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The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of A Master Art Teache..
The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of A Master Art Teache..
Enhancing-childrens-museum-experiences
Valerie Karpan
Abstract The visual arts can be an important and rich interactions with the visual arts (Epstein and Trimis 2002;
domain of learning for young children. In PreK education, Colbert and Taunton 1992). However, support for intro-
The Task Force on Children’s Learning and the Arts: Birth ducing children to art viewing experiences is evident in the
to Age Eight (Young children and the arts: Making crea- national education standards and curriculum recommen-
tive connections, Washington, DC: Arts Education dations for children birth through eight. In K-12 education,
Partnership, 1998) recommends that art experiences for national standards for arts education support activities
young children include activities designed to introduce associated with art viewing experiences (NAEA 1994).
children to works of art that are high quality and devel- Similarly, in Pre-K education, the Task Force on Chil-
opmentally appropriate in both content and presentation. dren’s Learning and the Arts: Birth to Age Eight (1998)
This paper documents the teaching strategies utilized by a recommends that art experiences for young children
master art teacher at the Denver Art Museum to engage include activities designed to introduce children to works
preschool-age students in art viewing experiences which of art that are high quality and developmentally appropriate
were part of a museum-based art program. This research in both content and presentation. In spite of these standards
provides support for integrating rich, meaningful art and recommendations, art viewing experiences remain, at
viewing experiences as a regular part of young children’s best, a minor component of young children’s visual arts
arts experiences while offering early childhood educators education. It is likely that there are multiple factors that
teaching strategies for early art viewing experiences. contribute to this trend; early educators’ lack of training or
experience with the visual arts is one probable contributing
Keywords Art appreciation Early childhood factor. The research reported in this article provides sup-
Museum education Teaching strategies port for integrating rich, meaningful art viewing
Visual art education experiences as a regular part of young children’s arts
experiences while offering early childhood educators
teaching strategies for early art viewing experiences.
Introduction
Through engagement in art viewing and art making expe- Theoretical Framework
riences, the visual arts1 can be an important and rich
domain of learning for young children. In early childhood The museum-based research examined here explores an
arts education, art viewing or art appreciation experiences early childhood art program that emphasized both art
are often non-existent or a minor component of children’s viewing and art making experiences for young children. As
such, this research required a theoretical framework that
A. Eckhoff (&)
1
Eugene T. Moore School of Education, Clemson University, In this paper, the visual arts are defined as a broad category of the
401 B Tillman Hall, Clemson, SC 29634-0705, USA arts that includes the fine arts, communication and design arts, and
e-mail: eckhoff@clemson.edu architecture and environmental arts (NAEA 1994).
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accounted for the rich interplay between students and their Art Making Experiences
teacher as situated within the museum galleries and studio
classrooms. Current research in the learning sciences sup-
ports a view of learning that emphasizes the role of context
in learning experiences (Bransford et al. 2000), situated
cognition (Roth 1996; Greeno 1989), distributed cognition
(Hewitt and Scardamalia 1998; Cole and Engestrom 1993),
and sociocultural views of learning (Wertsch 1985, 1991)
all emphasize the important role of the learning environ-
ment. Thus, the sociocultural context of the art viewing or
art making experience becomes an inextricable part of
understanding the educational practices occurring within
the museum learning environment.
