for anyone

Discussion 1   200 – 250 words
 
Recognizing and Evaluating Stages of Art
In your Readings this week you read about the three basic levels in drawing that apply to early childhood development: the scribble stage, the basic forms stage, and the pictorial stage. When early childhood professionals can recognize and evaluate each stage through direct observation of a child’s art work, then they are best able to plan appropriate art activities and materials for toddlers, preschoolers, and school aged children K–2nd grade.
View the following videos from the Colorado Department of Education found in your Web resources: Jacob at the Easel, Kyrill at the Easel, Kyrill and Kira at the Easel, and Sam Draws a Scarecrow.
Source: Results Matter Video Library – Practicing Observation, Documentation and Assessment Skills, Colorado Department of Education. Retrieved from http://www.cde.state.co.us/resultsmatter/RMVideoSeries_PracticingObservation.htm

Select which stage of art development best characterizes each picture.
Explain any differences in scribble stage examples such as: early or late period, types of scribbles (circular, jagged, etc.); control of crayon or marker.
Explain any differences in basic forms examples such as: type of basic form used, how clear and exact the forms are, child’s control of the crayon or marker, and early or late basic forms period.
Compare the differences in pictorial examples such as: early or late period, what basic forms are combined with symbols’ and observable symbols.

Discussion 2    200 – 250 words

 
Adapting Art Activities
Read the following scenarios. Decide which (if any) of these situations reflect appropriate art set-up techniques for activities discussed in this unit, and then answer the questions that follow.
Scenario #1
In a preschool class, Dory and Sammy have been building robots in the block area, so the teacher adds boxes, foil, wire, and a bucket of small, old radio parts to the area.
Scenario #2
Now that the weather is nice, a kindergarten teacher places the sand table just outside the door, which is next to the art area. The teacher explains new rules set up to stop the traffic flow going across the art area to and from the sand table.
Scenario #3
After a field trip to a grocery store, first grade teachers add empty food cartons and labels to the pasting and construction area.
Scenario #4
The teacher concludes that the children are not using the clay modeling area enough. She replaces it with another computer station.

Identify which of the scenarios reflects appropriate techniques for setting up for art activities. Why?
Discuss each which does not reflect appropriate techniques for setting up art activities.
Describe how you would change the situation(s) to make it (them) more appropriate.

Discussion 3 200 – 250 words
 
The Value of Music
This unit’s resources support the value of music in young children’s lives along with presenting implementation strategies for early childhood music programs. Respond to each statement or question below and support your responses with content from the unit’s material or other sources.

Think about your own music experiences as a young child. How alike or different are they from the ones described in this unit? Identify and describe what you consider to be the greatest differences between your experience and your classroom plans. What are your concerns about planning music experiences and how do you plan to overcome them?
Imagine that during your initial parent orientation meeting, the parent of one of the children in your group (who is an accomplished pianist) asks you who will teach her child music. She assumes it will not be you as there is no piano in your room. How will you answer her? Include in your answer how you would conduct a singing activity without a piano. Explain the value and benefits of developmentally appropriate music experiences that will support her daughter’s musical growth.
Visit this National Institute of Environmental Health Sciences site, and view the index of songs and lyrics. Go through the categories and choose one song for children 3 through 5 years old and one for 5 through 8 years old. Share how you will use each song and the song introduction methods you plan to use from those presented in your text.

Source: Songs, National Institute of Environmental Health Sciences. Retrieved from http://kids.niehs.nih.gov/games/songs/