Edit Module Kae3013 Expression of Young Children's Creativities (Edited)

EXPRESSION OF YOUNG CHILDREN’S CREATIVITIES | 1
UNIT 1
CREATIVITY THEORIES AND CREATIVE THINKING MODELS
LEARNING OUTCOMES
By the end of this unit, student should be able to:
1. Define and discuss the theories of creativity Joy Paul Guilford, Graham Wallas, Carl Rogers
and E. Paul Torrance.
2. Define and discuss the Creative Thinking Models of Calvin W. Taylor and Robert Fisher.
INTRODUCTION
Creativity is the ability to discover the world in new ways. Creativity involves two processes encompass
thinking and producing. Children will transform imaginative ideas into reality in visual arts and
performing arts activities. They will find out unseen patterns and make connections between two or
more seemingly unrelated phenomena in arts activities. They also spark and generate indigenous
solutions in arts activities. Theories of Creativity by Joy Paul Guilford, Graham Wallas, Carl Rogers and
E. Paul Torrance will introduce in this unit.
Creative thinking is usually defined as a way to look and solve problems from a different point of view.
Visual arts and performing arts activities help children to think outside of the box. This creative
process allows children to explore new connections and meet new challenges. The Creative Thinking
Models of Calvin W. Taylor and Robert Fisher will introduce in this unit.
MAPPING CONCEPT
CHILDREN’S CREATIVITY
CREATIVE THINKING
CREATIVITY THEORIES
MODELS
CONTENTS
Creativity Theories
Creativity is using imagination or original ideas; particularly in creating and production of an artistic work
encompass visual arts and performing arts activities. Creativity theories encompass Joy Paul Guilford,
Graham Wallas, Carl Rogers and E. Paul Torrance.
i. Joy Paul Guilford Theory

Joy Paul Guilford (1897-1987), an American psychologist who was well recognize for his psychometric
studies of human intelligence and creativity. Guilford is the first man who proposed the concept of
divergent thinking in the 1950s. He noticed that creative individual showing divergent thinking more
than others. Thus, he identified and associated divergent thinking with creativity and proposed several
obvious characteristics encompass (a) Fluency (b) Flexibility (c) Originality and (d) Elaboration.
(a) Fluency is the ability to produce massive number of thoughts or problem solutions in a short period
of time.
(b) Flexibility is the ability to propose numbers of methods to a detailed problem in the same time.
(c) Originality is the ability to produce one or more new and genuine ideas.
(d) Elaboration is the ability to organize and shape the details from one’s conscious mind and carry it
out in the real world.
Activity
Use the cirle as a prompt for drawing any objects in two minutes.
Rubric to measure the creativity of children based on Guilford’s concept of divergent production by
Peter Nilsson.
Sources from: http://www.web3.lu/guilfords-structure-of-intellect/
Think?
Differentiate between characteristics in Paul Guilford’s creativity theory.
FLUENCY FLEXIBILITY ORIGINALITY ELABORATION
ii. Graham Wallas Theory
Graham Wallas (1858 -1932) introduce Art of Thought. This is one of Wallas’ reputable works that
printed in 1926. This work presented one of the very first models of the creative process. Wallas
considered creativity to be a gift all over the evolutionary development, which has permitted humans to
adjust themselves in the fast moving surroundings. In the Wallas stage model, creative insights and
illuminations may be explained by a five stages process encompass (a) Preparation (b) Incubation (c)
Inspiration (d) Solution and (e) Verification.
(a) Preparation refers to preliminary work on problem by using one's mind and explores the problem's
dimensions.
(b) Incubation refers to where the problem is internalized into the subconscious mind and nothing
seems visibly to be happening.
(c) Inspiration refers to the creative person gets a feeling that a resolution is on its way.
(d) Solution refers to where the creative idea pops out from subconscious processing into mindful
awareness.
(e) Verification refers to where the idea is intentionally proved, explained, and then applied.
Sources from: http://aquestionofresearch.blogspot.my/
Think?
Rewrite the five stages process in Graham Wallas’s creativity theory.
PREPARATION
INCUBATION
INSPIRATION
SOLUTION
VERIFICATION
iii. Carl Rogers Theory
Carl Rogers (1902-1987) a humanistic psychologist. Rogers also pointed that there is a ‘desperate
social need for the creative behavior of creative individuals’. In Roger’s studies, he acknowledged five
individualities of the fully functioning being encompass (a) Open to experience (b) Existential living(c)
Trust feelings(d) Creativity and (e) Fulfilled life.
(a) Open to experience refers to individuals accept both positive and negative feelings. Negative
feelings are not denied, but to be worked through rather than resorting to ego defense mechanisms.
(b) Existential living refers to individuals are in touch with dissimilar experiences that happen in their life,
avoiding prejudging and preconceptions. In this stage, individuals are able to live and fully appreciate
the current moment, not constantly viewing back to the previous or onward to the future (i.e. living for
the moment).
(c) Trust feelings refers to feelings, instincts and gut-reactions of an individual are paid attention to and
trusted. People’s personal choices are the right ones and one’s must belief self in making the precise
selections.
(d) Creativity refers to creative thinking and risk taking are unique features of an individual’s life. A
person does not play safe all the time, and it comprises the capability to regulate, modify and to search
for fresh experiences.
(e) Fulfilled life refers to individual is contented and pleased with own’s life, and constantly eyeing and
searching for new challenges and experiences.
Rogers pointed that speed of change currently is so fast thus he advised that one must adapt creatively
to live and survive. Next were his key points to creative adaptation encompass novelty and creativity.
Novelty refers to the distinctive abilities of the individual and creativity refers to the tendency to objectify
and become one’s potentialities. However, Rogers also pointed that creative potential is found in each
person but is frequently ‘deeply buried under layer after layer of thick psychological defenses.
Think?
Rewrite the five five individualities of the fully functioning being in Carl Rogers’s creativity theory.
OPEN TO EXPERIENCE
EXISTENTIAL LIVING
TRUST FEELINGS
CREATIVITY
FULFILLED LIFE
iv. E. Paul Torrance Theory

Paul Torrance (1915-2003) an American psychologist. Torrance is the pioneer in creativity study and
education for more than 50 years. He is concentrating on the development of creative potential of
individuals of all abilities and ages. Torrance expresses creativity as a process, which is known today
as the creative process.
Torrance’s research has established by using a range of methods in creativity and problem-solving
exercise. In Torrance’s research, creative growth seems to be the greatest and expectable outcome
when purposeful direct lessons of creative thinking skills are involved in it. Torrance also understood
that each person is unique and has specific strengths that are significance and must be respected.
Thus, he proposed that education must be constructed upon strengths rather than weaknesses.
Torrance found that learning and thinking creatively takes place in the following four stages encompass
(a) Process of mindful and recognizing difficulties, problem, and gaps in data; (b) Making inference or
formulating hypotheses; (c) Testing inference and probability, studying and retesting them and (d) the
collaborating results.
Torrance also created a test for creative thinking abilities, and it is able to be applied from kindergarten
stages through graduate and even professional education. The test mentioned is known as the
Torrance Tests of Creative Thinking (TTCT).
Figural TTCT: Thinking Creatively with Pictures is appropriate at all levels from kindergarten level up till
adult stage. This scoring test uses picture-based exercises to assess five mental characteristics as the
following (a) Fluency (b) Elaboration (c) Originality (d) Resistance to early closure and (e) Abstractness
of titles.
FLUENCY ELABORATION
Sources from: https://www.slideshare.net/fzl/tctt-torrance-pilot-study-full-report

ORIGINALITY RESISTANCE
ABSTRACTNESS NOTES:
Sources from: https://www.slideshare.net/fzl/tctt-torrance-pilot-study-full-report
Figural TTCT scoring can be quantified by engaging the streamlined scoring technique that can
provides standardized scores for the five mental characteristics listed above.
Think?
Torrance created a tests for creative thinking abilities, and it is able to be applied from kindergarten
stages through graduate and even professional education. What are distinguishing five mental
characteristics in Torrance Tests of Creative Thinking (TTCT)?
Creative Thinking Models
Creative Thinking is the process of using one's intelligence to consider about creative, generally in a
professional context encompass visual arts and performing arts activities. Creative Thinking Models
encompass Calvin W. Taylor and Robert Fisher.
i. Calvin W. Taylor
Calvin W. Taylor (1915-2000) proposed a creative thinking model and he defines that human’s ability
are bounded in five element encompass (a) productive thinking (b) communication (c) planning (d)
decision making and (e) forecasting. Every element in this creative thinking model is used when one
creates.
(a) Productive Thinking

Productive thinking stimulates creative thinking. In this process, it tends to encourage critical and
creative thinking by bringing out and creating countless diversify or uncommon ideas, and addition into
those ideas.
(b) Communication
There are six major elements in communication encompass (i) Word or words to describe something (ii)
Word or words to describe feelings (iii) ponder of one like another thing in an extraordinary way (iv) let
others know that one comprehend how they feel (v) create a grid of ideas using many, varied and
complete feelings and (vi) to express feelings and desires without using words
(c) Planning
Planning requires students learn to recognize and state what they are going to do encompass the (i)
materials that they might require in the task (ii) stages that they will need to achieve the task and (iii)
the difficulties that might take place in the task.
(d) Decision Making

Decision making shows individuals to (i) reflect of the numerous, diverse things that might be complete
in a task (ii) reflect more cautiously about each alternative (iii) choose one alternative that student
consider is finest and (iv) give numerous, diverse explanations for the choice.
(e) Forecasting
Forecasting needs students to make guesses about a condition beforehand, inspecting reason and
consequence in the particular condition.
Think?
Differentiate between the five major elements in Calvin W. Taylor creative thinking model.
PRODUCTIVE COMMUNICATION PLANNING DECISION FORECASTING

THINKING MAKING
ii. Robert Fisher

To cultivate creative thinking, Robert Fisher (2005) proposed Teaching Thinking and Creativity Model
which comprised five distinctive stages encompass (a) information processing (b) enquiry (c) reasoning
(d) creative thinking and (e) evaluation.
(a) Information-processing: In this stage, individual learn by defining the meaning of concepts and
thoughts and express what one’s think via accurate language.
Information is required by practicing inquiries such as (i) What do we need to know? (ii)What do we not
know?
(b) Enquiry: In this stage, individual learn by (i) asking related question (ii) posing problems and (iii)
engaging in a process of thoughtful and (iv) continuous exploration.
Enquiry is smoothed during rational enquiry by questions such as (i) What are the problems? (ii) What
do we want to discover? (iii) What questions want to request?
(c) Reasoning: In this stage, individual learn by reading, discussion and writing to (i) induce suggestions
(ii) make assumptions and (iii) provide explanations for opinions.
Reasoning can be encouraged by asking questions such as (i) Can we describe what it means? (ii) Are
there good explanations for believing it? (iii) What can we conclude?
(d) Creative thinking: In this stage, individual learn by (i) exploring with thoughts (ii) proposing potential
assumptions (iii) apply imagination to their thinking and (iv) to find out substitute explanations and
ideas.
Creativity can be encouraged by questions such as: Can we practice that idea? Is there alternative
potential viewpoint? How could it be dissimilar from others?
(e) Evaluation : In this stage, individual learn by placing own conclusion to uncertain problems, develop
principles to judge the value of thoughts, weigh the ideas and contributions of others, and exercise
being self-critical and self-correcting.
Evaluation can directed by questions such as: What have we learned from this enquiry? How has our
thinking transformed? What do we still need to reflect about?
Think?
Comparing the five distinctive stages in Robert Fisher Teaching Thinking and Creativity Model.
INFORMATION ENQUIRY REASONING CREATIVE EVALUATION

