Art Based Centers

Art-based centers are places learners visit to express their ideas and feelings and be creative. These centers are often attractive and self-contained places where kids participate in inventive and creative events that suit every child. In art centers, every child is a potential artist, as this place promotes a high level of problem-solving and thinking and is rich in vocabulary. The artistic activities in art-based centers nurture intellectual growth, and other benefits include stimulating the brain and increasing the capacity for concentration, attention, and memory. Such centers also help develop reading skills. Kids can do better in science, maths, and even English as it introduces learners to new concepts and vocabulary. While art-based centers consider individual interests, desires, and learning levels, there are special concerns for learners of different age groups.

Part 1: How Arts-Based Centers Nurture Children’s Creative Expression

A modern art-based center primarily focuses on upholding contemporary art. In contrast, a visual art-based center concentrates on visual art, the type of art that can be viewed (Huangchao, 2019). Such art-based centers often improve and increase learners’ creativity because art activities enable learners to grow as creative persons who can solve problems and become original in their imaginations and thoughts. For instance, a child who frequently visits an art center would develop higher imagination and thinking skills from viewing and trying to analyze what the art means and the artist’s intention in designing the art. Therefore, kids who are exposed or introduced to art at early stages, especially in preschool, will manage to apply their inventive skills not only to art alone but also to other disciplines such as sciences or languages (Isenberg & Jalongo, 2006). As a result, when such kids are exposed to art early enough, they face challenges in different curriculum areas. They can often come up with diverse solutions.

In addition, by engaging or participating in different art activities, children get to practice various skills and develop in all areas of growth. Creative art in art-based centers helps children develop socially, physically, emotionally, and cognitively. While engaging in art creation and observation, kids also practice experimentation and imagination as they invent new ways of creating art.

Part 2: Adapting Arts-Based Centers for Different Age Levels (Toddlers to Fourth Graders)

Isenberg and Jalongo (2006) advise that tutors teaching art should consider learners’ age and ensure they arrange them into groups depending on their age levels. Age is vital because children from different age groups interact differently. For instance, the younger kids are often more excited about exploring the materials given to them, so they will paint in a bolder format because they tend to spread the paint in a larger space. Young learners also get more active during playtime, especially when playing with dolls and molding clay. This is contrarily different from older learners because their type of art is more organized and knowledge-based, and they are critically aware of the art they are to create. Hence, their works are often more concrete and rational (Huangchao, 2019). Therefore, the teacher should employ varied techniques and methods when educating children from different age groups in art. For instance, toddlers and fourth graders are at two different levels; thus, it is essential to note the disparities.

The second aspect to consider is materials. Preschool classrooms should have different art materials (Isenberg & Jalongo, 2006). These materials should include types of colors, resources, shapes, and sizes that should be used for fine and gross motor skills. Besides, the teacher should ensure that these materials are often cleaned and sanitized and do not break easily. These materials should also be culturally appropriate for the learners and attractive, especially for toddlers. Preschool classrooms, like toddler classes, should possess different materials for learners to explore and create art. That is because preschool-age kids learn more about creating and using their imagination; therefore, they require varied materials to keep their minds teaching and thinking.

Pre-schoolers also learn about self-awareness; therefore, the tutor placing mirrors next to art materials will assist the children in making self-reflections of what they look like. Kindergarten, like toddlers and pre-schoolers, requires different types of materials to keep learners engaged. For instance, kindergarten learners need materials that inspire them to interact with each other and various games to help them concentrate on teamwork. However, learners from first and second graders can work effectively in groups. Working in groups allows them to think of others before themselves but never get left behind. Therefore, with art, all the group members can express themselves with different colors, pictures, and materials (Halverson, 2021). The third and fourth graders possess everything and require everything stated above, but they should be in a more organized fashion. For instance, the teacher can allow children to arrange art materials by shape, color, or size. However, the teacher should consider adding more complicated materials for learners to explore and learn newer concepts, which enhances creativity and independent thinking (Isenberg & Jalongo, 2006).

