: Tempera (washable)

Week 3: Watercolors

The idea is to let your child fully explore a specific medium before moving onto something else. When your child is ready for a change, introduce a different kind of paper, or an unusual tool to paint with (like a sponge or Q-tip). It is fun for children to see how differently watercolors work on different surfaces. Try watercolor paper, computer paper, and cardboard to see various results. Comparing and contrasting the different materials can also be an exciting, educational experience in itself. Don’t be afraid to bring back “units” from previous weeks. Familiarity can be nice, too.

6) Look at art for inspiration.

Print-off an image of a famous (or not-so-famous) art piece. Hang it in your child’s art center area. Rotate the image(s) to correspond with your weekly art “units” or keep them up as long as your child is interested in it. Learning about other artists will inspire creativity and confidence as your child creates his/her own masterpiece!

7) Enjoy the art-making process!

Most children are just as interested in the process of making art as they are in the finished product—if not more so. Let your child take his/her time completing the art activity. No time doing art is ever wasted, even if all your child did was cut the paper into tiny pieces! Activities like cutting, pasting, and tracing, will help your child develop fine motor skills. Be patient as your little one learns to manipulate small objects for a collage or hold a pencil correctly.

Tags: art appreciation, art appreciation for children, art education, art education for kids, art for preschools, art history for kids, Art in the Home, children's art activities, museum education
Posted in Art Education & Museum News, Art in the Home | 4 Comments »

Reflections: Early Childhood Art Experiences with Scientist, Erin Vogel

Thursday, June 9th, 2011

I am so happy to have had the opportunity to speak with friend and fellow mom, Erin Vogel (her daughter is three). Dr. Vogel is currently a research scientist at the Center for the Advanced Study of Hominid Paleobiology at The George Washington University. Sadly (for me, at least), she is leaving the D.C. area to take a position as an assistant professor at Rutgers University.

AWR:
What is your earliest memory and what is your most significant memory of a museum or work of art?
Dr. Vogel:
When I was young, my uncle made candles, really beautiful, intricate candles. I used to love watching them all burn at night and all of the colors he used and patterns.

AWR:
Were you encouraged to make art at home as a child?
Dr. Vogel:
Yes, I was. We did a lot of arts and crafts as children in my house: drawing, painting, and clay. I took my first pottery class at the YMCA when I was probably 4 or 5.

AWR:
Did you visit art museums with your family?
Dr. Vogel:
Yes, we lived outside of NYC and went to museums quite often. I remember enjoying it but not nearly as much as my sister, I was at times bored when I was younger.

AWR:
Did you visit art museums with your schools? If so, do you recall whether your teachers used the field trips to create a meaningful learning experience?
Dr. Vogel:
I do not remember if we went to art museums with our school but I do not think we did.

AWR:
How have these experiences shaped your interest in the visual arts as an adult?
Dr. Vogel:
I admit I am not the most artistic person in the world, but I did a lot of pottery in college and really loved working on the wheel. I also like to paint, although I am not very good at it in the traditional sense. I find museums peaceful and enjoy going to museums to look at exhibits and I also like learning about different styles and artist. My sister is an amazing artist and I have always loved to go to museums with her so she can give me the history of the different paintings. I would say my early experiences with art and museums at least gave me an appreciation for art.

AWR:
Do you wish you had more exposure to the visual arts as a child and if so, why?
Dr. Vogel:
Not really, my parents did a good job introducing us to art, music, etc. Even in all of the schools I went to we always had art class. I find it depressing that so many schools are cutting art programs from the curriculum; I think art really helps kids express themselves.

AWR:
Were there other artistic disciplines, i.e. music or theater,that interested you as a child? If so, please share one memorable childhood moment related to that discipline.
Dr. Vogel:
We went to Broadway musicals a lot growing up. I loved going to plays in the city, and the musicals where the best. We would always buy the album and sing to it over and over. My most memorable Broadway show’s were Annie and Peter Pan, and I knew both albums by heart!

AWR:
Do you think the arts improved your educational experience? (i.e. did you ever feel as a child that the arts helped you understand your lessons better?
Dr. Vogel:
Definitely, having art in my educational background, even at just the class level, allowed me to use my mind in different ways during the day, which is very important.

AWR:
Did you ever feel that art was an creative outlet, something that broke the monotony of the classroom?)
Dr. Vogel:
Certainly, having art allowed us not to really have to listen completed to just words coming out of a teacher’s mouth but allowed us as students to express ourselves.

AWR:
Do you think that art education (visual and otherwise) is important in creating a competent work force that can compete in a global economy?
Dr. Vogel:
I do. Art is part of education. I am always embarrassed about how little I know about art history compared to my international colleagues. Even as a biologist, my colleagues in graduate school knew so much about art history, making them well rounded and not just focused on science. I think having a good knowledge of history and art would certainly make people worldlier and hence more competitive in a global economy.