PROCESSING THINKING
Fisher Stories for Thinking

In 2014, Fisher established a teaching series named The Stories for Thinking. The activities involved
are creating and appreciate stories and poems, and promoting adventures in thinking. These actions
aimed to help children to improve comprehension and reading abilities through inquiring and
discussion, and learning to apply principles of Philosophy for Children to the stories. It also benefits
children by developing their confident reading abilities and intelligent behavior in children, which
encompass (a) Curious refer to through questioning deep and interesting questions (b) Collaborative
refer to through engaging in attentive dialogue and discussion (c) Critical refer to through giving
explanations and proof for opinions (d) Creative refer to through producing suggestions and
construction on ideas (e) Caring refer to through developing emotional intelligence, awareness of self
and others
Stories for Thinking is a verified approach to aid children to apply critical and creative reasoning to
stories, pictures and other scripts. This teaching approach can be used in whole class, small group or
individual discussion. This strategy will shape children in becoming critical and creative.
Fisher Stages in Stories for Thinking

(a) Educator focus the children refer to present the session by reminding the rules and attention.
Relaxation exercise or thinking games will be use in these activities.
(b) Educator share a stimulus refers to present a picture or story or other inducement for thinking to the
children.
(c) Educator encourage children's thinking by asking question, interesting or uncommon in the stimulus
and to share their opinions or questions with a companion.
(d) Educator invite questions refer to children ask their own question, these question are discussed and
one is selected to start the questioning session.
(e) Educator discuss a question refer to children are asked to react to the selected question,
constructing on each other’s ideas, educator will assist them for explanations, samples and alternative
perspectives
(f) Educator review the session include evaluate the discussion, inviting children to reflect on the
stimulus and discussion comprising explanations and questions.
Review
Discuss a
question
Invite questions
Get children thinking
Share a stimulus
Focus the children
Fisher Stages in Stories for Thinking (2014)

CONCLUSION
This unit discusses about the creativity theories and Creative Thinking Models for children. Creativity
theories encompass Joy Paul Guilford, Graham Wallas, Carl Rogers and E. Paul Torrance. Creative
Thinking Models encompass Calvin W. Taylor and Robert Fisher. Fisher Stories for Thinking and Fisher
Stages in Stories for Thinking also introduce in this unit for each child that have a different
learning style.
Review Questions
1. How can an educator apply Fisher Stages in Stories for Thinking for children come
from different cultures, abilities and home experiences and ways of learning?
KEY TERMS
1. Creativity 2. Creative Thinking

3. Joy Paul Guilford 4. Graham Wallas
5. Carl Rogers 6. E. Paul Torrance
7. Calvin W. Taylor 8. Robert Fisher
9. Fisher Stories for Thinking 10. Fisher Stages in Stories for Thinking
REFERENCES
Barbro, Kathy. (2016). Sharpie Art Workshop for Kids: Fun, Easy and Creative Drawing and Crafts.
USA: Rockport Publishers.
Mayesky, Mary. (2014). Creative Activities and Curriculum for Young Children. USA: Cengage
Learning.
McArdle, F. & Boldt, G. (2013). Young children, pedagogy and the arts: ways of seeing. New York:
Routledge.
Rebecca T. Isbell, Shirley C. Raines. (2012). Creativity and the arts with young children. Belmonte, CA:
Cengage Learning.
Rucci, B. & McKenna, B. (2016). Art Workshop for Children: How to Foster Original Thinking with more
than 25. USA: Quarry Books.
ADDITIONAL RESOURSES
Website
https://tomprof.stanford.edu/posting/1396
Creativity Theories Relevant to Innovation
Youtube
https://www.youtube.com/watch?v=I0ZvJfnDTh0
Theories on Creativity by Amanda Burbage
UNIT 2
CREATIVE ART’S TEACHING APPROACH AND STRATEGY
LEARNING OUTCOMES
1. Define and discuss applications, expression and appreciation in the creative arts.
2. Define and discuss the creative arts teaching approach and strategy.
INTRODUCTION
The creative arts are considered important in well-rounded educational program for all students which
the content covers applications, expression and appreciation. The studies of visual arts, dance, theatre
and music functioned to express knowledge and message. Creative arts activities requires thought
process allows children to place a goal, judgement, creation, and imagination to reach the goal. As the
study and creating process progress, children are able to test the way by considering alternatives, solve
problems, imagine, practicing self-discipline and collaboration with others children. Creative art’s
teaching approach and strategy are an idea and action plan trying to explain creative art which
encompasses puppetry, dance, drama, music , movement and drama activities for children will
introduce in this unit.
.
MAPPING CONCEPT
CREATIVE ARTS
APPLICATIONS,
TEACHING APPROACH
EXPRESSION AND
AND STRATEGY
APPRECIATION
CONTENTS
Application, expression and appreciation in the creative arts

Visual arts and performing arts activities provide opportunities for children to application, expression
and appreciation and thus help the children’s imagination and creativity.
Visual arts
Application in visual arts

Children encourage to connect and apply things learned in visual arts to the other art forms, subject
and areas. Children encourage to apply visual arts processes and skills to communicate meaning and
intention of the original art work by using many different media.
Expression in visual arts

Children encourage to create, engage and perform in visual arts and respond to sensory information
through the skills and language unique to visual arts. Children are able to identify and react to visual
arts work and express their observations, vocabulary of the visual arts is used.
Appreciation in the visual arts

Children able to react and appreciate about works in the visual arts. According to the art element, the
principles of design, and aesthetic qualities, children able to analyse, assess, and conclude message
from works of visual art.
Think?
Differentiate between application, expression and appreciation in the visual art activities.
APPLICATION EXPRESSION APPRECIATION

Music and songs
Application in music and songs

Children apply what they learn in music across subject areas. They develop creative skills and
competencies in communication, problem solving, contribute to lifelong learning and career skills,
especially careers that related to music such as music teacher, musicians and composers.
Expression in music and songs

Children encourage to create, engage and perform in music and songs activities. Vocal and
instrumental musical skills are used in performance on many repertoire of music. Children are able to
study, notate, listen and express music and songs. They will improvise melodies, variations and
accompaniments by using music instruments and digital or electronic technology appropriately.
Appreciation in music and songs

Children able to react and appreciate about works in the music and songs. They appreciate works of
music and the performance of musicians according to the elements of music, aesthetic qualities, human
responses and respond to sensory information through the skills and language unique to music an
songs activities.
Think?
Differentiate between application, expression and appreciation in the music and songs activities.

Puppetry and drama
Application in puppetry and drama

Children apply what they learn in puppetry and drama activities to the other art forms and subject
areas. They develop creative skills in problem solving, communication that contribute to lifelong
learning and careers related to puppetry and drama such as puppeteer, actor or actress and drama
teacher.
Expression in puppetry and drama

Children encourage to create and perform in puppetry and drama activities. They express themselves
in puppet making, acting and create story based on their imagination and creativity.
Appreciation in puppetry and drama

Children able to react and appreciate about works in the puppetry and drama. They appreciate works of
performer to react about puppetry and drama process and experiences. Based on aesthetic qualities,
they giving opinion from puppetry and drama work.
Think?
Differentiate between application, expression and appreciation in the puppetry and drama activities.

Dance and creative movement activities
Application in dance and creative movement

Children apply what they learn in dance and creative movement activities to the other art forms and
subject areas. They acquire competencies and creative skills in problem solving and communication
skills that leads to lifelong learning and careers related to dance and creative movement such as
dancer and dance teacher.
Expression in dance and creative movement

Children encourage to create and perform in dance and creative movement activities. They express
themselves in performance and react, analyze and form judgments about dance and creative
movement’s work. They are able to conclude meaning from works of dance and creative movement,
presentation of performer.
Appreciation in dance and creative movement

Children able to react and appreciate about works in the dance and creativity. They appreciate works of
performer to react about dance and creative movement process and experiences. Based on aesthetic
qualities, they giving opinion from dance and creative movement work.
Think?
Differentiate between application, expression and appreciation in the dance and creative movement
activities.

The creative arts teaching approach and strategy

The two approaches in creative art (i) subjective and (ii) objective. Subjective art based on personal
opinion, judgment, beliefs and assumption. Objective art refer to art that is observable by sensory.
Children able to be seen, touched, heard, smelled and tasted. Both subjective and objective art are
proposed for creative arts education.
The subjective approach in creative arts

In this approach, artistic appreciation and creation include only personal mental experiences. Teacher
is advised not to criticize the children’s creative art work. Teacher should keep in mind that no matter in
any case, it is not possible to judge a production of art.
Artistic appreciation and creation
Artistic appreciation refer to outcome on an inactive viewer created by the art production. The observer
merely looks at the product and may acquire a response. It is not likely to educate this reaction since it
is like a self-regulated reaction. The duty of the artist is to glimpse into their own world and make
personal statements through their creation, but the meaning may not be distinct to others. However, the
meaning of the created works to the public or individuals are totally not related to the artist except
artists own self–expression through personal works.
The teacher's role
The teacher could only allow the children to grow in their personal way without leading them. Teacher
should keep in mind that in the creation process, only the children’s own judgement matters. Hence, the
teacher should not intervene in the learner's development no matter in any way, excluding when asked
by the children. However, some teachers would propose that skill and method can be taught.
Think?
1. The subjective approach is suitable for toddler (1-2 years old) art projects. Are you agree or
disagree with the statement?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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The objective approach in creative arts

In this approach, artistic expression should encompass communication and discussion with others
children or teacher is importance. It is undeniable the main purpose of an artistic creation to influence
others by undergoing meaningful communication and discussion.
Artistic appreciation and creation

Artistic appreciation involves forming a personal meaning of the creative art’s product. understanding,
interpretative reasoning and opinion forming skills are important in artistic appreciation. Understanding
is create to judge the work of art and shape a view towards on its meaning and effectiveness.
Interpretative reasoning provides comprehension in historical and social background and meaning of
the creative art work. Interpretative reasoning skills and opinion forming skills are important to form
reasoning in artistic appreciation. Opinion forming skills and interpretative reasoning skills which
considered high order thinking skills that only learned by experience. The objective of creative art
activities is creating an artistic work that commit children in application, expressing their feelings and
appreciation the creative art. This is an imagination, creativity and communication activity.
The teacher's role

Teachers must discussed with children and founded on evidence for their creative art work. The
objective characteristics of the art work with no influence on personal aesthetic view or prejudice
regarding the creative art work.
Think?
1. The objective approach is suitable for 3- to 4-year-old development: language, cognitive and
movement milestones. Do you agree or disagree with the statement?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Creative arts project approach

Creative arts project approach encompasses (i) Individual studio creative art project (ii) Group studio
creative art project and (iii) Centre based creative art learning.
Individual studio creative art project

To conduct individual studio creative art project, teacher start with displaying videos or pictures,
teaching ideas and showing required skills. A discussion should be carried out to convey on project
demand and answering to children’s questions. By individual, children should work by themselves while
teacher inspecting and offering assistance when needed. It is not suggested to carry out teacher
directed, step-by-step method that requires children to work on same pace at same time. If the creative
art project needed a multi-step method, teacher could distribute the steps over few session or covered
all the steps at the beginning.
Activity
Plan one (1) individual studio creative art project for babies (0-1 years old).
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection:
_____________________________________________________
_____________________________________________________
Group studio creative art project

