Early Childhood - Connecticut State Department of Education

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Aesthetic & Physical Development Chapter 9 Connecticut’s Preschool Curriculum Framework Creative Expression/Aesthetic Content Standards Preschool programs will provide children with opportunities to: • exhibit curiosity about and explore how materials function and affect the senses; • create (imagine, experiment, plan, make, evaluate, refine and present/exhibit) works that express or represent experiences, ideas, feelings and fantasy using various media; • represent fantasy and real-life experiences through pretend play; • engage in musical and creative movement activities; and • describe or respond to their own creative work or the creative work of others. AESTHETIC DOMAIN 120 A Guide To K-12 Program Development in the Arts Program Goals As a result of education in Grades K-12, students will: • create (imagine, experiment, plan, make, evaluate, refine and present/exhibit) art works that express concepts, ideas and feelings in each art form; • perform (select, analyze, interpret, rehearse, evaluate, refine and present) diverse art works in each art form; • respond (select, experience, describe, analyze, interpret and evaluate) with understanding to diverse art works and performances in each art form; • understand and use the materials, techniques, forms (structures, styles, genres), language, notation (written symbol system) and literature/repertoire of each art form; • understand the importance of the arts in expressing and illuminating human experiences, beliefs and values; • identify representative works and recognize the characteristics of art, music, theatre and dance from different historical periods and cultures; • develop sufficient mastery of at least one art form to continue lifelong involvement in that art form not only as responders (audience members), but also as creators or performers; • develop sufficient mastery of at least one art form to be able to pursue further study, if they choose, in preparation for a career; • seek arts experiences and participate in the artistic life of the school and community; and • understand the connections among the arts, other disciplines and daily life.
Aesthetic & Physical Development Chapter 9 CREATIVE DRAMATICS Creative dramatics and fantasy play emerge as soon as children begin to play. “Creative dramatics is defined as the youngster’s ability to improvise and act out feelings, emotions and attitudes creatively and expressively, using verbal actions and/or motoric movements” (Yawkey, 1981). A 2-year-old child will use one object to represent another, or behave as if she or he were another person. At about 3 years of age, children begin to perform in ways that have a theme, or take on the roles of significant people in their lives. Their play is with actions and words, and social interactions develop with others. At around 4 to 5 years of age, dramatic play becomes highly complex and self-directed. A story may even emerge within their dramatic endeavors (Wagner and Heathcote, 1976). Creative dramatics is typically integrated within other curriculums to provide children with a way of expressing their thoughts and feelings, rather than for performance. Suggested Experiences Role Play. This is an informal acting out of a situation, problem, story or scene. The teacher is often the leader in role play; setting the stage, initiating ideas, setting limits and guiding the discussion. Finger Plays. These are most familiar to early childhood teachers and include songs, chants and rhymes that are recited and acted out. Story Building and Storytelling. Storytelling is common for children in everyday life. As children’s stories are heard they develop a repertoire of vocabulary and ideas to communicate with others. By using his or her own story, each child’s voice is honored and reinforced, leading to increased self-esteem and risk-taking. Elaboration by parents, teachers and other children continues to build on creative thinking and problem solving. Puppetry. Many of the benefits gained in role-playing are offered through puppetry, except that the child is talking or acting through the puppets. Puppets encourage expression of ideas and provide an opportunity to observe and evaluate the behavior of the others in a variety of roles. Children are naturally attracted to puppets, and enjoy thinking that the puppet may, in fact, be real! Best Practices Early childhood educators are urged to consider the following best practice recommendations in the discipline of creative dramatics. 121 MUSIC • Provide time for children to play in settings with costumes, masks or puppets. • Create a story by passing it around the circle, with everyone adding one part of the story. Encourage a beginning, middle and end. Write the story on big chart paper or sentence strips. Write each part on a page of the “book” and then encourage children to illustrate the story. • Collect and organize for easy use a collection of fingerplays like Five Little Monkeys, Going on a Bear Hunt, I Know an Old Lady Who Swallowed a Fly, and Ten in the Bed. Play music while you are reciting the rhyme, encouraging the children to “act out” the words. Ask the children to recall the beginning, middle and end of the fingerplay. • Create play opportunities out of large cardboard boxes. Provide materials for the children to paint and decorate the boxes to make them into a store, a spaceship, a house, etc. • Using puppets, dramatize situations where rules are broken or friends disagree. Encourage the children to decide how to resolve the situations. • From time to time change the items in the dramatic play area. Consider just having hats or scarves to encourage different ideas. • Use drama yourself in reading or during circle time or transitions. Let the children see how much fun “acting” can be. • Provide classroom space that is open and has materials that are open ended and flexible, such as blocks, scarves and cardboard boxes. Making music provides children with opportunities to express their feelings, investigate rhythm, develop an understanding of their bodies in space, explore movement and strength, and experience concepts such as loud and soft, fast and slow, and high and low. Musical experiences provide arenas for children to connect with their own bodies and with their peers. Music can be used to soothe, excite and interpret feelings. Music and movement can foster the development of listening skills, promote oral language, strengthen auditory discrimination, and provide countless opportunities for problem solving. Music and movement go hand in hand in early childhood classrooms. Young children need to be “hands-on” as well as “minds-on”.
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Early Childhood - Connecticut State Department of Education

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