KS7: Music, drama, and the visual arts as expressions of human emotion and culture, powerful forms of communication, and vehicles for enhancing learning opportunities across curriculum
Evidence 1: Vermont Early Learning Standards
Description: The Vermont Early Learning Standards were created to provide guidance for families, teachers and administrators. The VELS describe guiding principles that serve as the core for making informed decisions about what is developmentally appropriate for young children.
Analysis: Exposure to the arts allows for the integration of a number of different domains. As children experiment with the words of familiar songs, participate in dramatic play or create their own work of art, teachers, parents and caregivers are given an opportunity to view the child's interests and abilities. Children are also able to express their knowledge of a topic. Environments that foster the arts help children learn to appreciate the work of others.
Evidence 2: Introduction to Early Childhood Education, ECE 105, Community College of Vermont, Fall 2001, Transcript
Description: This course was an overview of early childhood education . We examined historical, philosophical, and practical issues related to the education of children from birth to age eight. Topics included early childhood learning, behavior, and motivation; curriculum models and materials; observation techniques; and instructional issues.
Analysis: In this class we learned about three traits associated with creative thinking: fluency, flexibility and sensitivity. Children possessed of these traits are able to come up with various ideas to extend play, adapt to change in a positive manner and have a heightened awareness of the feelings of themselves and others. Any educational setting should provide an environment in which these traits are encouraged and valued.
Evidence 3: "Frozen" Activity
J helps N remove excess paper from his Abominable Snow Monster costume before the performance.
Chairs are placed in front of the stage for audience members to sit in during the show.
M, playing Sven the reindeer, takes C's, playing Olaf, carrot nose (made out of pipe cleaners), but soon returns it, and the two become good friends.
Description: One of our students returned from a weekend away that included seeing the new movie, "Frozen". She asked if she and her friends could perform the movie. All children became engaged as they set up chairs for audience members, determined casting, created costumes and performed their rendition of the movie. The above pictures were taken during this time period.
Analysis: As the children were preparing to take the stage, many disagreements arose. The ability to problem solve and compromise took center stage as the preschoolers learned to navigate having more than one main character and sharing costume materials. One child really wanted to be the Abominable Snow Monster. He asked for a white sheet, but we didn't have one at school. I asked if he could think of anything else that might work. He walked to the paper bin and proceeded to cover himself in white paper. He showed flexibility as he quickly realized that his first idea wouldn't work, and moved on to a new one.