To conduct group studio creative art project, teacher use collaborative method, children will work
creative art project in group. Teachers can also guide children on a single component of a creative art
project individually and then adding it to the whole instead of everyone working one same project. For
example, drawing and coloring mural project. Each children are asking to to create one piece of the
mural. When the individual collaged mural is done, the pieces are attached to mural paper by tacking,
the completed pieces can stapled or glued on to the mural when all elements are finished.
Activity
Plan one (1) Group studio creative art project for toddlers (3-4 years old).
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection:
_____________________________________________________
_____________________________________________________
Centre based art project learning

To conduct centre based art project learning,teacher conduct activities like art appreciation and studio
art processes. Creative art centre should be prepared with project that children can manage from little
to no supervision. Creative art centre should be equipped with common materials such as colour
wheels, creative art books, poster, postcard and image collections for the learners to use as resources
for their creative art activities. Teacher could present artistic method and topic to children, thus giving
children a place to start their artistic exploration in the learning centre. Centres are considered one of
the best places to broaden a former lesson by allowing independent exploration of materials and ideas.
Activity
Plan one (1) Centre based creative art project learning for children (5-6 years old).
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection:
_____________________________________________________
_____________________________________________________
Creative Arts Teaching Strategy

Creative arts teaching strategy encompasses (i) direct and immediate feedback; (ii) questioning and
reflecting and (iii) interdisciplinary learning.
(i) Direct and immediate feedback
Direct and immediate feedback creative arts teaching strategy includes modelling for better visual art or
performing art skill and children’s holistic development. Teacher giving immediate feedback to children
no matter of single or group to promote skill and development of the creative arts.
(ii) Questioning and reflecting
Questioning provide children an understanding of creative art creation and the creating process.
Reflecting on individual and others’ visual art or performing art experiences tend to enhance
discrimination and promote better performance in the future.
(iii) Interdisciplinary learning
Interdisciplinary learning Intergrade and teach visual and performing skills with historical, cultural and
technical facts help children to understand and react to visual art and performing art project.
Interdisciplinary learning allows children to perform perfectly and independently in visual art and
performing art activities.
Activity
Suggest creative arts teaching strategy for special needs children creative art activities to improves
their attitude and self-concept.
CONCLUSION
This unit discusses about the application, expression and appreciation in the creative arts and the
creative arts teaching approach and strategy for children. The two approaches in creative art (i)
subjective and (ii) objective art are proposed for creative children’s arts education.Teaching strategy
encompasses individual studio creative art project, group studio creative art project and centre based
art project learning.
Review Questions
1. Differentiate between (i) subjective and (ii) objective in creative art teaching approaches.
2. How to apply things learned in creative art to the other subject areas?
KEY TERMS
1. Application 2. Expression
3. Appreciation 4. Subjective Art
5. Objective art 6. Artistic appreciation
7. Artistic creation 8. Collaborative studio creative art project
9. Individual studio creative art project 10. Centre based creative art project learning
REFERENCES
Learning.
Routledge.
Cengage Learning.
Website
https://www.pinterest.com/explore/art-project-for-kids/
Art project for kids
Youtube
https://www.youtube.com/watch?v=27YVsHOftig
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UNIT 3
AESTHETICS AND IMAGINATION
LEARNING OUTCOMES
1. Define and discuss aesthetics and imagination learning.

2. Define and discuss the aesthetics and Dewey's Theory and imaginative and Piaget and
Vygotsky theories.
3. Define and discuss the imaginatif and aesthetics activities for children.
INTRODUCTION
Aesthetics is a principle that involved nature and aesthetics appreciation in creative art. It is related with
artistic appreciation, creation and the principles of beauty. Imagination is the ability of creating new
ideas in creative art by using portions of the mind that imagines things. Imagination considered the
ability of the brain to be creative will introduce in this unit.
MAPPING CONCEPT
CREATIVE ARTS
AESTHETICS IMAGINATION
CONTENTS
Aesthetics and imagination learning
Aesthetics learning includes principles of beauty enhance children’s memory ability. The integration of
the creative arts activities into the curriculum able to promotes a increased awareness, appreciation
and creation. There are varied methods to merge aesthetics into early childhood education. Aesthetic
education not only support learning, it is considered extremely important right brained kids. Hence,
creative art activities should be integrated in learning process since children and their brains love these
activities. Children’s brain is an aesthetic tool, thus learning art and craft, music and songs, dance and
movement, puppetry and drama will convey principles of beauty. Imagination learning is a great
element that shall be promoted and developed in early childhood education. However, there were two
related obstacles in achieving imagination (i) the difficulty in understanding what is imagination and (ii)
practical methods and techniques can’t easily employ in classroom.
Think?
Differentiate between aesthetics and imagination learning.
AESTHETICS LEARNING IMAGINATION LEARNING

Aesthetics and Dewey's Theory

Dewey's early interest in aesthetics focused around his theory of childhood education. Dewey stressed
the importance of aesthetic education. In his book The School and Society, he writes about the
educational function of museums by placing a museum in the middle of his ideal school. His drawing of
that school symbolise his attempt to synthesize the arts and sciences in education.
In his book Democracy and Education, he emphasized surroundings will affect one’s taste.
Constantly seeing harmonious objects will promotes a standard of taste in a child, whereas infertile
environment will destroy hope for beauty. Standards are affected by the situations in which a person
mainly lives and unable to be taught consciously through second-hand info.
Dewey also stressed on connection between aesthetics and issues of social justice. Those man
in society today who contribute to life maintenance or its decoration can’t have full and independent
interest. Rather than transforming things and causing them more significant, today’s art simply for
indulgence and decoration. Hence, he insists that the cause of such saddening matters are by present-
day detachment between laboring and leisure classes.
The function of creative arts in early childhood education had also been questioned by Dewey.
Even though all grown up has certain standards of aesthetic value, there is a risk when adult tries to
teach certain standards directly to children. If this take place, the standard and values taught will only
be verbal and conventional. However, the standard depends on what the individual has appreciated in
factual activity. Dewey suggested that children should create from their own image rather than object,
and teachers should assist children to demonstrate and build complete picture with their own value.
Think?
1. Explain the roles of aesthetic in early childhood education.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Imaginative and Piaget theory
Imagination exists at the core part where memory, perception, emotion, idea generation, metaphor and
other characteristic of our lives, interact and intersect. Some picture of what we experienced appear to
reflect what we have perceived, even though we can change, combine and manipulate them into
nothing we have ever perceived.
Our memory always able to change perceptions. Originality in ideas usually been related with
the powers of imagination to see resolution to problems. Our feelings appear to be tied to these mental
images. The logic of imagination could modify more promptly with the metaphor than with any plan of
action of rationality we can be specific about.
According to Piaget, children’s knowledge is promoted by participation and exploration in play

activities, especially imaginative play within their environments. Imaginative play is regarded essential
for the development of children’s intelligence and social skills. Socio dramatic play or make-believe play
with others, allowing children sharing and passing of ideas.
Think?
1. Differentiate between the imaginative play and socio dramatic play.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Imaginative and Vygotsky theory
Vygotsky stated that play helps children to learn new things by creating rather than reflecting. He
suggested that children’s learning rely on support and social interactions named scaffolding means
learning from others with a better knowledge base to help a child build the skills that are essential for
optimal development.
Early childhood educators employ theories above to offer chances for creative arts activities
by exploring the dramatic play area. Creativity and imagination levels of children ascend when they
are engaged in dramatic play because they take up certain roles related to particular individuals or
character. In addition, in dramatic play scenarios children are also able to build social ability during
experimenting creative arts like art and craft; music and songs, puppetry and drama; dance and
creative movement. Children’s physical ability can be improved with creative art activities. A child
whose fine motor skills are not matured will be able to mimic and learn from others whose fine motor
skills are more developed.
Think?
1. How children’s learning rely on support and social interactions through creative art activities?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Aesthetics and imagination activities for children
Aesthetic and imagination learning for children involves anything that is tasteful, artistic and
sensual. Aesthetic learning involved the senses in a fun and memorable way and imagination helping
children think creatively.
Visual Arts
Even though art techniques can be taught, child require to undergo self-experiment and experienced
aesthetic art experience by using required materials. It might not be able to produce an identifiable
picture in the early outcome, but children could enjoy colouring, drawing, creating and painting in
minimum supervision. The keys to success are safety regulation and great preparation, teachers also
can prepare 3D supplies such as paper clay, paper mache and reusable modelling compounds can
supply hours of fun and perhaps surprising outcome.
Activity
Plan one (1) aesthetics and imagination activities (visual arts) for children(3-4 years old).
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection:
_____________________________________________________
_____________________________________________________
Performing arts
Drama and role play: Dramatic expression provides a channel for creativity and emotion ranging from
dressing up and performing "pretend" putting on mini stage drama . Items for dramatic creation are
wide, ranging from word processors, a pile of old clothing or even cartoon creation instrument. Activities
in this category includes also creative dramatics, performing traditional stories and preparing holiday
presentations. Finger plays and choral reading are also a part of drama which all of these activities
contributes to a way to act on emotional expression.
Music and Dance: Music is regarded as an essential part in aesthetics even from pots and pans
banging to playing in a youth music class. Variation of music could be added into child's education from
having a tuned musical toys to kindergarten play supplies, such as small keyboards and xylophone, or
providing recorded music choices for listening and creating a place for music-making activity. To induce
an interest of school age children in music production, instructors could add Tonettes, recorders,
English flutes or similar pre-band instruments with simple instruction in their learning syllabus.
Activity
Plan one (1) aesthetics and imagination activities (performing arts) for children(5-6 years old).
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection:
_____________________________________________________
_____________________________________________________
CONCLUSION
This unit discusses aesthetics and imagination learning, the aesthetics and Dewey's Theory and
imaginative and Piaget and Vygotsky theories and the imaginatif and aesthetics activities for children.
Review Questions
1. Differentiate between Piaget’s and Vygotsky’s theories in children’s imagination.
KEY TERMS
1. Aesthetics Learning 2. Imagination Learning

3. Aesthetics and Dewey's Theory 4. Imaginative and Piaget Theory
5. Imaginative and Vygotsky Theory 6. Visual Arts
7. Performing Arts 8. The Imaginatif Activities
9. Aesthetics Activities
REFERENCES
Learning.
Routledge.
Cengage Learning.
Website
http://imaginationlearningcenter.com/toddlers/
Toddlers - Imagination Learning Center
Youtube
https://www.youtube.com/watch?v=2RD9XOow20E
Inspiring Spaces for Young Children
https://www.youtube.com/watch?v=i543XXNbWS0
Tiggly Cardtoons | Learn Numbers 1 to 5 and Create imagination for Toddler by Tiggly
UNIT 4
CREATIVE ARTS AND CHILDREN’S DEVELOPMENT
LEARNING OUTCOMES
1. Define and discuss creative arts and children’s creativity, intellect, language, emotions, social,
physical, attitude and values development.
2. Define and discuss classroom creative arts corner for children.
3. Define and discuss involving families and parents in the creative arts program.
INTRODUCTION
Creative art is a diverse field of human activities covering performing arts and visual arts in creating
auditory, visual or performing artifacts (artworks), representing the composer’s imaginative or technical
skill, designed to be appreciated for their emotional or beauty power. Children’s development means to
understand the way of children development is a crucial duty for all those who work in young children
education. A holistic access to child development attempt to simultaneously address the emotions,
language, physical, social, creativity, intellect, attitude and values aspects of a child's life. The creative
arts corner suggests to provide more chances for child-cornered creative art activities. Involving families
and parents in classroom’s life is an essential duty for early childhood educators will introduce in this
unit.
MAPPING CONCEPT
CREATIVE ARTS
CHILDREN’S CLASSROOM CREATIVE

