10/19 "Early Concrete Observations" to "Later Concrete Observations"


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 dimension, give them lots of opportunities for observational drawings (life - what is nearest, what's far away, how do you know the distance, how big should one thing be versus another, is there something in the middle ground, etc...) Place children in positions of "overlap" (does it disappear or how do we show something is there even though we don't see it?) What kind of lines would you need to show it? High lines, white lines, faint lines, etc...)

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