Small animal and Big heart
As children grow up, they free themselves from ego-centered thinking, become conscious of and aware of their surroundings, look back on themselves through the people and nature around them, and mature. Therefore, it is very meaningful to help children discover the beauty of nature around them and interact with it at this time.
Above all, adolescents and preadolescents value group thinking and identity and tend to personalize it. Therefore, collaborating together as a group is important to them. By collaborating through groups, they can understand society and community and find their own identities within it.
" It should also inspire children to use cooperation with others to achieve results. Two methods can be used to encourage collaboration. The first or subjective cooperation method is to express the individual's experience of cooperation or the scene where cooperation is important. Much depends on how such motivation is presented to the group and the atmosphere the teacher develops during motivation. The second or more objective method of collaboration deals more directly with the group work itself. The whole group works on one project. Here too, the type of motivation determines success. Group work can be very simple in planning, such as each child making a fierce animal out of clay and then assembling these animals to create a large zoo. What the whole group did.” This is the essence of collaboration. Here, the teacher is the catalyst and plays a secondary role. It is far more important to foster children's interest in the subject matter of expression, to give them a sense of discovery, and to give them the opportunity to determine their personal relationship to the world than to worry that they have enough. . An opportunity to develop your own way of expression. Group activity is necessary, but it must never force conformity or undermine individual interests. (Middle School/"Gang Age")"
"Small Animal and Big Heart" below are art and craft activities created based on this need and background. In other words, it helps pre-adolescent children who have a sense of self and begin to look around their surroundings to discover the beauty, wonder, and value of nature. provides.
I made this case out of the guinea pigs I am taking care of.
According to Lowenfeld: Middle School/"Gang Age", leaving the properties and behavior of materials untouched is ethical as well as educational because it promotes authenticity and authenticity in design. (Page 320)
In this sense, teacher can teach children to make a guinea pig playhouse as a group project, but to be creative using materials that are commonly available around them, such as cardboard boxes, colored paper, crayons, plastic cups and toilet paper rolls. It is important to explore various materials, but their subject or topic is not given by the teacher, but the hidden intention, reason, and purpose must be revealed. And craft in the created form should be avoided because it interferes with self-expression. In addition, activities that are planned ahead of time by the teacher or that are difficult to handle should be taken into account. A material is good only if it contributes to children’s needs and helps to express their intentions. Although there are unlimited materials available for the use of children, care should be taken that those chosen lend themselves to expression and do not restrict children’s originality.
According to Lowenfeld: Middle School/"Gang Age", having a limited number of paints encouraged children to creatively mix colors. If children are given a limited scale of colors, they are encouraged to invent their own colors if they fell the desire. Actively engaging in mixing colors for a particular reason is much more desirable than having a variety of hues that are passively accepted.
Therefore, the guinea pig playhouse will be painted using minimally colored tempera.
While the guinea pig playhouse is being completed, children can experience another art activity. One of them is to actually observe and draw guinea pigs using paint. Children love this activity. In fact, as they paint, they express surprise at the guinea pig's four front paws and three hind toes. In this way, children get to know animals in detail.
There are several advantages to having children observe and draw animals. They gradually get to know the animals' habits, characteristics, handling methods, and differences. It is very helpful for children to develop their intellectual inquiry ability to study and learn in the future by knowing the properties in depth rather than looking at the object outwardly.
As child observe and explore them in this way, children want to know more about guinea pigs and ask more questions. In other words, their curiosity is being triggered. In this case, the teacher can read related books to solve the children's curiosity.
In the guinea pig book, you can learn a variety of information such as what foods they like, what foods they should not give, where they live, what to watch out for when raising them, how guinea pigs cry when they cry, and what they mean. There are several examples to help you do that.
In addition, teachers can help children develop interest in art by introducing them to stories about paintings related to the history of guinea pigs and about painters who currently specialize in painting guinea pigs. And through these stories, you can also learn about history.
The most important thing about this project is that it connects with the local community, so these playhouses or pet toys or pet portraits can be very helpful if they work in conjunction with a nearby animal shelter. Local animal shelters will welcome these loving volunteers. Children can bring their own projects to the shelter. And this counts as a community hour.
The biggest benefit is for children to know that there are many wonderful people in their community who love animals, are committed to protecting nature, and do their best to make these activities their mission and purpose in life.
Myungja Anna Koh