DEVELOPMENT ARTS CORNER
CONTENTS
Creative arts and children’s development

Creative arts techniques also function as the teaching programme aided to translate teaching and
learning activities that included elements of creativity, intellect, language, emotions, social, physical,
attitude and values in creating holistic individuals.
Creative arts and children’s creativity development

Creative arts activities assist children in creativity improvement. The development of the creativity refer
to the imagination or fantasy and happens to open up the chances for children to transform their idea
creatively, perceive something in a different way and seek for the contentment in producing works of
creative arts.
Creative arts and children’s intellect development

Creative arts activities assist children in intellect improvement. Children are very into fantasising and
boosting imagination. Creative arts activities provides a platform for children to imagine and build
thinking and understanding’s ability. It includes mental activities and aspects such as understanding,
knowledge, analysis , application and assessment.
Creative arts and children’s language development

Creative arts activities assist children in language improvement. Creative arts activities able to prepare
children in language skills and linguistic creative arts. In the exercise, children interact and
communicate with other teachers or children and will be ready to master language skills particularly
listening and speaking ability. Children will also have the chances to use language more precisely,
meaningfully and able to interpret language aesthetically through creative arts activities.
Creative arts and children’s emotions development

Creative arts activities assist children in emotional improvement. Children are capable to express their
feelings like sadness, happiness, anger, fear and hatred by engaging in creative arts activities. Through
engaging creative arts activities, children will understand emotions’ form that exist founded on the
creative artistic condition. Creative arts activities help children in building their positive self-concept like
self-discipline and self-control when involving themselves in creative arts.
Creative arts and children’s social development

Creative arts activities assist children in social improvement. Children interaction and social skills can
be enhanced through creative arts activities. They have to interact, adapt, and understand the form of
interaction with others, learn to be responsible and cooperate through the creative arts activities.
Creative arts and children’s physical development

Creative arts activities assist children in physical improvement. Creative arts programme can heighten
children’s muscle control because dance, drama, music, dance, and creative movements involve
children’s physical and coordination activity. During the activity, children’s movements happen
simultaneously by engaging hands, feets and the body for acting and making movements, and in result
increased children’s manipulative ability.
Creative arts and children’s attitude, spirituality and values development

Creative arts activities assist children in attitude, spirituality and values development. Creative arts for
children appears in the form of education and entertainment, and it can convey good moral belief and
learn to enjoy nature beauty. The beauty enjoyed will be a pleasure to the children and take them
closer to the God’s creation.
Creativity
Attitude
Intellect
& Values
Creative arts
and
children’s
development
Physical Language
Social Emotions
Creative arts and children’s creativity, intellect, language, emotions, social, physical, attitude and values
development.
Think?
Rewrite the creative arts and children’s creativity, intellect, language, emotions, social, physical, attitude
and values development.
DEVELOPMENT DESCRIPTION
CREATIVITY
INTELLECT
LANGUAGE
EMOTIONS
SOCIAL
PHYSICAL
ATTITUDE AND VALUES

Classroom creative arts corner
The creative arts corner suggested to provide more chances for child center activities. Teacher can
encourage children to plan and finish their own projects by recognizing repeated themes when children
exploring ideas and practice skills. To prepare child center activities, open-ended creative arts materials
such as paper, water color, crayons, scissors, glue, clay and role play costume can be used. Teacher
should keep in mind that too many choices might overwhelm young children, thus letting children make
a choice from two or three selection at a time is an excellent method in practice decision-making. New
materials nor change materials too often since children require time to develop and practice skills with
certain materials that they are used to express their feelings and ideas. Teacher should be noted that
the creative process requires time. Although some children will complete artwork in a little time, some
children will need more time to design and completing projects. The designation of the art corner and
class schedule should encourage children to return to a project and work until settled.
Design creative arts area
When designing an creative arts area, the design goal is to create a spot that promotes children's
creative expression. This area could be a corner or studio that provides the equipment, space, and
materials they require to be artists
Space and size

Preparing enough space for children to walk around the room and collect materials without feeling
crowded. Teachers prepared enough space for at least four or five children to work comfortably in an
area at one time.
Art and craft display areas
Displaying art and craft product telling children that teacher value their work. Teacher letting them be
inspired by the creative ideas and experiments activities. Teacher can display children's art work in art
area, around the room and also ceilings as possible display places.
Performance areas or mini stage

Teacher preparing adequate space or mini stage for dancing, singing, drama or puppetry performance
activities.
Activity
Design puppetry performance areas for children (5-6 years old).

Involving families and parents in the Creative Arts Program
Involving families and parents in classroom’s life is an essential duty for early childhood educators.
Communicating with families and parent about the function of creative arts encompasses art and craft;
music and song; dance and movement; drama and puppetry in the children learning curriculum. Family
involvement can be encouraged by inviting families and parent to participate in school or classroom
creative arts activities, which provides opportunity for shared experiences and discussion between
children, parents and teacher.
Other than that, teacher could also suggest at-home creative art projects for participation of
parents and children. However, these projects are non-mandatory and teachers should prepared
special materials that might be needed, and also including project explanations and directions.
Think?
1. Plan one (1) creative arts program involving families and parents.
Program Name : ____________________________________________________
Objective : ___________________________________________________
Program Content: __________________________________________________
__________________________________________________
__________________________________________________
Teacher’s role : ___________________________________________________
____________________________________________________
Parent’s role : ___________________________________________________
____________________________________________________
Children’s role : ___________________________________________________
____________________________________________________
CONCLUSION
This unit discusses the teaching strategy that uses creative arts method can to assist the development
of creativity, intellect, language, emotions, social, physical, attitude and values. The creative arts corner
suggests to provide more chances for child center activities. Involving families and parents in
classroom’s life is an essential duty for early childhood educators.
Review Questions
1. How can creative arts activities help and children’s emotion, language, physical, social, creativity,
intellect and spirituality, also children’s spirituality, attitude and value developments?
KEY TERMS
1. Creativity developments 2. Intellect developments

3. Emotion developments 4. Physical developments
5. Language developments 6. Social developments
7. spirituality, attitude and value developments 8. Design creative arts area
9. classroom creative arts corner 10. Art and craft display areas
11. Space and size 12. Involving families and parents
13. Performance areas or mini stage
REFERENCES
Learning.
Routledge.
Cengage Learning.
Website
http://www.pbs.org/parents/education/music-arts/the-importance-of-art-in-child-development/
The Importance of Art in Child Development
Youtube
https://www.youtube.com/watch?v=_SGU8kuHSXo
Importance of art for Toddlers & Preschoolers!
UNIT 5
CHILDREN’S SCRIBBLING, DRAWING, COLORING AND PAINTING
LEARNING OUTCOMES
1. Define and discuss the children’s scribbling, drawing, coloring and painting activities.
2. Define and discuss the Lowenfeld (1947) and Kellogg (1968) children’s stages of artistic
development.
3. Define and discuss the culture and children's drawing.
INTRODUCTION
The scribble stage is an idea how the children begins to draw. Averagely about age one and one-half to
two years old, child starts scribbling. Rectangles, squares, circles and other basic forms develop from
scribbles. Basic forms stage develop when the child recognizes and finds a simple shape in his scribble.
The first basic form drawn is usually oval or circle which developed from circular type of
scribbles.children’s muscle control gets better and forming more basic forms in his drawings. Children’s
scribbling, drawing, coloring and painting activities and the stages of artistic development and the
culture and children's drawing will introduce in this unit.
MAPPING CONCEPT
CHILDREN’S
VISUAL ART
COLORING PAINTING
SCRIBBLING DRAWING
CONTENTS
Children’s Scribbling
Averagely about age one and one-half to two years old, child starts scribbling. A child scribbles with
anything at hand on anything. His initial drawing are normally an aimless group of lines which later
related to drawing and painting. It is just as a baby’s first babbling sounds are related to speech. In this
scribbling process, they might held the crayon upside down, sideways, with the fist or between
clenched fingers. However, children are pleased with this scribbling and get real pleasure. In the early
scribble stage, young child unable to control the action of his hand and marks on the page. The marks
on the page depends on whether the child is drawing on the floor or on a low table and the marks can
go in many directions. The way the crayon is held also makes the scribbles look dissimilar. But, the
child is not able to make the crayon go in any one way on purpose. There is neither ability or desire to
control the marks. Later, about six months or after the child has started to scribble, he will found a
connection between his actions and the marks on the page. This is a very important step because the
child has understand that he can control him selves in making the marks. Children are encouraged to
try new motions with their newly found power. They can now scribble in lines, circles or zigzags.
Children can become very involved in this type of scribbling. They are gaining control over certain
movements when doing the repeated movement and sometimes they even scribble with their noses
glued to the paper.
CHILDREN’S SCRIBBLING ACTIVITY

Children’s drawing
The elementary shapes in children’s drawing stage called symbols or schema. Every child's symbols
are exclusive to the child. Around this age, most children develop a "person" symbol which has a
perfectly characterized head, body and limbs in irregular ratio. In the early period, a child mainly works
on creating and refining one or many of his symbols. He exercises symbols on paper sheet with
examples of the same subject.
For example, a child may draw tree and flowers repeatedly in each drawing. Also in this stage, a child’s
drawing may be a compilation of unconnected objects and figures which known as child’s sampling
aiming to produce different symbols. At this point, drawing are rapidly finished within few minutes. A
child in this stage is able to draw symbols easily and precisely after series of practicing. In this stage,
many four and five-year-olds children perfected a series of their liking symbols and they takes pride in
these symbols.
CHILDREN’S DRAWING ACTIVITY

Children’s coloring
Coloring activities are the aspect of things that is created by differing qualities of light being reflected or
emitted by children. To see color, must have light. When light shines on an object, some colors are
absorbed and some color bounce off or reflected to be seen by our eyes. In coloring activities, children
use pencil color and crayon for coloring activitis.
INDIVIDUAL COLORING ACTIVITY
GROUP COLORING ACTIVITY