Piscitelli and Weier (2002) discussed the important role Aesthetic Encounters
of the adult or teacher in a museum setting, ‘‘(w)hen adults Experiences with Art
scaffold children’s behavior by focusing their attention and Fig. 1 Holistic experiences in art (Eglinton 2003)
posing questions, they challenge children to a deeper level
of understanding that moves them beyond their current
level of functioning’’ (pp. 126–128). The art objects an In addition to the role of the teachers outlined in Egl-
instructor chooses for inclusion for student viewing expe- inton’s comprehensive model, Kolbe (2005) provides
riences and how they are introduced have great additional support for the pivotal role that early educators
implications for children’s developing understandings and play in scaffolding young children’s arts-based experiences
appreciation of the visual arts. Because young children’s through the acknowledgement of the sociocultural nature
experiences with art are largely shaped by the adults in of learning in a classroom setting. As Kolbe states, ‘‘Have
their lives, it is important to explore the instructor’s faith in children’s abilities to learn through exchanging
teaching methods during art viewing and art making ideas and bouncing off each other’s thoughts. Make it
experiences with young children. While Kindler and Darras possible for them to learn from each other…’’ (2005,
(1997) present a map of pictorial development during early p. 74). The sociocultural nature of a museum-based edu-
childhood production experiences that supports the theo- cational setting is undeniable. All components of the
retical foundations outlined above, a focus on early art setting—teachers, children, artworks, art materials—come
viewing experiences in addition to related arts production together to create arts learning experiences.
necessitates the utilization of an integrated early arts
model.
Eglinton (2003) presents a comprehensive early arts Study Description
program model where art making, encounters with art,
and aesthetic experiences are integrated and equally A museum-based arts education program for young chil-
weighted (see Fig. 1). In this model, all artistic experi- dren provided a dynamic learning environment in which to
ences are dynamic; each experience leads to more study teaching strategies during art viewing experiences.
experiences; discovery generates further exploration. The Four museum-based art education classes for children ages
teacher plays an integral, active role in Eglinton’s model 4–11 years at the Denver Art Museum (DAM) were studied
where he/she is responsible for engaging and motivating to explore young children’s interactions with the visual
children to participate in an arts-based dialog. In addi- arts. This paper reports on the art viewing experiences that
tion, Eglinton’s model also requires teachers to engage in took place in two classes designed for children aged four to
observation and reflective practices (2003). The key to five in the DAM’s summer program. The student make-up
Eglinton’s model is the active involvement of teachers of the first class consisted of 16 children, 11 girls and 5
and students which can lead to mutual construction of boys. The second preschool-age class also had 16 children,
understandings of fundamental visual and conceptual 9 girls and 7 boys. Four students were enrolled in both
relationships. Eglinton’s model provides support for the camps. Each camp met for 2.5 h a day for a week in the
research presented here because of the focus on the summer of 2005.
integration of art making, art viewing, and aesthetic The DAM’s summer arts classes were designed to meet
experiences as well as the identification of the integral the needs and abilities of young children and covered a
role of the early educator in developing and imple- wide variety of topics in the arts. DAM’s classes provide an
menting early arts experiences. ideal environment in which to examine teaching practices
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Early Childhood Educ J (2008) 35:463–472 465
involved in introducing young children to a variety of the entirety of every camp session throughout the time each
artworks because the class teachers are considered to be class spent in the galleries and while the students learned
‘master teachers’. To be considered a master teacher at about and made their own works of art in the classroom. I
the DAM, one must demonstrate mastery of three main also documented, through digital photographs and informal
categories of knowledge: art knowledge, pedagogical student interviews, each student’s artwork created during
knowledge, and knowledge of museum research. The class sessions. The artworks created by the students were a
classes reported on in this paper were taught by Mary,2 a central component of the camp classes and provided a
master teacher. This was Mary’s first time teaching each valuable source of data for this study. This paper docu-
preschool class because, prior to the summer 2005 classes, ments, though observational study, the strategies a master
the DAM had not offered a summer arts class for the art teacher employed to introduce and involve young
preschool-aged child. Mary had previously taught several children in art viewing experiences.
other art classes for older children and had worked in the This research draws upon three main sources of data:
education department of the DAM for many years. In Field notes, transcriptions of audio-taped sessions from
addition to Mary, the preschool classes had two interns each class, and semi-structured interviews with the art class
from a nearby university, Susan and Tom. Both interns teachers. While each class was in the museum galleries and
were students in the art department of the local university. studio classrooms, class discussions were audio-taped and
The focus of each of the preschool classes was chosen later transcribed. I began coding the transcriptions of the
by the museum’s education department. Mary chose gal- audio-data by identifying and labeling instances of the
lery art that was ‘‘related to the topic and was within the teachers’ art-related talk. The rules for deciding which talk
realm of familiarity to the children. I wanted objects that to include, and thus classify as art-related, were quite
were interesting and had lots of things happening so that … simple. Only talk that was focused on or mentioned an art
they could be taken in lots of directions’’ (Interview, 07/07/ object, an art project, art tools, or art materials was inclu-
05). Mary stated that her overall goal for each class was for ded in the analysis. Off-topic talk was coded as Other but
the children to have a positive experience. She planned to was not included in the analysis.
