Abstract
Since art experiences offered in the preschool classroom are typically confined to activities carried out at the worktable or easel (painting, modelling, etc.), it is apparent that most teachers of young children find it unnecessary, or even inadvisable, to extend these activities beyond the limits of the child’s own work. In addition, it is often assumed that 3-and 4-year-olds do not respond aesthetically to art, and that discussing works of art with preschoolers is therefore inappropriate. However, it is our experience that even very young children do benefit from exposure to art examples. In the following paper we examine various aspects of this question, suggest that there is a need to reappraise the scope of preschool art, and offer suggestions for implementing an extended art curriculum.
Résumé
Etant donné que les expériences d’art offertes dans les groupes préscolaires se réduisent strictement à des activités effectuées sur la table de travail ou sur le chevalet (peinture, modelage, etc.), il semble que la plupart des éducatrices considèrent non nécessaire, ou même déconseillent d’étendre ces activités au-delà des limites du travail de chaque enfant. De plus, souvent on pense que les enfants de 3 ou 4 ans ne répondent pas à l’art de façon esthétique, et qu’il devient donc inadéquat de parler d’oeuvres d’art à ces enfants. Cependant, notre expérience démontre que même les enfants très jeunes bénéficient d’être exposés à des exemples d’art. Nous examinons, dans ce travail, divers aspects de la question; nous croyons qu’il est nécessaire dé réévaluer la portée de l’art préscolaire, et offrons des idées pour l’implantation d’un curriculum d’art plus large.
Resumen
Puesto que las experiencias ofrecidas en los grupos preescolares se limitan típicamente a actividades ejecutadas en mesas de trabajo o atriles (pintura, modelaje, etc.) parece ser que gran parte de las educadoras de párvulos consideran innecesario, o incluso no aconsejable, extender estas actividades más allá de los límites del propio trabajo del niño. Además, se supone que los niños de 3 y 4 años no responden estéticamente al arte y que por lo tanto resulta inapropiado conversar de obras de arte con ellos. Sin embargo, nuestra experiencia nos demuestra que incluso niños muy pequeños se benefician al estar expuestos a ejemplos de arte. En este trabajo examinamos diversos aspectos relacionados con el tema. Sugerimos que es necesario reevaluar la extensión del arte infantil y se ofrecen ideas para implementar un curriculum de arte más amplio.
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Dixon, G.T., Tarr, P. Extending art experiences in the preschool classroom. IJEC 20, 27 (1988). https://doi.org/10.1007/BF03174549
DOI: https://doi.org/10.1007/BF03174549