Children’s painting
A creation of painting are works created through the art of painting. In painting activities, children uses
water color. An aesthetic art experience requires giving the child the materials and letting them
experiment even though coloring, drawing and painting techniques can be taught. The beginning
product might not looks attractive, recognizable picture, but in the process, the child will enjoy coloring,
drawing, painting and creating with little supervision. Ability in art grows as the child aged and their
body and mind become matured. Gradually progressing in their own way, a child learns to paint, model
and build just as he learns to walk. Children learns new step in the process when they are ready, hence,
teachers must respect learning pace of different child.
WATER COLOR PAINTING
MURAL PAINTING
The stages of artistic development by Lowenfeld (1947) and Kellogg (1968)
Lowenfeld (1947) introduce nursery and preschool children's artistic development from scribble stage to
the schematic stage. Kellogg (1969) also study nursery and preschool children’s drawings and the
developmental artistic development from scribble stage to pictorial stage.
The stages of artistic development by Lowenfeld (1947)
Lowenfeld’s divided the nursery and preschool children's art development into several stages as follows:
Scribble Stage- (1-3 years old); Pre schematic Stage-(3-4 years old) and The Schematic Stage-(4-6
years old).
Scribble Stage (1-3 years old)
At this stage, children are engaged in the physical activity of drawing. There is no connection made
between the drawing and representation in this stage. However, towards the end of this stage, children
may start naming their marking and drawing. This stage is generally about the pleasure of purely
creating marks.
Pre schematic Stage (3-4 years old)
At this stage of artistic development, children began to see connections between the physical world and
the shapes that they draw. Then, they also intended to make connection to communicate through their
drawings. People or objects that are physically present in the child’s life can be represented by circles
and lines.
The Schematic Stage (4-6 years old)
At this stage, children have distinctly assigned shapes to objects they are trying to communicate with.
Usually, a schema is developed to create drawings. In this stage too there is a defined order in their
drawing. The important objects are often drawn larger than lesser importance objects. Other than that,
objects are often located on the ground rather than floating in space. Children’s drawings may have a
clear separation between the sky and the ground with a strip of blue at the top and a strip of green at
the bottom.
Think?
Differentiate between Scribble Stage- (1-3 years old); Pre schematic Stage-(3-4 years old) and The
Schematic Stage-(4-6 years old) in the stages of artistic development by Lowenfeld (1947)
SCRIBBLE STAGE PRE SCHEMATIC STAGE THE SCHEMATIC STAGE

(1-3 YEARS OLD) (3-4 YEARS OLD (4-6 YEARS OLD)
The stages of artistic development by Kellogg (1969)
Kellogg’s divided the nursery and preschool children's artistic development into several stages as
follows: Scribbling (2 -3 years old); Scribbles (2 -4 years old); Create designs from the shapes (3-5
years old); designs created based on the form of people (4-5 years old); and pictorial stage (4-5 years
old)
AGES THE STAGES OF ARTISTIC DEVELOPMENT

2 -3 years old Scribbling.
2 -4 years old Scribbles: create shapes like ovals, circles, squares, triangles and
crosses.
3-5 years old Create designs: designs from the shapes they have been drawing.
4-5 years old Designs created: based on the form of people.
4-5 years old Pictorial stage: Creation and drawing.
Activity
Sketch the five distinctive the stages of artistic development by Kellogg (1969).
SCRIBBLING SCRIBBLES CREATE DESIGNS PICTORIAL

DESIGNS CREATED STAGE
Culture and Children's Drawing
Culture plays a big role since drawing will penetrate into a child's repertoire of behavior. While most
cultures use and value drawing as art, there are few exception of cultures that show no evidence of
drawing. According to cultural studies by Alland in 1983, children opt to create works that reflect the
specific culture when given drawing materials and encouragement. When children from cultures that do
not include drawing are first introduced to the tools, they tend to experiment, scribble, or attempt
realistic drawings at the beginning. Even though there seems to be great variation in first attempts,
researcher finds that children tend to draw from a cultural perspective, imitating design and composition
reflected in fabrics or other aspects of the adult culture including symbol systems such as written letters
or characters and numerals. Cultures too, circumscribes children’s art. Some teacher might display and
talks about cultural drawings and artistic artifacts which built on the cultural heritage, meanwhile some
children are encouraged to develop their own styles of drawing.
Activity
Draw the Malaysian’s batik patterns .

CONCLUSION
This unit discusses children’s scribbling, drawing, coloring and painting activities. It also discusses
Lowenfeld (1947) and Kellogg (1968) children’s stages of artistic development and the culture and
children's drawing the culture and children's drawing. By comprehending the developmental stages of
children progress in drawing activities, teacher and parents will be able to let children to express
themselves spontaneously.
Review Questions
1. Comparing the distinctive stages in children’s artistic development by Lowenfeld (1947) and
Kellogg (1968).
KEY TERMS
1. Scribbling 2. Drawing
3. Coloring 4. Painting
5. Artistic Development 6. Lowenfeld
7. Kellogg
REFERENCES
Learning.
Routledge.
Cengage Learning.
Website
http://thevirtualinstructor.com/blog/the-stages-of-artistic-development
The Stages of Artistic Development
https://www.pinterest.com/pin/354377064398740275/
Scribbling and Drawing
Youtube
https://www.youtube.com/watch?v=cA3tXBIAc3k
Stages of Artistic Development
UNIT 6
ART AND CRAFT FOR CHILDREN
LEARNING OUTCOMES
1. Define and discuss the two dimensional and three dimensional art for children.
2. Define and discuss the value of arts and crafts in child development.
3. Planning and implementing the art and craft activities for children.
INTRODUCTION
Art activities are unstructured, open-ended activities with no pre-determined goal. Craft activities are
project-oriented activities with a clear beginning, middle, and end. These activities are structured
projects with a pre-determined goal Involve assembly of two dimensional and three dimensional
materials which are then decorated require specific materials. Art and crafts guide children in becoming
more creative and able to create something new. These activities provide children a space to fantasise
based on their creativity and imagination. Two dimensional art and three dimensional art for children’s
art activities will introduce in this unit. Two dimensional art used for scribbling, drawings, colorings or
paintings activities. Three dimensional art use in puppet making, folding 3D origami, models and
sculptures activities. The value of arts and crafts in child development also will introduce in this unit.
MAPPING CONCEPT
ART AND CRAFT
TWO DIMENSIONAL THREE VALUE OF ARTS

ART DIMENSIONAL ART AND CRAFTS
CONTENTS
Two Dimensional Art
Two dimensional art refer to art that no thickness. Art product only have shape with width and height.
Two dimensional art encompasses hand print, leaf print art, straw blowing art, rectangles, squares,
circles and triangles used for scribbling, drawings, colorings or paintings activities.
HAND PRINT LEAF PRINT ART
STRAW BLOWING ART RECTANGLES, CIRCLES, TRIANGLES,

SQUARES DRAWINGS, COLORINGS OR
PAINTINGS
Activity
Plan one (1) two dimensional art activities (visual arts) for children (3-4 years old).
Title : _____________________________________________________
Objective : _____________________________________________________
_____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
4. ___________________________________________________
5. ___________________________________________________
6. ___________________________________________________
Reflection:
_____________________________________________________
_____________________________________________________
Three Dimensional Art

Three dimensional art refer to art product that have shape with height, width and depth. Three
dimensional objects like any object in the real world. Three dimensional art use in puppet making,
folding 3D origami, models and sculptures activities.
PAPER BAG PUPPET MAKING FOLDING 3D ORIGAMI
DOLLS MODELS SCULPTURES

Activity
Plan one (1) three dimensional art activities (visual arts) for children (5-6 years old).
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
4. ___________________________________________________
5. ___________________________________________________
Reflection:
_____________________________________________________
_____________________________________________________
Value of arts and crafts in child development
Value of arts and crafts in child development encompasses (i) creativity in art and craft activities (ii)
brain and art and craft activities (iii) art and craft activities as process or art as product (iv) learning by
doing through art and craft activities and (v) arts and crafts and child development.
(i) Creativity in art and craft activities

The creativity potential lives in each of children’s mind. Young children react lesser on creativity years
by years and gradually creativity becomes a memory through act and craft activities. A child will have a
better chance of discovering channels for creative energy in future if they believe in their creative self.
(ii) Brain and art and craft activities
Engaging in arts and crafts activities activates children’s two sides of the brain. Left hemisphere refer to
sequential and logical. Activated by logical, experiment and problem solving activities. Right
Hemisphere refer to creative and intuitive. Activated by art and craft activities are good in helping
children expand and reach their full potential.
(iii) Art and craft activities as process or art as product
Art as process apply in early childhood education, recreation and therapy. Art and craft activities helps
babies, infants, toddlers and preschools holistic development. Art and craft as product apply in fine art,
commercial art and decorative arts.
(iv) Learning by doing through art and craft activities
Arts and crafts gives children infinite opportunities to learn by doing. Children involving in two
dimensional art and three dimensional art are more probably remembering what they learn. Children
retain what they learn much better when hands-on activities involves in learning process.
(v) Arts and crafts and child development
Arts and crafts develop children’s creativity, imagination, esthetic and problem solving skills promoted
from experimenting of arts and crafts materials. Children express themselves in the basis in art and
craft activities. Arts and crafts activities also help children’s cognitive, emotional, social, physical, moral
and spiritual development development
Think?
Rewrite the value of arts and crafts in child development.
No. VALUE DESCRIPTION
(i) Creativity in art and craft

activities
(ii) Brain and art and craft activities
(iii) Art and craft activities as

process or art as product
(iv) Learning by doing through art

and craft activities
(v) Arts and crafts and child

development
CONCLUSION
This unit discuss about two dimensional art and three dimensional art for children’s art activities. Two
dimensional art used for scribbling, drawings, colorings or paintings activities. Three dimensional art
use in puppet making, folding 3D origami, models and sculptures activities. Visual thinking skills and 3D
information processing are practiced in the process of art and craft activities.The process of creating art
and creating crafts are related but they are not the same activities. The value of arts and crafts in child
development also discuss in this unit.
Review Questions
1. Differentiate between two dimensional art and three dimensional art for children.
KEY TERMS
1. Arts And Crafts 2. Two Dimensional Art

3. Three Dimensional Art 4. Scribbling
5. Drawings 6. Colorings
7. Paintings 8. Puppet
9. 3D Origami 10. Models
11. Sculptures 12. Value Of Arts And Crafts
REFERENCES
Learning.
Routledge.
Cengage Learning.
Website
https://www.pinterest.com/jaimeyaeger/kindergarten-art-projects-2d-3d/
Kindergarten art projects 2D/3D
https://www.pinterest.com/pin/283586107763054926/
Explore Shape Activities, Activities For Kids, and more!
Youtube
https://www.youtube.com/watch?v=_cdqCOCyBtE
Basic 2D, 3D Shapes - Definition, Names - Preschool and Kindergarten Activities, Fun Game for Kids
https://www.youtube.com/watch?v=opmL_fQzfXA
3-D Bulletin Board Activity for Preschool Age Children : Preschool Crafts & Activities
UNIT 7
SONGS AND MUSIC
LEARNING OUTCOMES
1. Define and discuss the infants and young children growth through songs and music activities.
2. Define and discuss the music instrument for infants and young children in music activities.
3. Planning and implementing the music activities for infant, toddlers and preschoolers.
INTRODUCTION
A children's song can be a nursery rhyme set to music, a song invented by children and share among
themselves or a today’s creation purely for home or education entertainment. Children's music consist
of music composed and performed for children, normally songs which is written specifically for children
intended listen to and perform by children. The best children’s music is characterised by a solid theme,
energetic poetic lyrics, beautiful imagery, and easy and clear form.
In music, songs and singing activities, children are exposed and given chance to learn about
the melody, tempo and lyrics. Musical instruments can be made from waste materials, recyclable and
raw materials to embed loving nature and appreciate God’s creations thinking. More than that, children
are also encouraged to explore the sound through improvisation materials or objects.
MAPPING CONCEPT
SONGS AND MUSIC
INFANTS AND YOUNG

MUSIC ACTIVITIES
CHILDREN GROWTH
CONTENTS
Infants and Young Children Growth through Songs and Music Activities
Songs and music activities promote creativityy and imagination, Intellect, Language, Social, Emotional
and Physical growth of infants and young children.
Creativity and imagination