Part 3: Techniques for Managing a Center-Based Environment in the Creative Classroom

Numerous methods and techniques are available for teachers to implement to promote and maintain an environment that encourages creative learning among learners. First, the teacher should arrange an inviting physical space within the classroom with a welcoming feeling where children can easily access the materials and tools for creative art (Isenberg & Jalongo, 2006). Such a welcoming and inviting environment will motivate the kids to be creative and freely engage in creative learning activities. In addition, Moula, Palmer & Walshe (2022) affirm that a safe, inviting, and welcoming classroom setting gives learners confidence to continue pursuing self-exploration, development, and growth. Most importantly, it helps learners develop friendships, kindness, and empathy.

Secondly, teachers should remove distractions that might affect the learner’s concentration in the classroom environment. Distractions should be removed because they cause a lack of focus that can overwhelm the teacher and learner and even result in a lack of progress in the lesson’s goals. However, staying focused by eliminating distractions reduces overwhelm and stress and will help improve the learner’s productivity. Creativity does not need distractions because creative minds appear distracted easily (Halverson, 2021). Teachers should also give students enough time to explore and create their work while encouraging risk-taking. Giving learners enough or ample time in a creative class will enable them to fully explore their talents and identify their strengths and weaknesses. Also, Isenberg & Jalongo (2006) note that giving students more time, materials, and space for creative expression reduces pressure, improves their memory, and makes them feel more socially linked to their work and classmates.

Teachers should also have a well-laid-out plan of the activities and the curriculum they expect to cover at the start of the school calendar year (Moula, Palmer & Walshe, 2022). This means the teacher should ensure that these creative classes are timetabled and scheduled to give the students, the teacher, and the institution enough time to prepare for the day. A well-laid-out plan will ensure the day’s activities run smoothly without any challenges, as learners will be prepared mentally for the day and time. In addition, learners will have learned everything about the day and the necessary guidelines for the class, and the day will succeed.

Conclusion

Art-based centers are significant for learners; they help groom different skills, such as imagination, problem-solving, and creativity, because they expose learners to early artistic works, enhancing their brain memory, attention, and thinking. These allow learners to improve vital skills such as problem-solving, which they can use in the future to solve educational and non-educational problems. Besides, teachers can implement different strategies to maintain a center-based environment in a creative classroom. Some ways include ensuring there are no distractions, creating a space within the school that is inviting and welcoming to the learners, giving learners enough time to explore, and having a well-laid-out plan for the day. In addition, a teacher must adopt art-based centers for different age levels. Some factors are the other materials needed and grouping learners based on age. These factors ensure teachers adapt to art-based centers for different age levels, from toddlers to fourth grades.

References

Halverson, E. R. (2021). How the Arts Can Save Education: Transforming Teaching, Learning, and Instruction. Teachers College Press.

Huangchao, C. (2019). Overview of the Evaluation of Children’s Art Education. In Arts-Based Education (pp. 187-224). Brill.

Isenberg, J. P., & Jalongo, M. R. (2006). Creative thinking and arts-based learning: Preschool through fourth grade. Pearson Merrill/Prentice Hall.

Moula, Z., Palmer, K., & Walshe, N. (2022). A Systematic Review of Arts-Based Interventions Delivered to Children and Young People in Nature or Outdoor Spaces: Impact on Nature Connectedness, Health, and Wellbeing. Frontiers in Psychology, p. 13.

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Art Based Centers

Part 1: Summarize how art-based centers nurture children’s creative expression.

Part 2: Discuss how teachers must adapt arts-based centers for different age levels, from toddlers to fourth graders.

Part 3: Discuss techniques teachers can use to manage a center-based environment in the creative classroom

Refer back to lesson 7 for support and guidance. Book: Creative Thinking and Art-Based Learning. By JOAN PACKER ISENBERG & MARY RENCK JALONGO