Professional Documents
Culture Documents
Amber Kalender
There are many components that make up a developmentally appropriate curriculum. One
of the key areas in a developmentally appropriate curriculum is the Aesthetics Domain. In this
domain the focus is on nature and the appreciation of beauty. Mayesky (2011) describes
aesthetics as a feeling of wonder. In the classroom aesthetics can be incorporated throughout the
senses, be sensitive to, and appreciate the beauty in nature and creations in the arts. (Kostelnik,
Sideman, & Whiren, 2013). When incorporating aesthetics in the classroom it is the instructors
role to provide opportunities for children to take in the aesthetics of nature and art. A
developmentally appropriate curriculum that uses aesthetics will feature many art activities
including: visual arts, performing arts, usable arts, and literary arts.
Art in a classroom that embraces aesthetics will focus on the beauty that is found in
nature. Visual art in the classroom includes experiences such as drawing, painting, sculptures,
printmaking, mosaics, and collages. Children can go on a nature walk and take elements from
their outdoor environment and incorporate that into a visual art activity. Children can take leaves,
Performing arts in the classroom can also incorporate aesthetics. In the classroom garden
students can grow gourds. Once the gourds are mature they can be picked and dried to create
maracas. Using natural instruments is a way teachers can foster an appreciation of natural
The next form of art is usable art which is also referred to as crafts. Usable art is craft that
a child can create using natural materials that can be used in the childs daily life. Examples of
different types of usable art is: weaving placemats or baskets, knitting scarves, or making jewelry
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for the dramatic play area. One activity that can be successful in an early childhood classroom is
pottery. Taking clay students can take clay and make pinch pots to store classroom objects, like
Finally, literary arts such as writing stories, poems, and plays can be used creatively in
the classroom to use elements from nature. Story telling stones is a great example of using
natural elements to tell a story. On small stones about an inch to three inches in diameter the
instructor can paint or paste pictures onto the stones and put them in a bag. Children can use the
stones and arrange the pictures in any order they want and tell the story with the visual cues on
the stones.
Each of the different types of art experiences are tools for the instructor to support their
provide experience in nature and the arts, nurture awareness of the arts, foster appreciation of the
arts, and develop skills in evaluating art forms. (Kostelnik, Sideman, & Whiren, 2013).
Educators who incorporate aesthetics in their curriculum are being intentional teachers when
Art experiences in the aesthetic domain are either responsive or productive. Responsive
experiences consist of three types of activities: discovery activities, exposure activities, and
evaluation activities. Discovery activities are art activities that allow a child to appreciate the
natural beauty of any given natural material such as a flower. In a discovery activity student uses
their senses to discover and explore elements of the given material. Exposure activities give the
Finally, an evaluation activity promotes the students ability for form their own thoughts and
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preferences when looking at art. An example of an evaluation activity would be to ask the
Productive aesthetic experiences are activities where a child can be creative in an engaging art
activity. Children should use a variety of material during productive aesthetic experiences. An
example of productive aesthetic experiences could be a classroom Art Hop. Each child could
create different types of art work throughout the year using many different mediums. The
instructor could then help the children create a display for their art work to be presented for
By giving students so many experiences with art, instructors are also building on
foundational skills for many other subject areas, The purpose of implementing creative thinking
teaching strategies and activity design to provide opportunities for the students to exert their
thinking.( Mei-Ju, & Chuan-Hsing, 2017), children can take skills that they have acquired
through art and apply them to all curriculum areas. Aesthetic activities allow children to discover
science skills such as physical properties of objects by working with objects from nature and
exploring the color, size, weight, and texture of materials used in their art. As students draw they
may think about concepts in math like shapes as they draw pictures of people. Some students in
class may say a circle head, a rectangle body, etc. as they draw a person. Art can also help young
children express their emotions, during self-portraits there are children who draw happy faces
and other who draw themselves crying or scribble over their face with black crayon, at times it
can be hard for children to verbally talk about feelings, but emotions can be translated in drawing
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much easier. Finally, children learn social conventional knowledge as they experience art.
Students learn how be a good audience member, how to behave in different social settings such
as a nature walk or a museum visit, which have two different behavior expectations for the
students. Art is the common thread that can tie all domains of a childs development together and
it is up to the instructor to provide meaningful experiences in art for children to grow in each
domain.
When it comes to teaching the Arts, there are three differing approaches to teaching. The
first approach is referred to as teacher controlled. The teacher controlled approach is more
restrictive on a childs creativity. The instructor sets out materials and has an example for
children to follow. In the teacher controlled approach there is no room for individuality and the
child may hear that they are not doing it right if they stray from the example. When displayed it
The second approach is child controlled. In this approach the child has full control of
their art and the materials they choose to use. The child controlled approach is a great activity for
children who feel confident in their art and do not mind taking the lead when creating art,
however, some children may feel overwhelmed with so many choices and will stray away from a
The last approach to art is shared control. In the shared control approach the teacher and
the child share the same amount of control they have on the art experience. The instructors job is
to set out different materials for the students to use and demonstrate how to use the materials
properly. The students can then choose from the preselected materials and make their work of
art. The art is still unique to each child even though they used similar materials. The children do
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well in this approach because they have learned the right techniques for the materials given and
In the classroom the teacher has specific duties when creating an art curriculum for
aesthetic learning. To offer the children high quality experiences the instructor must
continuously offer high quality experiences in art. To continue developing interest in art the
instructor must listen to the interests of the students and provide them the proper materials to
meet their interests. To promote childrens interests in art and nature the instructor should
regularly discuss beauty in nature and works of art with their class. Teachers can also support
students in exploring dramatic play scenarios by creating prop boxes, incorporating dramatic
performances during story time, and offering support to children. During math and science
activities the instructor can incorporate art into the lesson to make the math or science
experiment more meaningful. Instructors should support students on an individual level and help
each student express themselves in their own way. Teachers who want to foster aesthetic
development in their classroom must also seek to be more creative on their own time and
develop their own interests, so they can share their interests with the class.
Often art and aesthetics are pushed aside in todays school system. However, when we
teach young children to see beauty in nature and art we are giving them permission to think
critically about the world around them and explore. Aesthetics teaches educators that when it
comes to educating young children stopping to smell the roses is not only important but should
be a common practice. Through creating art children develop meaningful skills that translate into
all areas of their development and creates a strong foundation for the rest of their lives.
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Kostelnik, M.J., Sideman, A.K., & Whiren, A.P. (2013). Developmentally Appropriate
Curriculum: Pearson New International Edition: Best Practices in Early Childhood
Education. Pearson.
Mayesky, M. (2011). Creative activities for young children. Albany, NY: Thomson
Delmar Learning.
Mei-Ju, C., & Chuan-Hsing, W. (2017). Integrating Creative Play in Preschool Preservice
Seefeldt, C. (2005). How to work with standards in the early childhood classroom. New York:
Teachers College Press.