Songs and music activities in the early years promote a positive attitude in young children toward
learning. Songs and music activities develops imagination and development of children’s whole brain.
By involving the activities, children can learn to think creatively, imagination and develop problem
solving skills by thinking outside the box. Investing in songs and music activities can prepare children
for the future workforce.
Intellect development
Children used their memory to singing and playing music instrument. The skill of memorization prepare
children in education and further. With the aid of songs and music activities, children able to develop
their math and pattern-recognition skills by reading skor and counting beat in music. Since playing
music offers fun repetition, children can improve the development of spatial intelligence.
Language development
Early musical training prepare and develop children brain areas that connected to language
development. Our left brain is better developed with music and songs activities can help imprint
information on young minds. The development of children's language naturally indicates that the
children listening skill, then speaking skill. Good speaking skill allows children to effectively interpret the
writing skill.
Social development
require teamwork and children have to learn to work together. Songs and music activities helps children
to shape their abilities and character. Other than that, Songs and music activities helps in children’s
social development. Children singing and playing their instrument in group interact with others children
and adult in songs and music activities.
Emotional development
Children involved in songs and music activities more emotionally developed with empathy towards
other cultures. Children tend to have higher self-esteem and able to cope with anxiety. By involving
songs and music activities, children can fight stress by playing soothing music to help children in
relaxing themselves.
Physical development
Children’s physical development is an aspect that emphasizes the foundation of growth and
enlargement of children. Children can develop their motor skills and improve their hand eye
coordination when playing and practicing with musical movement and instruments.
Think?
Rewrite the infants and young children growth through songs and music activities.
No. GROWTH DESCRIPTION
(i) Creativity and imagination
(ii) Intellect
(iii) Language
(iv) Social
(v) Emotional
(vi) Physical
Music instrument for infants and young children in music activities
Musical instruments for infants and young children in music activities includes tamborin, maracas,
xylophone, bells, castanet, and triangle. Musical instruments also can be made from waste materials,
recyclable and raw materials to embed loving nature and appreciate God’s creations thinking. More
than that, children are also encouraged to explore the sound through improvisation materials or objects.
TAMBORIN MARACAS XYLOPHONE
BELLS CASTANET TRIANGLE

Instrument made from waste materials, recyclable and raw materials.
WIND INSTRUMENT PERCUSSION INSTRUMENT STRING INSTRUMENT
Flute Drum Gitar
Activity
Sketch and name the music instrument made from waste materials, recyclable and raw materials.
WIND INSTRUMENT PERCUSSION INSTRUMENT STRING INSTRUMENT

Music Activities for Infant, Toddlers and Preschoolers
Songs and music provides opportunity for children to express self and involve arts in singing, playing
instrument and making movements.
Music activities for infant
Activity 1
Prepare different types of instruments such as maracas, drums and bells for infants to explore and
compare on different sounds and volume they make.
Activity 2
Make shakers using plastic bottles by inserting a small amount of beans, dried rice or sand in. Let the
infants explore the various sounds made by the shakers.
Activity 3
Prepare a carpet mats for the infant to sit on. When child’s name is sang, he/her have to jump up and
stand on the carpet mats. You might need to give a hand to younger infants to hold and help them
stand.
Activity
Plan one (1) music activities for infant.
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection : _____________________________________________________
Music activities for Toddlers
Activity 1
Choose action songs for movements that stop and move.
Activity 2
Playing music instrument focus on given directions to sound for walking and jumping.
Activity 3
Get containers like empty oatmeal boxes to create a drum. Beat the drums with hands . March around
the room or at outdoors.
Activity
Plan one (1) music activities for toddlers.
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection:
_____________________________________________________
_____________________________________________________
Music activities for Preschoolers

Activity 1
Record the songs that children engaged in during sing and movement activities and share with parents
by playing drop off and pick up time to draw their attention.
Activity 2
Slowly tuned to classical music by using materials such as scarves and ribbons.
Activity 3
Preparea large pieces of paper onto floor and distribute crayons for each child. Watch each child's
inspired drawing by playing characteristic type of music, such as makyong, opera, or Bharatanatyam
Dance music.
Activity
Plan one (1) music activity for preschoolers.
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
4. ___________________________________________________
5. ___________________________________________________
Reflection:
_____________________________________________________
_____________________________________________________
CONCLUSION
This unit discusses infants and young children growth through songs and music activities. In music
activities, children are exposed and given chance to learn about the melody, tempo and lyrics.
Planning and and implementing the music activities for infant, toddlers and preschoolers such as made
music instrument from waste materials, recyclable and raw materials and encouraged children to
explore the sound through improvisation materials or objects also discuss in this unit.
Review Questions
1. How can songs and music activities help the infants and young children growth?
KEY TERMS
1. Songs and music activities 2. Infants and young children growth

3. Creativity and imagination 4. Intellect
5. Language 6. Social
7. Emotional 8. Physical
REFERENCES
Learning.
Routledge.
Cengage Learning.
Website
http://www.pbs.org/parents/education/music-arts/what-music-should-my-child-listen-to/
What Music Should My Child Listen To?
Youtube
https://www.youtube.com/watch?v=39khJtpBzy8
Lagu Kanak Kanak Melayu Malaysia | Chan Mali Chan - Malaysian Folk Song
https://www.youtube.com/watch?v=mkqxl8S_VEg
Musical Instruments Sounds For Kids ★ Part 1 ★ learn - school - preschool - kindergarten
https://www.youtube.com/watch?v=3ogepZsCnbY
Music Instruments Song for Children (27 Instruments)
UNIT 8
DANCE AND CREATIVE MOVEMENT
LEARNING OUTCOMES
4. Define and discuss the dances an creative movement genres.

5. Define and discuss the physical act in dance and creative movement activities.
6. Define and discuss how dance and creative movement activities and children’s development.
7. Planning and implementing the dance and creative movement activities for infant, toddlers,
preschoolers and children with special need.
INTRODUCTION
Dance and creative movement activities encourage children to express, appreciate and non-verbal
communication through body movement. These activities is an enjoyable way for babies, infants,
toddlers, preschoolers and children with special need to explore movement, promote physical skills,
induce imagination and enhance their creativity and problem solving skill. Creative movement activities
provides opportunity to children be creative and understand the feature of time, space and energy.
MAPPING CONCEPT
DANCE AND
CREATIVE
MOVEMENT
CHILDREN’S
GENRES PHYSICAL ACT ACTIVITIES
DEVELOPMENT
CONTENTS
Dance and creative movement genres

Dance and movement activities enhance children’s physical and creativity development. Gesture and
rhythm in dance and movement attracting children to participate attracting children to participate
actively. Children use their body as the instrument and a space as a medium to move in dance and
creative movement activities. These activities enhance children’s creativity, imagination, esthetic and
problem solving skills. Children involved activities move theirs’s body rhythmically with or without
music. Children use body language as non-verbal communication and symbolic movement to express
their feeling and convey message. Dance and creative movement genres encompasses tradisional
dance, artistic dance, physical dance, social dance and personel dance.
DANCE AND CREATIVE MOVEMENT WITH PROPS
Tradisional dances
Traditional dance is a dance that grows and develops in certain areas and inherited from generation to
generation. Tradisional dance in Malaysia encompasses Lion dance, Dragon dance, Kuda Kepang,
Zapin, Joget dances, Bharata Natyam, Bhangra, Ngajat, Sumazau, Bamboo and the Native People
Dances. Tradisional dances and multi-cultural dances educate children to experience on the diverse
cultures.
Artistic dance and creative movement
Artistic dance and creative movement focuses on children's natural imagination and creativity
movements. Artistic dance relating to artistic creations, emotional expressions, self-expression and
individualistic activities in dance and movement. Implementing artistic dance and creative movement
activities brings many benefits to children such as promotes creativity, esthetic, physical, spatial and
visual awareness, problem solving skills, expression and collaborating with other art forms.
Physical dance and creative movement
Physical dance and creative movement focuses on necessary gross motor skills needed for for infant,
toddlers, preschoolers and children with special need. There are many benefits of physical dance and
creative movement activities such as promotes control, coordination, stamina, mobility and flexibility.
Jumping and turning in dance activity encourages physical confidence and enjoyment in moving.
Social dance and creative movement
Social dance and creative movement focuses on toddlers, preschoolers and children with special
need’s social and interaction skill. Interaction process built by children with another children or adult
from parents, relatives to the wider community. Social dance and creative movement brings many
benefits to children such as gives the chances to give ideas, emotional trust and sensitivity, promotes
the capability to listen, discuss, feedback and ability to cooperate with others to solve problems and
achieve goals.
Personel dance and creative movement
Personel dance and creative movement focuses on positive attitudes, behaviors and responsibility.
Personel dance and creative movement brings many benefits to children such as investigate
connection between feelings, values and ideas; gives enjoyment, motivation and achievement;
promotes self-confidence and self-esteem; and gives chances for achievement and success for all.
Think?
1. What are the benefits of dance for infant, toddlers, preschoolers and children with special
need?
No. CATEGORY BENEFITS
(i) Infant
(ii) Toddlers
(iii) Preschoolers
(iv) Children with special need

Physical act in dance and creative movement

Dances and creative movement activities is the perfect activity to improve children’s physical, creativity,
imagination and esthetic development. Two kinds of physical act in creative movement
encompasses spinning and coordination.
PHYSICAL ACTIVITIES
Spinning Exercises
Spinning plays an important role for toddlers, preschoolers and children with special need in creativity
and physical learning process. Exercises of spinning in dances and creative movement activities help
children in the direction of their dominant hand. When spinning, cells are certificated to the outer part of
the brain where memory is stored, generally to the lobes that are opposite of dominant hand. These
exercises can greatly develop children’s creativity, physical and memory. Spinning activity is one of the
most efficient memory improvement exercises for toddlers, preschoolers and children with special need.
Spinning Exercises 1
WALKING WALKING WALKING SPINNING
— — — σ
Spinning Exercises 2
WALKING WALKING WALKING SPINNING
— σ — σ
Coordination Exercises
Exercises of coordination is important in helping toddlers, preschoolers and children with special need
to move fluently. Dances and creative movement activities which consist of brain exercises and
physical coordination are useful because it connected children’s mind and body during the activities.
Coordination exercises organizing children’s brain for moving. When children involving in dances and
creative movement activities, they are coordinated and moving with music beat.
Coordination Exercises 1: Walking and balancing on Hands
WALKING (2X) STOP WALKING (2X) STOP
—— STOP —— STOP
Coordination Exercises 2: Walking heel-to-toe along a line
WALKING (4X) STOP WALKING (4X) STOP
———— STOP ———— STOP

Think?
Differentiate between spinning and coordination exercises in dance and creative movement activities.
SPINNING COORDINATION
Dance and creative movement activities help children’s development

Dance and creative movement activities helps children to develop creative thinking and imagination,
problem solving, physical, emotion, self-management and self-improvement skills.
Creative thinking, imagination and problem solving skills

Creative thinking and imagination skill is a basic skill for dance and creative movement composition.
Creative thinking skill takes the capability to react imaginatively to an idea for performance. Children
involving in activities stimulus, exploring and improvising dance and creative movements. They
producing new movement and extend and develop material for activities. In dance and creative
movement activities, the activity of translating ideas into actions is a problem solving activity. Children
are require to find ways and solutions to physical difficulty.
Physical Skill
Dance and creative movement activities develops children’s physical skill. Children’s physical
development refers to the physical size changes, the rate of growth of the body parts, the functions of
the human body. Children will able to involve themselves in physical activity more complex and
develops their fine motor and gross motor skills.
Emotion, self-management and self-improvement skills

