Class Notes

Notice:  -within each category, there are more categories (operational thinking) -Erik Erikson (ideas on children's feelings) - when children are engaged in sensory motor phase, they undergo the issue of trust as it relates to people, places, and materials (or things) -when they move into operational phase (make images and command language) they seek autonomy (ie naming their work and telling stories) -doubt about art can relate to guilt in the world -language and visual skills connect -Interactive Events - students present how they relate to the world (affective center in the world) - depth direction movement viewpoint overlap (3rd dimension) We have to pay attention to each component and build their abilities for the larger sense of the 3rd dimension.  Application:  -At the operational phase, we must encourage where they are not name things as we see fit. Children want to please during this time. We must encourage their self-discovery.  - When children try to present the 3rd dime

 Questions: How do we know what is "intentional" or dramatically emphasized without the child's story? Can you share any books or articles about student imagination that document the depth and brevity of imagination? Notes: Reflections of last week: Early Images reflect their language (ie mommy, daddy, my car, my house, etc..) Early images come out of the immediate images in their everyday lives. They enjoy making people because of the emotional factor (for most children).  Out of the early repertoire, me and my friend playing tennis: baseline, air, people, me Children will turn things around and upside down in order to respect the visual representation of the objects.  Good art teaching will result in a student accepting "mistakes" or showcasing a creative response to unexpected events (ie what happens when art doesn't do what we want it to do?) Perceptual capacities to see from different viewpoints as if its in one continuous space (we see things in the im

The conversation from tonight's class encourages me to: Provide more explorative opportunities with varying materials Provide a sophisticated, scientific structure for working with varying materials Acknowledge the power of the material because it encompasses the connection of experience, expression of ideas, and builds student repertoire

10/1 Azalea 2 years old Aiden 4 years old They are practicing circles in school