My daugther's drawing of the orangutans

AWR:
It never fails; I always unearth something that I hadn’t thought about with these interviews. Dr. Vogel’s remarks about her European colleagues having a better understanding of art and art history really struck a chord with me. It reminds me of a piece I heard some time back on NPR about French preschools. The gist was that there were state funded preschools where children were provided with a safe, nurturing environment that introduced them to new experiences, thus forming a foundation for a well-rounded adult. It goes back to the idea of holistic education and makes me think that scientists would only get better if they had more art and artists would only get better if they had more science. It’s all too often an either/or situation.

I couldn’t help but include the photo, above, my daughter drew after a visit to the Smithsonian’s Natural History Museum when we went to see the movie, Born to be Wild. Part of the movie featured orphaned orangutans and provided information about their habitat and lifestyle. In the picture, she synthesizes that information and visually records the orangutan, it’s environment, diet and movement. She was extremely proud of the picture and kept it safely away from her little sister for over three weeks until she presented it to Ms. Erin (a.k.a Dr. Vogel). Her drawing is less an expression of her own imagination and more an opportunity to present new information that she had learned and about which she was clearly excited. As a parent, I was thrilled to see her combine two of her interests so seamlessly.

Tags: art education, early childhood education, Erin Vogel, museum education, Museums, Science and art
Posted in Art Education & Museum News, Importance of Art for Kids, Uncategorized | No Comments »

Reflections: Early Childhood Art Experiences with Teacher Megan Smith

Thursday, February 17th, 2011

This is the second in a series of interviews featuring adults from a variety of backgrounds and professions. These conversations will provide a personal perspective on art and childhood. It will illuminate the unique and important role art has in shaping our memories and cultivating our interests. This interview features a Montgomery County Kindergarten teacher, Megan Smith. I know firsthand that she is a wonderful teacher because she teaches my daughter (hence, the reason I have to refer to her as Ms. Smith!). She has a real way of engaging and teaching and was thrilled when she agreed to be interviewed – look for another blog from her soon!

Art Within Reach {AWR}:
What is your earliest memory of a museum or work of art?
Ms. Smith:
I first remember a painter coming to my kindergarten classroom and she did an “experiment” by mixing a variety of different colored paints together. At the time, it was amazing to see the transformation of colors and it was a great visual of how you can mix certain colors to make a new one.
Another memory I have was visiting the Philadelphia Museum of Art with my family when I was little. I remember loving everything about the museum; the smell, how quiet it was, the beautiful artwork, and the well-informed guide. I also remember being very excited to see the different works of art created by Picasso because I learned a lot about him in school.

AWR:
Were museum visits and/or exposure to art an important part of your upbringing?
Ms. Smith:
Yes. I was fortunate to grow up only 15 minutes away from Washington, DC; so visiting all of the museums was a weekly event in my family. I loved weekends because this would be our “family adventure” time when we would explore different museums and attractions in DC.

AWR:
Did you make a lot of art at home?
Ms. Smith:
Yes. My mother, being very involved in my education as well as being my Brownie and Girl Scouts leader, had a variety of crafts/materials for me and my sister to use at home, such as markers, crayons, colored pencils, paint, glue, colored paper, buttons, etc. My mother said that I was always making little projects and creating pieces of art for my family members. In my household, any free time we had from schoolwork, we were allowed time to do arts and crafts. This was a huge treat for me!

AWR:
Were you exposed to art/ museum experiences at school?
Ms. Smith:
Yes. Since Kindergarten, I can remember art class being one of my favorite subjects to go to. I had amazing art teachers that made my school experience even more meaningful for me. I always felt that art was one of my stronger skills and I have always had an appreciation for it. In school, I would attend many class field trips to art museums, as well as a variety of other museums in Washington, DC.

AWR:
How have these experiences helped in different aspects of your career?
Ms. Smith
My past experiences of visiting museums with my family have impacted me in different aspects of my career. I always try to encourage my students’ parents to take their children out for exploration. I believe it is imperative that children are exposed to the world around them and are not confined in a house in front of a television. In addition, I have a huge appreciation for art because of my past experiences and this is portrayed within my classroom. I encourage my students to explore a variety of materials and to be creative. Many educators feel that allowing students to complete art projects is a “waste of instructional time”; however, I beg to differ. I believe it is important that children are exposed to a variety of materials and supplies because not only is art fun and engaging, but I feel that art is a wonderful way for individuals to express themselves. I want my students to have as much passion and appreciation for art as I did growing up.