In dance and creative movement activities, children are supposed to be responsible on their actions.
They showing initiative and perseverance, taking imaginative risks and show mental flexibility. If
children wanted to improve themselves to be a better performer, then they have to control their
emotions and cope with pressure. Through activities, children have the chance to calm down
emotionally. Children’s self-improvement is distinctly lay in the skills to ponder on, judge and seeking
ways to improve performance and dance and creative movement composition.
Think?
How dance and creative movement activities can helps children’s creative thinking, problem solving,
communication, self-management and self-improvement skills?
Dance and creative movement activities for baby, toddlers, preschoolers and
special need children
Activities 1: Movement activities for baby
Baby wear bells while movement activity. Tie bells on certain body part to stimulate the sense of sound.
Activity
Plan one (1) movement activities for baby.
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection : _____________________________________________________
Activities 2: Dance activities for toddlers.
Toddlers dance using a handkerchief.
Activity
Plan one (1) dance activity for toddlers.
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection : _____________________________________________________
Activities 3: Dance activities for preschoolers
Introduced multi-cultural dances to children.
Activity
Plan one (1) dance activities for preschoolers
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
Activities 4: Movement activities for special need children (hyperactive children)

3. __________________________________________________
Reflection
Teach hyperactive :children
_____________________________________________________
about body control, balance, and concentration.
Activity
Plan one (1) movement activity for special need children (hyperactive children)
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection : _____________________________________________________
CONCLUSION
This unit discusses dances as a creative movement genres; the physical act in dance and creative
movement activities; dance and creative movement activities and children’s development. Planning and
implementing the dance and creative movement activities for infant, toddlers, preschoolers and children
with special need also discuss in this unit.
Review Questions
1. How can dance and creative movement activities help the children imagination and creativity
development ?
KEY TERMS
1. Dance activities 2. Creative movement activities

3. Genres 4. Physical act
5. Spinning 6. Coordination
7. Creative thinking 8. Problem solving
9. Communication 10. Self-management
11. Self-improvement
REFERENCES
Learning.
Routledge.
Cengage Learning.
Website
https://www.naeyc.org/tyc/files/tyc/file/V6N1/Dow2010.pdf
The Power of Creative Dance - NAEYC
Youtube
https://www.youtube.com/watch?v=sy6Lp7wh4Os
Jungle Rhythm
https://www.youtube.com/watch?v=yeZmd2jgjyA
Sarah hula dances at her pre-school's graduation ceremony
https://www.youtube.com/watch?v=O9bTxzg7UNE
joget berhibur bondamama.mp4
UNIT 9
DRAMA AND PUPPETRY
LEARNING OUTCOMES
1. Define and discuss the drama pedagogy in early childhood education.

2. Define and discuss the puppetry pedagogy in early childhood education.
3. Planning and implementing the drama and puppetry activities for infant, toddlers, preschoolers
and children with special need.
INTRODUCTION
Drama and puppetry activities can enhance children’s creativity and problem solving skills. It is a genre
of art, literature, entertainment and educational medium for children. Drama pedagogy in early
childhood education encompasses creative drama, improvisation, pantomime, memos, role play,
simulation, reader’s theatres and story theatre. Puppetry is the art of operating puppets. The types of
puppet proposed for pedagogy in early childhood education are glove puppets, finger puppets, rod
puppets, string puppets and shadow puppets.
MAPPING CONCEPT
DRAMA AND
PUPPETRY
GENRE ACTIVITIES
CONTENTS
Drama pedagogy
Drama pedagogy in early childhood education encompasses creative drama, improvisation,
pantomime, memos, role play, simulation, reader’s theatres and story theatre. Through drama
pedagogy, children can learn creativity skill. Besides, they learn others skills like language, social.
emotion, cognitive, moral and spiritual. During the activity, children learn to express all their feelings
and also learn about other cultures in drama pedagogy.
ROLE PLAY WITH PROPS ROLE PLAY WITH COSTUME
Creative drama
Creative drama is drama activities that come in the form of games. It encourages children to learn
through playing. Children can experience activities and improve their literacy, numeracy, movement and
language skills.
Improvisation
Improvisation is created spontaneously by narrating about a situation. During this activity, children are
stimulated to interact spontaneously with other children. Under certain circumstances, they need to
think and arrange the dialogues in the acting. Improvisation can be done based on a situation, a prop, a
costume, a picture and a character.
Pantomime
Pantomime is the acting without any dialogue. Dialogues in the script can be read by other children to
accompany the situational acting. Children reading the script for pantomimes can master reading skills
while acting children can train themselves in mastering listening skills.
Memos
Memos are muted acting that uses the body movement without the language. Children deliver
messages through facial expressions and body movements. Memos train children to understand and
reason with their body movements also express their feelings through body movements.
Role play
Role plays conduct by acting out the characters in the created situation. In acting out characters in the
situations created, children need to imagined. Children become someone or something else naturally
when doing role plays. Role play inspires their imagination.
Simulation
Simulations conducted, one must conduct planning on problematic situations and creating the situation
in writing or verbally. Before beginning, the issue, character personality and the length of the activity
must be clearly explained.
Reader’s theatre
Reader’s theatre activity is a combination of theatrical techniques and reading with the use of the
proper intonation depending on the story and also making movements suitable with the content and the
atmosphere of the story.
Story theatre
The story theatre is a combination of theatrical techniques and story to deliver messages to children.
Since children love to listen to stories, this technique is great to be practiced at pre-school level.
Think? Rewrite the genre of pedagogy drama for children.
No. GENRE DESCRIPTION
(i) Creative Drama
(ii) Improvisation
(iii) Pantomime
(vi) Memos
(v) Role Play
(vi) Simulation
(vii) Reader’s Theatres
(viii) Storytelling
Puppetry pedagogy
Puppets, as the teaching and learning tools have its own extraordinary demand. It can be in different
forms and either looks as humans, animals, and plants. There are various types of puppet includes
glove puppet, finger puppet, rod puppet, table top puppet, string puppet and shadow puppet suitable for
children. The puppet performance can be done with or without the stage. Other than that, the props,
sound effect and lighting can be added in puppet shows.
GLOVE PUPPET FINGER PUPPET
ROD PUPPET TABLE-TOP PUPPET
STRING PUPPET SHADOW PUPPET

Activity
Sketch images of puppets for children.
GLOVE PUPPET FINGER PUPPET
ROD PUPPET TABLE-TOP PUPPET
STRING PUPPET SHADOW PUPPET
Puppets creates a fresh and thrilling substance to children’s improvisation or planned performances.
When children are portraying characters through puppets, they feel empowered to speak and behave
like the character. Children can pick up a puppet and start to speak in a different voice, and quickly
adopt to the personality of the portrayed character which is usually very different from their own. There
are also others performance which the teacher acts as narrator and telling the story while pausing for
actions and dialogue to be performed by the child’s puppet. The fun and learning opportunities through
puppets are unlimited.
Puppet Show
Puppet activities promoting creativity skills and others skills like language, social. emotion, cognitive,
moral and spiritual. To practice puppet show activities, there were some ideas that require only
minimum cost and planning.
Fundamental household objects and easily found materials can be easily adapted for use as both
puppets and puppet shows. Turn a table with sturdy legs on a side. Children can sit behind the table
top and perform by holding puppets over the edge of the table. Hang a blanket between two chairs for
children to sit behind. Use a suspension curtain rod and curtain across the bottom half of an open
doorway. Cut a window into one side of a cardboard appliance box.
Puppet show project include (i) Script Adaptation (ii) Puppet Making (iii) Stage Making (iv) Percussion
Music (v) Puppet Movement (vi) Performance Practice and (vii) Performance.
MINI PUPPET SHOW
Activity
Produce a mini puppet show project which includes (i) Script Adaptation (ii) Puppet Making (iii) Stage
Making (iv) Percussion Music (v) Puppet Movement (vi) Performance Practice and (vii) Performance.
Plan drama and puppetry activities for toddlers, preschoolers and special need children
Activities 1: Pantomime activities for toddlers
One group of children reading the script for pantomimes while another group children acting.
Activity
Plan one (1) pantomim activities for baby.
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection : _____________________________________________________
Activities 2: Role play activities for preschoolers
Children acting out characters in the situations created. Children become someone or something else
naturally when doing role plays.
Activity
Plan one (1) dance activity for toddlers.
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection : _____________________________________________________
Activities 3: Puppetry activities for preschoolers
Producing mini puppet show project.
Activity
Plan one (1) puppetry activity for preschoolers
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection : _____________________________________________________
Activities 4: Puppetry activities for special need children (slow leaner children)
Create paper bag puppet’s looks as humans or animals,
Activity
Plan one (1) puppetry activity for special need children (hyperactive children)
Title : _____________________________________________________
Objective : _____________________________________________________
Material : _____________________________________________________
Step : 1. ___________________________________________________
2. __________________________________________________
3. __________________________________________________
Reflection : _____________________________________________________
CONCLUSION
This unit discusses drama activities encompasses creative drama, improvisation, pantomime, memos,
role play, simulation, reader’s theatres and story theatre and puppetry genre puppet including glove
puppet, finger puppet, rod puppet, table top puppet, string puppet and shadow puppet suitable for
pedagogy in early childhood education. Drama and puppetry activities for infant, toddlers, preschoolers
and children with special need also introduce in this unit.
Review Questions
1. How drama and puppetry activities help the children in imagination and creativity development ?
KEY TERMS
1. Drama pedagogy 2. Puppetry pedagogy

3. Creative drama 4. Improvisation
5. Pantomime 6. Memos
7. Role play 8. Simulation
9. Reader’s theatres 10. Story theatre
11. Glove puppet 12. Finger puppet
13. Rod puppet 14. Table top puppet
15. String puppet 16. Shadow puppet
REFERENCES
Learning.
Routledge.
Cengage Learning.
Website
http://www.childdrama.com/lessons.html
Classroom Lesson Plans
http://www.bbbpress.com/dramagames/
Drama Games for Kids
https://www.pinterest.com/gem1904/drama-for-special-needs/
Drama for Special Needs
http://articles.extension.org/pages/67243/using-puppets-in-child-care
Using Puppets in Child Care
Youtube
https://www.youtube.com/watch?v=qth8eQPCCxo
The Very Hungry Caterpillar Play by Jr.KG A
https://www.youtube.com/watch?v=HLaA7xsUPXc
Tortoise & The Hare (Edited Version)
UNIT 10
ART’S AND ASSESSMENT
LEARNING OUTCOMES
8. Define and discuss the performance based assessments.

