DRAFT August 1, 2012 Preview of Learning Experience 6 Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only. 70 Visual and Performing Arts: Using the Research Base for Understanding Children’s Development in the Visual and Performing Arts Focus Statement Students review the research base that describes how children acquire knowledge and skills in the visual and performing arts, including areas where children tend to learn on their own and where more adult guidance is needed. Curriculum Alignment Project (CAP) Student Learning Outcomes The Curriculum Alignment Project’s (CAP) lower division eight courses and student learning outcomes are mapped onto each instructional guide learning experience. See Appendix A for the specific student learning outcomes, objectives, and examples of course content and topics for the courses listed below. • Child Growth and Development • Child, Family and Community • Introduction to Curriculum • Principles and Practices of Teaching Young Children • Observation and Assessment • Health, Safety and Nutrition • Teaching in a Diverse Society • Practicum-Field Experience Instructional Methodologies • Class discussion • Literature review • Reflection—individual or large group • Short paper Visual and Performing Arts Domain: Using the Research Base for Understanding Children’s Development in the Visual and Performing Arts
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DRAFT August 1, 2012 Preview of Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
70!
Visual and Performing Arts: Using the Research Base for Understanding Children’s
Development in the Visual and Performing Arts
Focus Statement
Students review the research base that describes how children acquire knowledge and skills in the visual and performing arts, including areas where children tend to learn on their own and where more adult guidance is needed.
The Curriculum Alignment Project’s (CAP) lower division eight courses and
student learning outcomes are mapped onto each instructional guide
learning experience. See Appendix A for the specific student learning
outcomes, objectives, and examples of course content and topics for the
courses listed below.
• Child Growth and Development
• Child, Family and Community
• Introduction to Curriculum
• Principles and Practices of Teaching Young Children
• Observation and Assessment
• Health, Safety and Nutrition
• Teaching in a Diverse Society
• Practicum-Field Experience
Instructional Methodologies
• Class discussion
• Literature review
• Reflection—individual or large group
• Short paper
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DRAFT August 1, 2012 Preview of Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
71!
California Early Childhood Educator Competency Areas to Consider
The Faculty Initiative Project will be undertaking a comprehensive process in
the future to map the content of the instructional guides to the California
Department of Education, Child Development Division’s California Early
Childhood Educator Competencies. “The Competency Areas to Consider”
below are listed in this instructional guide as a preliminary exploration of how
particular competency areas might be addressed through these learning
experiences.
• Child Development and Learning
• Culture, Diversity, and Equity
• Relationships, Interactions, and Guidance
• Family and Community Engagement
• Observation, Screening, Assessment, and Documentation
• Health, Safety, and Nutrition
• Leadership in Early Childhood Education
• Professionalism
• Administration and Supervision
DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
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Visual and Performing Arts: Using the Research Base for Understanding Children’s
Development in the Visual and Performing Arts
Before You Start
“Some skills, knowledge, and behavior emerge in nearly all children as a
consequence of daily experience. Many arts-related developments (for example, the
progression of drawing skills) tend to be seen at particular ages or in a particular
sequence. Although some behaviors and skills in the arts develop more or less
naturally through the course of children’s experience, others need the support of
adult guidance and intentional teaching . . . Teachers also help children acquire
knowledge about the arts; for example, types of music or dance” (California
Preschool Learning Foundations, Volume 2, pp. 2-3).
Students may not always consider how children acquire the knowledge and skills
described in the visual and performing arts foundations. They may think of visual
arts, music, drama, and dance as primarily fun activities rather than meaningful
opportunities for children’s learning and development. Or students may be aware of
how children’s engagement in the visual and performing arts links to and supports
other areas of their development but not about the sequences of development in
visual art, music, drama, and dance themselves.
Because this learning experience requires students to locate some of the research
and reference materials listed in the “References and Source Materials” section
(California Preschool Learning Foundations, Volume 2, pp. 31–36), you may need
more than one class session to address this learning experience.
It may also be helpful to provide copies of the foundations for students to use for the “Putting it together” step of this learning experience. A handout with the strands, substrands, and foundations is provided with this learning experience and can also be found in the Appendix C. An electronic version of the handout will be available when this instructional guide is online at www.wested.org/facultyinitiative.
Information Delivery
Students will need to be familiar with the introductory material,
bibliographic notes, and the foundations of the visual and
performing arts domain in the California Preschool Learning
Foundations, Volume 2 (PLF, V2):
• Introduction (pp. 1–4)
• Visual and Performing Arts Foundations (pp. 5–21)
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DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
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• Bibliographic notes (pp. 22–27)
Active Learning
Getting it started Begin by asking students to read or review the introductory
material and bibliographic notes. Then ask them to each select
one of the four art disciplines of the visual and performing arts
(visual art, music, drama, and dance). Have a brief class
discussion about their choices; ask for volunteers to share why
they selected a particular art form.
Keeping it going Next ask students to identify some key points describing how children develop knowledge and skills in the art discipline the students selected. Students can do this individually, or you may have students who chose the same art discipline work together. Putting it together Have the class then review the foundations and identify which
ones they feel children could develop somewhat naturally
through their everyday experiences and which ones need more
adult or teacher support, guidance, and intentional teaching. Ask
them to cite references from their review of the introductory
material and bibliographic notes as much as possible.
If students have been working in groups, each group could
review the foundations for their art discipline and present their
ideas to the rest of the class. Or you could do the foundations
review as a whole class.
Reflection
Students can reflect on this learning experience individually or
through a class discussion with the following questions:
• What was some new information that you learned about
children’s development in the visual and performing arts?
• What will you remember about children’s developmental
sequences in each area of the visual and performing arts?
Why?
• Did this information cause you to think differently about
children’s development in visual art, music, drama, and
dance? Why?
• Which area of the visual and performing arts are you
interested in learning more about that will help you in your
current or future work with young children?
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DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
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Deeper Understanding
Ask students to review the “References and Source Materials” section (PLF, V2, pp. 31–36) for additional references related to children’s development of knowledge and skills in the discipline they have selected. They are to write a paper summarizing the findings from two or three of these references, highlighting any information that expands the discussion in the bibliographic notes.
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Online Options
Students could post their papers online so that the whole class has access to
research summaries in each of the four visual and performing arts disciplines. Students then could reference these papers in identifying the foundations
that need more adult guidance.
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DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
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DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
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DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
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DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
78!
DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
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DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!
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DRAFT August 1, 2012 Learning Experience 6
Faculty Initiative Project Instructional Guide for the California Preschool Learning Foundations, Volume 2 Visual and Performing Arts Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!