AWR:
Do you think exposure to art and museums at an early age can have a lasting impact on children and if so, how?
Ms. Smith.
From personal experience, I believe that exposure to art and museums at an early age can have a lasting impact on a child. As I reflect on my past experiences of visiting museums and looking at various works of art, I remember fun times that made my family bond. I have such an appreciation for art today and I believe it is because of the experiences I had when I was young. I am fortunate to grow up in a family that also appreciates art. My sister is an amazing artist and I always wanted to be able to draw as well as she did. My father and mother are also great artists; my father even sold his paintings when he was younger. As a child, I never spent time sitting in front of a television, but rather experienced the world around me and put my creativity and imagination to use. I can honestly say that visiting museums with my family is one of my fondest childhood memories.

AWR:
I am reminded again in this interview of the relationship between: family and the museum outing and family and art-making. In fact, just a few weeks ago at one of my classes I told a dad he could grab a coffee while I taught the class. His response was “No way, this is father and son time.” It’s true that you can bond with your children through a lot of activities, but art and art-making certainly offers an opportunity for exploration and creativity in a way that can connect children and adults.
It is also interesting to hear Ms. Smith highlight the importance of exploration. She speaks specifically about understanding materials and self-expression, which is important for young children. I think it can also be an exploration of culture, customs and ways in which different people see and depict the world. If we can support that exploratory nature and encourage children to peel away the layers of meaning, it will help them learn and more importantly, understand concepts from a multiple perspectives.

Tags: art and family, art education, early childhooed education, Montgomery County Public Schools, Museums
Posted in Art Education & Museum News, Art in the Classroom, Importance of Art for Kids | No Comments »

Kids, the Ditigal Age, and the Art Museum

Wednesday, December 15th, 2010

Oliva by Ian Falconer

I am a big Kojo Nnamdi fan. Ever since I started staying home with my children, I have been an NPR junkie (much to my conservative father’s dismay). Who can resist Kojo’s catchy theme music! My daughters and I have had many an impromptu dance party to that music. The show has always been one my daily intellectual outlets. It only seems fitting that one of his shows is inspiration for this blog.

The show to which I refer aired November 30, 2010 and was entitled Your Brain on Computers. Mr. Nnamdi’s guest was Matt Richtel, technology reporter for the NY Times and the show was based on a series of articles written for the publication. As you can imagine from the title, the show was about the effects of media on our brains. As you can further imagine, I was particularly interested in how these effects apply to children.

The bottom line: balance. The brain needs downtime to synthesize information, i.e. being bored is good. Michael Rich, M.D., MPH, FAAP, of Harvard Medical School, has recently called for just such a balance, emphasizing the importance of creativity, free play and the great outdoors. He recently said,

“Remember, the theory of relativity grew out of the mind of a bored patent clerk who used to take long walks by the river and watch the swirls and eddies in the water. We have to stop being so type A in our child rearing and find the space and fresh air kids’ need to grow, learn, innovate and reflect.”

I couldn’t agree more. My 5-year old often complains, “Mommy, I’m bored.” I usually remind her all that she has done that day; school and/or activities, playing with friends, outdoor play, craft time, TV time. She should be capable of entertaining herself without the help of me or an electronic device. I guess now I can tell her that being bored might turn her into the next Einstein! Perhaps that is taking it too far, but much like we moderate what our children eat, we might also consider moderating what their minds in-take during the course of a day.

Time to turn the tables! The same can be said of us parents. I was horrified when I read an article from the aforementioned NY Times series and it described, almost verbatim, something that happened to me a few months ago. I was sitting at the computer, furiously trying to compose an e-mail while my two year old called me repeatedly. When that didn’t work she began hanging on my arm in order to get my attention. I assured her that if she just gave another 10 minutes, I would be all hers. I guess that didn’t go over so well because the next thing I realized, she was biting my arm. I could no longer deny her my attention. I felt horrible. I never saw myself as being that plugged in, but I guess I am. I am trying hard now to put the computer and phone away and give my kids my full attention. Just like I tell my daughter when TV time is over, I have to tell myself when computer time is over. Even then, I find myself saying, “I’ll just take a quick glance at my e-mails.”

It wouldn’t be an AWR blog if we didn’t connect this to the museum experience. Much of this research points to the importance of downtime for your brain, a time when you can observe and contemplate the world. Museums are an ideal setting for such an experience. It is ironic because museum educators are beginning to integrate interactive media into their regular offerings to visitors. It is not to say that this new technology isn’t beneficial. It most certainly is and I think it is great that museum educators are keeping up with the times and integrating media – it will help capture and sustain a youthful audience. I think, though, that it is important to remember the museum as a place for quiet reflection.

