An art education for age, 9-11 years old
The dawning Realism, the Gang Age by Lowenfeld: Middle School
One of the most important areas of growth to which art contribute is that of creative growth. During this stage of development there is a great deal of pressure put upon children to conform not only to the wishes of adults, but also to the demands of the group. To function creatively, however, one must first be able to function as an individual. The encouragement of the individual child’s own approach to working out problems ins vital, which means that imitation and conformity too patterns must be discouraged. A child’s creativity can be seen in the desire for experimentation, exploration, and invention.
I liked this journal because I could learn helpful information about the characteristics of children aged 9-11 and what to pay attention to when educating them. For example, children at this age like to belong in a group and are critical of themselves, so I often noticed the characteristics of being reluctant to show their pictures and hiding them behind their backs. To educate these sensitive, skeptical children, we must identify and understand their personalities and characteristics and develop an approach tailored to them. And it is essential that these characteristics give children of this age a sense of belonging through group projects and yet present the joy of exploring and experiencing materials and colors with an individual approach, allowing them to experience the beauty of the surrounding nature and the importance of social relationships. Discover that it does. Especially at this age, the importance of stimulating children's thinking and providing opportunities to discover the unspoiled beauty of nature in our environment will be a good reference for me when teaching children of this age. Above all, it was good that the quotation provided a basis for prioritizing what to encourage and support children. In other words, it is to plan art activities that can develop individual creative growth by escaping from the pressure children of this age feel. Surprisingly, children before 9 draw naturally and confidently, as if they were playing. Then, by age 9, the children drift away from that assertiveness, complaining about their drawings, becoming depressed, or lacking confidence. It is a very informative class in that I know exactly what points to encourage these children.
Drawings of Dance: Student’s voices in Art learning by Mary Stokrocki and Laurie Eldridge
Students' identities are built upon and sustained by-often unconscious-identification with media images. By creating opportunities for students to recall experiences and reflect upon these experiences, educators can encourage students to explore complex aspects of identity such as ethnicity and race(Daiello, et al.,2006;Gude,2007)
In this journal, I was able to experience the power of images once again indirectly. For example, I like that Picasso said, "Art is a political document." A picture means that it has more power than the image shown. In other words, simply by drawing a dance, children can have a good experience of openly talking about various socially and politically sensitive themes such as skin color, race, and gender derived from this. And through painting, I found that this sensitive but essential theme was naturally expressed, harmonized, understood, and eventually led to a healthy conclusion. This effect was seen in the text below at the end of this journal.
At the end of the class period Stokrocki asked students why the arts are important and one student summarized, "If there was no art, I'd go insane!".
As in this journal, children of color in slums experiencing socio-economic difficulties recognize their difficulties and reality through painting and having various related conversations. It is necessary for our society to maintain its health and become a more desirable society when we find that we cannot prepare proper countermeasures, even in the current educational field or at home. In this sense, art education is considered an essential subject that provides the necessary skills to develop social adaptation, conflict, and problem-solving skills for adolescents suffering from dysfunctional families.
Myungja Anna Koh