9. Define and discuss the formal and informal observation.
10. Define and discuss creative arts assessments method.
INTRODUCTION
Assessment tells teachers and parents about children’s developmental needs. Performance based
assessments includes performances, projects , portfolios and demonstrations. Formal methods include
standardized tests and research instruments. Informal observation methods are usually used by
preschool teachers to collect data. It is easier to use and more appropriate for program planning.
Creative arts assessments method includes anecdotal records, checklists, rate scales and participation
charts.
MAPPING CONCEPT
ART’S AND ASSESSMENT
PERFORMANCE BASED FORMAL AND INFORMAL

ASSESSMENTS
ASSESSMENTS OBSERVATION
METHOD
CONTENTS
Performance Based Assessments
Performance based assessments using to assess children’s performance achievement in visual arts
and performing arts activities rather than traditional methods. Traditional assessments needs children
to reply questions correctly meanwhile performance assessment needs children to show art work skills
and knowledge, including the problem solving process, integrate knowledge across disciplines and
contribution to group work.
Performance based assessments are alternative way to assessing children’s creative arts activities
encompass colouring and painting, drawing, art and craft, dance and movement, songs and music,
drama and puppetry knowledge and skills. This assessment needs students to show performance skills,
knowledge and problem solving skills. Performance based assessments includes performances,
projects , portfolios and demonstrations.
Performances
The performances project for children in performance based assessment includes dance and
movement, songs and music, drama and puppetry performances. Assessment based on creativity
development, problem solving and team work.
Projects
Visual arts and performing arts projects group projects require more than one children to work together
on a complex problem. Children need planning, internal discussion, research and group presentation.
Through project, children construct knowledge and learn problem solving skills. Visual arts and
performing arts projects for children’s also promote children’s holistic development.
Portfolios
Portfolios provide children to portrait their performance in visual arts and performing arts. Educator or
teacher preparing files or boxes to collect children’s creative arts' work. The portfolio is an extraordinary
way to heighten children’s arts skills, development and knowledge. Children’s performance-based
assessment portfolios includes drawing, art and craft, colouring and painting, music and songs, dance
and movement, drama and puppetry performance video. Thus art works can saves for a period of time
until when the educator or teacher can sit down with the children and give feedback.
Demonstrations
Demonstrations in creative arts activities is a kind of teaching and learning technique that involves the
arty work skill of the educators teacher to demonstrate the way or steps of doing something before the
children. Visual arts and performing arts activities demonstrations giving children opportunities to show
their mastery of creative arts activities content and procedures.
Think?
2. Rewrite the performance based assessments in children’s creative arts.
No. GENRE DESCRIPTION
(i) Performances
(ii) Projects
(iii) Portfolios
(vi) Demonstrations
Formal and informal observation

There are two different methods of observation used for assessing babies, infant, toddler and
preschooler’s art works and creativity development that is formal and informal.
Formal methods include music or speech and drama standardized tests and observation or research
instruments include includes anecdotal records, checklists, rate scales and participation charts. As a
result from formal methods, children’s art work skills and creativity development milestones have been
identified. Skills and developmental milestones are characteristics used to record data on well-planned
designed forms. Educator and teacher need to analyze and interpreted the data.
Informal observation methods are usually used by educator or teachers to collect art work skills and
creativity development data. It is easier to use and more appropriate for creative arts activities or
projects planning. Examples of informal method include portfolio (collecting samples of children’s art
work), observing children’s creative arts activities, interviewing parents, children’s telling about their art
works and educator or teacher talking with children.
Think?
Differentiate between formal and informal observation.
FORMAL OBSERVATION INFORMAL OBSERVATION

Assessments Method
Creative arts assessments includes anecdotal records, checklists, rate scales, participation charts and
portfolio.
Anecdotal records
Anecdotal record is a short story of a specific incident in creative arts activities. Educator or teacher use
anecdotal record to record an important scene in creative art activities that they have observed. This
type of records do not require charts or special settings. To record creative art activities, only paper and
a writing tool are needed to record the occurrence in a real. The observation is open-ended in recording
how children act in creative art activities, both verbally and nonverbally. Records also includes detail of
children’s interactions with other’s children and materials.
Anecdotal records example (1): Drama activity
Children’s name : Hawa

Age : 6 year old
Date : 25 Februari 2018
Time : 9.00 am
Teacher’s name : Miss Amelia
Notes Reviews
Hawa pulled Mimi and Diyana hands together. They Hawa is already interested in acting and
moving to creativity corner in the class. "Let's act." directing her friends to act.
Hawa invited Mimi and Diyana to act. "Mimi.. you are
younger sister, Diyana... you are older sister and me as
a mother." Hawa divided character ion acting. "Mimi...
please take care of your sister, mother cook". Teacher
Amelia smile and watched their drama.
Anecdotal records example (2): Drawing activity
Children’s name : Adam

Age : 5 year old
Date : 25 Februari 2018
Time : 9.00 am
Teacher’s name: Miss Amelia
Notes Reviews
Adam brought his drawing and pencil to Daniel's place. Adam is already interested in drawing
"Look... i draw a cat". Adam also draw a cat in front of and telling the story of his drawing to his
Daniel. "This is my cat. My cat likes to eat fish. I love my friend.
cat". Adam told his cat drawing to Daniel.
Activity
Observing and documenting one (1) anecdotal record for children's craft making activity.
Ane
cdotal records: Craft making activity
Children’s name :
Age :
Date :
Time :
Teacher’s name:
Notes Reviews
Checklists
Checklists is form of assessment designed to record the presence or absence of children’s art work
skills and creativity development in creative art activities. It is easy to use and very helpful when many
different items need to be observed. Checklist usually include lists of specific art work skills in creative
art activities to seek for while observing. Checklists is designed according on their function for
development on domain creativity development and art work skills. Checklists may be developed to
survey one child or a group of children.
Checklists example (1): Puppet activity
Children’s name : Hawa

Age : 6 year old
NUMBER ITEMS Very Good Good Poor
1. Cutting puppet shape. √

2. Coloring puppet √
3. Acting with feeling. √
4. Dialogue delivery clear with puppet. √
5. Dialogue delivery loud with puppet. √
Checklists example (2) : Playing percussion music activity
Children’s name : Danial

Age : 5 year old
1. Following to the slow beat. √

2. Following to the fast beat. √
3. Playing music intrument with feeling. √
4. Give opinions. √
5. Tells feelings. √
Activity
Observing and recording one checklist (1) for children's drawing activity.
Checklists : Drawing activity
Children’s name :
Age :
Teacher’s name :
1.
2.
3.
4.
5.
Rate scales
Rating scales use to record children’s art work skills or creativity development skills requires educator
or teacher as observer to assign a value, mostly numeric to the rated children’s creative arts activity
achievement. Rating scales for creative art activities can be classified into (i) numeric rating scale and
(ii) graphic rating scale. Rating scales require educator or teacher as observer to make a judgment
about the creative art activities quality and achievement.
Rating scales example (1): Drama activity
ACTIVITIES CHILDREN’S NAME

Adam Daniel Diyana
1. Dialogue delivery. 2 2 3
2. Improvisation acting. 3 3 2
3. Acting with feeling. 3 2 3
4. Give opinions. 3 3 2
5. Tells feelings. 1 2 3
Scale:
3- Very good 2-Good 1-Poor
Rating scales example (2): Creative movement activity

Adam Daniel Diyana
1. Movement following to the beat.
2. Improvisation movement.
3. Move with feeling.
4. Give opinions.
5. Tells feelings.
Scale:
3-very good 2-Good 1-Poor
Activity
Observing and recording one (1) rating scale for children's traditional craft activity.
Rating scales: Tradisional craft activity
1.
2.
3.
4.
5.
Scale:
3- Very good 2-Good 1-Poor
Participation charts
Participation chart in creative art activities have a variety of uses to identify children’s art work skills and
creativity development. Criteria or items in participation chart can be used to get information on
children’s stage of development and achievement . For example, children’s creative art activity options
and interest during self-selected art can be dictated. Educator or teacher encouraged uses participation
charts several times in a year to record the children’s creative art skills. After data collection, educator
or teacher analysis data and report the children’s art work skills and creativity development to parents,
nursey or kindergarten management. Participation chart also helps teachers and parents know if
children’s preferences matches their needs in creative art activities.
Participation chart example (1): Reader’s theatre
NUMBER CHILDREN’S CRITERIA

NAME Read With Pronounce Speak Speak Listen To
Expression Each Word Loud Clear Others
Correctly And
Follow
Along
1. Adam √ × √ √ √
2. Daniel × √ × × ×
3. Hawa √ × √ √ √
4. Diyana √ √ √ √ √
5. Siti × √ × √ ×
Participation chart example (2): Dance and movement

NAME Dance and Improvisation Dance and Give Tells
movement movement. move with opinions. feelings.
following to feeling.
the beat.
1. Adam √ √ √ √ √
2. Daniel × × × × ×
3. Hawa √ √ √ √ √
4. Diyana √ √ √ √ √
5. Siti × √ × √ √
Activity
Observing and recording one (1) participation chart for children's paper origami activity.
Participation chart: Paper origami

NAME
1.
2.
3.
4.
5.
CONCLUSION
This unit discuss performance based assessments includes performances, projects, portfolios and
demonstrations, formal and informal observation. Creative arts assessments method includes
anecdotal records, checklists, rate scales and participation charts also discuss in this unit.
Review Questions
1. How can teacher help child do well on performance assessments?
KEY TERMS
1. Performance based assessments 2. Formal observation

3. Informal observation 4. Performances
5. Projects 6. Portfolios
7. Demonstrations 8. Anecdotal records
9. Checklists 10. Rate scales
11. Participation charts
REFERENCES
Learning.
Routledge.
Cengage Learning.
Website
https://www.slideshare.net/CherylHovey/observing-young-children-31857020
observing young children
Youtube
https://www.youtube.com/watch?v=EhyMoehh-M4
Performing Arts Kids - dance assessment

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EXPRESSION OF YOUNG CHILDREN’S CREATIVITIES | 1

By the end of this unit, student should be able to:

i. Joy Paul Guilford Theory

Sources from: http://www.web3.lu/guilfords-structure-of-intellect/

Differentiate between characteristics in Paul Guilford’s creativity theory.

FLUENCY FLEXIBILITY ORIGINALITY ELABORATION

ii. Graham Wallas Theory

Sources from: http://aquestionofresearch.blogspot.my/

Rewrite the five stages process in Graham Wallas’s creativity theory.

iii. Carl Rogers Theory

iv. E. Paul Torrance Theory

Sources from: https://www.slideshare.net/fzl/tctt-torrance-pilot-study-full-report

Sources from: https://www.slideshare.net/fzl/tctt-torrance-pilot-study-full-report

Creative Thinking Models

(a) Productive Thinking

(d) Decision Making

PRODUCTIVE COMMUNICATION PLANNING DECISION FORECASTING

ii. Robert Fisher

INFORMATION ENQUIRY REASONING CREATIVE EVALUATION

Fisher Stories for Thinking

Fisher Stages in Stories for Thinking

Get children thinking

Focus the children

Fisher Stages in Stories for Thinking (2014)

1. Creativity 2. Creative Thinking

By the end of this unit, student should be able to:

Application, expression and appreciation in the creative arts

Application in visual arts

Expression in visual arts

Appreciation in the visual arts

APPLICATION EXPRESSION APPRECIATION

Music and songs

Application in music and songs

Expression in music and songs

Appreciation in music and songs

APPLICATION EXPRESSION APPRECIATION

Puppetry and drama

Application in puppetry and drama

Expression in puppetry and drama

Appreciation in puppetry and drama

APPLICATION EXPRESSION APPRECIATION

Dance and creative movement activities

Application in dance and creative movement

Expression in dance and creative movement

Appreciation in dance and creative movement

APPLICATION EXPRESSION APPRECIATION

The creative arts teaching approach and strategy

The subjective approach in creative arts

Artistic appreciation and creation

The teacher's role

The objective approach in creative arts

Artistic appreciation and creation

The teacher's role

Creative arts project approach

Individual studio creative art project

Group studio creative art project

Centre based art project learning

Creative Arts Teaching Strategy

(i) Direct and immediate feedback

(ii) Questioning and reflecting

(iii) Interdisciplinary learning

By the end of this unit, student should be able to:

1. Define and discuss aesthetics and imagination learning.

Edit Module Kae3013 Expression of Young Children's Creativities (Edited)

Edit Module Kae3013 Expression of Young Children's Creativities (Edited)