If you are a fan of the Olivia series, you know that Olivia likes to go to museums on rainy days and she goes directly to her favorite Degas painting where she dreams of being a ballerina. There are times when it is enough for a child to find something they like and get lost in it, let their imagination take over. The art museum remains a place where we can step back from the world’s frenetic pace and enjoy. Isn’t that what childhood is all about?

Tags: computers and art, computers and brain, computers and media, Kojo Nnamdi, Matt Richtel, media and children
Posted in Art Education & Museum News | 1 Comment »

Using Dramatic Play To Teach Children About Art

Monday, September 13th, 2010

The "badges" my students get during their lessons.

Dramatic play is an important part of your child’s early development. Playing is one way your child makes sense of the world, solves problems and uses both their fine and gross motor skills. My daughter went to a play-based preschool and I could see the benefits of it her first year as she learned to navigate the world outside of the home. In her second year, I found that her play-based curriculum enhanced the more complex themes being introduced in her Pre-K classroom. During the first few weeks of school she came home everyday playing restaurant. What was this new found interest in the culinary arts? Well, it turns out that they were studying France and her teacher had set-up a café in the play area. Here they were learning about the culture and cuisine of France without even realizing it – BRILLIANT!

On those long days when I locked myself in my office, pouring over my Art Within Reach lesson plans, my daughter’s French adventures returned to me. I discovered that I too could use dramatic play as a way to teach about art. Granted, there are limitations to what I can do in a museum or as a guest teacher in a classroom, but I think it’s an idea worth exploring.

Use the Museum Visit as an Adventure

Turn your visit into a story! Maybe you imagine you are characters in Babar’s Museum of Art, maybe you turn it into a hunt for lost treasure. My students are art detectives who have to complete their training before they earn their badges. If you are staying in the classroom, pretend that you get on a magic ship filled with art. Either way, make it so they become actively engaged and this will get them excited from the get go!

Find a History Painting

Find a painting of an historical event. Anything will do, but even better if you can find something that correlates to what you are learning about in the classroom. Washington Crossing the Delaware (Metropolitan Museum of Art Emanuel Gottlieb Leutze, American, 1816-1868 George Washington Crossing the Delaware, 1851) is a vibrant example of a history painting that could inspire your young students to explore a beautiful painting and play. In the museum, instruct them to pretend they are on the boat and have them start rowing then, ask the following:

Are they cold?

What does the wind feel like?

How hard is it to row?

Are their clothes wet?

Are they scared?

Are they excited?

You can turn it into a broader experience in the classroom if you allow them free time to “play the painting.” Similarly, you can begin by examining a work of art relating to a time of year like October (John Whetten Ehninger, Smithsonian American Art Museum). Give the kids some props and dress-up clothes and they can recreate the painting through their play.

Exercises such as these can be done with portraits too. Read the students a story about a person, look at their portrait and discuss the pose and elements in the composition. Offer those compositional props and dress-up clothes during free play and watch the students discover the sitter’s personality and life.

Keeping the work of art prominently displayed during free play or distributing smaller versions for students to have throughout the room is a great way for them to be inspired by the art while playing. These exercises will not only familiarize them with a work of art, but will encourage make them to keep looking and interpret the art via their own creative playtime expression.

Make Students Play to Understand

Dramatic play within the museum has to be more controlled, but it is still possible. Have students take on an assigned role within a prescribed scenario as a way of understanding more complex ideas or processes. For example, most young children don’t entirely understand what a museum is. So, I like to break it down into a set of jobs, in adult terms; conservator, curator, exhibit designer, educator. First we talk about categorization, which basically means having the little ones separate ponies from dinosaurs. Then, each child gets a prop for their job and has to perform a small duty. My “conservator” gets a toy screwdriver and a rag. I tell him one of our ponies or dinosaurs has a cracked leg and needs to be fixed ASAP. Once he fixes the pony and cleans it up, his friend the “curator” needs it so that she can learn more about it, by looking and reading. Our curator gets a pencil and a book and is told to look carefully to find any information about pink ponies in that book. You get the picture! I had one student proudly say to me, “I had two jobs, cleaning the ponies and studying them.” In the same manner, I ask my students to become members of a book-making workshop. They pretend to be a calligrapher, paper-maker, librarian, etc. and in the end, they have a book to show for it.

They might not understand the nuances of a museum or the art of book-making, but they will walk away with a basic understanding and a foundation on which to build.

Tags: activities for kids in Washington DC, art appreciation, art classes DC, art education, Art Museums, DC art museums, DC museums for kids, dramatic play, early childhood education, museum education
Posted in Art Education & Museum News, Art in the Classroom, Art in the Home, Visiting Museums With Kids | No Comments »

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