Response to: Art In Early Childhood by Levinger, Mott, and Shirrmacher

As a young child, I have a very vivid memory of telling my older sister that when I grew up I wanted to be an artist. I’m assuming this was around the time when I first saw An American in Paris and completely romanticized the idea of being a painter; living in a small building made of brick, eating baguettes, speaking in French, listening to classical music and jazz, and being in a constant state of delirious happiness and inspiration. Keep in mind; this was when I was still drawing dots for noses and uneven and erratic lines for hair. My sister, who was always very blunt with me, to the point of being harsh at times, told me that my art wasn’t good enough and I would never make any money as an artist. I may have thrown a tantrum, as I tended to, while vehemently disagreeing with her. I valued my older sister’s opinion, as many students value the opinions of their teachers. Positive and negative reinforcement, along with guidance and proper instruction, greatly effect a child’s association and experience with art.

Art can be a very personal and vital experience for all ages. The role of teachers in the art classroom greatly affects a child’s artistic confidence and variety. Since art, and the idea of good art is completely subjective, in the classroom it should be judged and critiqued more on the discipline aspect of it. Rather than finding the best artist or the most accurate and realistic representation, teachers should encourage their students to communicate their own personal visions. The appropriate encouragement, support, and materials can “attract their curiosity and desire to explore.” (Mitchell and David, 1992)

Regardless of resources, children tend to ‘do art’ on their own regardless of resources. This can be as simple as drawing with a stick and dirt in the sand, to doodling in a notebook, making a Halloween costume, etc. So why is it important to have art programs in schools? According to the Bank Street art curriculum guide “Art is a vital part of the curriculum for children of all ages. Art materials attract their curiosity and desire to explore.” Art can also expand their ability to make symbols, which encourages the development of imagination to move in a very positive direction. Some concrete examples of art in academic classes could be maps, murals, models, pictures, designs, and illustrations.

Art can help children plan ahead, lengthen their attention spans, sharpen their dexterity, and enhance creativity. As teachers it is important to be aware of the developmental stage of the students. Their stages effect the instructions and emphasis that should be provided to them. As children develop, their art work changes and advances, even if they are using the same materials as they may have in a previous developmental stage.

Creating the balance between freedom and structure is essential as to not inhibit the creativity of the students. Teachers must be flexible and observe everything from the art created, to the questions asked, to the varying personalities and comfort levels of the students. Although this may seem more arduous than just giving a letter grade to a student after grading a test, it is important to realize that although art can play an essential role in the classroom, it is unlike any other academic course. It is so intertwined into every part of society, culture, and nature. Allowing children to realize that and encouraging them to express themselves and find out who they are and what they like through art can be a very rewarding and mind opening experience.