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3D Assemblage/Collage

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Esther Lee

on 11 April 2015

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Transcript of 3D Assemblage/Collage

3D Assemblage/Collage
Developmental Appropriateness of Art Activity
Opportunity to:
develop and improve skills
be social
share ideas
learn to cooperate
explore different techniques
provoke conversations
Some supervision may be needed to help with unfamiliar materials
Process vs. Product
Focus on children's development and improving their skills
Observe the children, know their interest and abilities
Give opportunities to explore
Flexible activities
Give time for the children to visually explore or quietly contemplate their artwork. (Fox & Schirramacher, 2015).
Know the content (subject matter), which starts a process (actions of steps taken), giving the end results, the product. (Fox & Schirramacher, 2015).
Diversity of Choices
Create something unique, personal and be environmentally friendly
High sensory needs to touch
Work with various fabrics – feeling textures
Visually impaired
Manipulate clay by poking, sharing and adding
Visual attention needs
Working with shiny objects
Strengthening/Developing their skills
Having patience, hand-eye coordination, fine motor skills
Use of natural materials can evoke sense of smell
Woodworking
Release tension, be challenged, be focused
Limited attention (ex. ADHA)
Use connectors
Use of own space setup
How Art is Open Ended
One of the ways to express feelings and emotions
Product of their talents and creativity
Creativity needs to be nurtured through encouragements and opportunities
Specific compliments are more useful than general statements
Learning opportunity to become creative thinkers and overcome challenges
Art Concepts
9 Elements of Arts:
Colour – primary & secondary
Line – straight, short, curved
Shape – how the lines are connected (geometric)
Mass – height, length, width
Pattern – in line, shape and texture
Balance – symmetrical or asymmetrical
Space – positive space (used space) and negative space (unused space)
Texture – rough, bumpy, smooth, slippery
Design or Composition – arrangement of art
Extended or connected using fixative or fastener
Pipe cleaners, straws, tape, yarn, white glue, paper clips
3D Collage/Assemblage activities materials
loose parts, natural materials, coloured paper, aluminum foil, fabrics

Group Members:
Jomabelle Abilong
Esther Lee
Georgina Mangos
Dharrshini Satheeshan
Mona Shoghi
Fatemeh Tabatabaei

Health/Safety/Cultural Issues
READ THE LABELS – safe for children
CP and/or AP art materials only
Small amount of art materials at each time
Review safety rules
Avoid items that can produce dust
Choose water based products when possible
Keep materials in original containers if possible & label
DO NOT USE EGG CARTONS & USED FOOD TRAYS
Use balloons with discretion (choking hazard)
Some materials can be absorbed through skin
Discard grains, cereal products and play dough
Remind proper hand washing procedure
Visual aid – hang decorative safety slogans
NO EATING/DRINKING while working on art projects

Ideas for Extension
Adding paint/markers/crayons/pastels for finishing touches
Adding the product into other areas
(ex. a cardboard castle in dramatic play)
Including clay/Model Magic/plastercine to add onto the 3D creation
Going on trips, walks, adventures to expand learning

References
Clayton Early Learning. (2015).
Clayton early learning
. Retrieved April 5, 2015 from www.claytonearlylearning.org

Fox, J.E. & Schirramacher, R. (2012).
Art and creative development for young children
. (7th ed.). Belmont, CA: Wadsworth Cengage Learning.

Fox, J.E. & Schirramacher, R. (2015).
Art and creative development for young children
. (8th ed.). Belmont, CA: Wadsworth Cengage Learning.

Hurley, T. (2015).
Art classroom health and safety
. Retrieved April 4, 2015 from http://safety.lovetoknow.com/Art_Classroom_Health_and_Safety

Ontario Ministry of Education. (2014).
How does learning happen? Ontario’s pedagogy for the early years
. Toronto: Author.

Rudnicki, A. (2015).
2d 3d assemblage
. [PowerPoint Slides]. Retrieved April 8, 2015 from https://outlook.office365.com

Thompson Rivers University. (2015).
Visual & performing arts health and safety manual
. Kamloops: Author. Retrieved April 4, 2015 from http://www.tru.ca/arts/va/resources/Health_and_Safety.html

Toronto Children’s Services. (2014).
Preschool early learning and care assessment for quality improvement
. Toronto: Author.

York Region Health Connection. (2012).
Making your child care centre a healthy environment – craft materials
. York Region: Author.

Child Development Theory/
Holistic Development of Children
Domains: Language, Social and Emotional, Cognitive, Physical (Gross, Fine)
Holistic Model of Child Development: “A model of child development that integrates the physical, social emotional, cognitive and creative aspects.” (Fox & Schirrmacher, 2012, p. 323)
Lowenfeld & Brittain: 6 stages, ages 2 – 17 years
Rhonda Kellogg’s: 5 stages, ages 2 – 5 years
Role of the Teacher
How Does Learning Happen?
Belonging
Join in and engage with the children
One-on-one opportunities
Families involvement by collecting & donating materials
Well-Being
Encouragements
Collecting natural materials = physical activity & outdoor exploration
Provide challenges
Engagement
Parent involvement
Can be done indoor and outdoor
Provide variety of open-ended and interesting materials
Be a “co-investigator, co-learner, and co-planner” (Ontario Ministry of Education, 2014).
Expression
Communication is key!
“Provide time, space and materials to encourage expression” (Ontario Ministry of Education, 2014).
(Ontario Ministry of Education, 2014).
Teacher as a...
Model
Participator
Creative Individual
Art Specialist
Trouble Shooter
Preschool -
Early Learning and Care Assessment for Quality Improvement

7. Art
Provide access to 3D materials (meets expectations)
Provide opportunities for extended art projects (exceeds expectations)
Art projects incorporated into other area (exceeds expectations)
(Toronto Children Services, 2014).
(Fox & Schirrmacher, 2015).
Tips & Ideas
Before Set-Up
Think safety – inspect the materials
Selecting materials – for boxes, try to avoid advertising or patterns so focus can be on shape or texture
Make sure there’s space (for the art activity & for storage)

(Rudnicki, 2015).
During Set-Up
Categorize materials with similar features (ex. long pieces, flat, round…etc.)
Have tools (good scissors, effective connecting materials, paint) available
(Rudnicki, 2015).
Teacher Involvement
Encourage children to solve problem independently
May help with difficult attachments, if asked

(Rudnicki, 2015).
(Fox & Schirramacher, 2015).
(Clayton Early Learning, 2015).
(Fox & Schirrmacher, 2015).
(York Region Health Connection, 2012)
(Fox & Schirrmacher, 2012).
(Fox & Schirramacher, 2015).
(Fox & Schirramacher, 2015).
Figure #2
(Image by E. Lee, 2014)
Figure #1
(Image by E. Lee, 2014)
Figure # 3
(Image by E. Lee, 2014)
Presented on April 9, 2015
(Rudnicki, 2015).
Full transcript