evaluate the effectiveness of each class activity based on Following the identification of art-focused talk, came
the level of involvement of the children and the children’s the important step of identifying thought segments of
own perceived level of success. Mary designed art projects individual utterances. I used DeSantis and Housen’s (2001)
that were open-ended to allow children to participate conception of a thought segment, an individual, meaningful
without feeling frustrated or hampered by their ability unit of speech. In my analyses, a thought segment could be
level. Mary’s teaching philosophy was ‘‘if they are doing as long as a paragraph or as short as a few words but the
their own thing and they are happy with their progress and underlying thought remained the same in each identified
project then I just let them go. I tend to only get involved or segment. Throughout the data coding process, coding cat-
give the children help if they act frustrated or specifically egories were developed through constant comparative
ask for help’’ (Interview, 07/07/05). As Mary’s comments analysis (Charmaz 2000; Glasser and Strauss 1967) aimed
demonstrate, the preschool classes were designed to at identifying and refining categories of teacher talk. To
introduce young children to visual arts world through ensure the reliability of the student and teacher codes, four
positive and meaningful art viewing activities and art independent raters coded a subset of transcripts. Inter-rater
making projects. reliability was r = 0.86 averaged across the subset of
transcripts and raters.
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Early Childhood Educ J (2008) 35:463–472 467
Storytelling
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Early Childhood Educ J (2008) 35:463–472 469
Student: Painted.
Mary: Maybe it was painted. Yeah. Maybe it was
painted.
Student: I know what they used for a paintbrush.
Mary: What did they use?
Student: For paint brushes? They used sticks for paint
brushes.
Mary: You know what? They did use some sticks that
were made of yucca.
Student: Yucca?
Mary: And yucca, I’ll show you a picture of yucca on
our way out. And the yucca branches were used to paint
with. And you know why they were used to paint with?
Student: Why?
Mary: Because, inside each piece of yucca are some
little hairs, some little fibers. And so, whenever
anybody wanted to use a paintbrush, they’d take that Fig. 6 Design box: Student treasure box
yucca and they’d pull it through their teeth. And
they’d scrape all the green stuff off of it and inside
Connections Between Gallery and Studio Classroom
were little bristles, just like you use on your
Experiences
brushes. And I’ll show you a picture of yucca on
our way out.
As noted in the prior discussion, each of the preschool art
(Transcript: Thinking July 1 Gallery 3, lines 1–48)
classes in the DAM program included experiences in the
museum galleries and the studio classroom. The rich
Mary begins the discussion by asking the students to
environments of the museum galleries and studio class-
look at the artwork’s design and question the means by
rooms extended data collection opportunities and included
which the designs were applied. She allows the students
not only audio data but also the children’s own artworks.
to brainstorm until she was able to build onto a student’s
The following vignette is drawn from gallery and studio
response. She then proceeds to describe how yucca was
classroom experiences and is intended to demonstrate how
used in the art making process. As demonstrated in the
the children engaged in art making experiences that were
excerpt, Mary’s technical comments are presented to the
directly related to their experiences in the museum gal-
children in language they can understand. In addition,
leries. This vignette features a preschool student, Zach,
Mary has visual aids ready in order to show the children
from one of Mary’s classes. In the vignette, Zach draws
a picture of yucca because she anticipated that they
upon his personal knowledge and experiences with a car-
would not be familiar with the plant or plant name.
toon series to create a connection with an art object in the
These practices helped to support Mary’s students by
Asian Art gallery.
encouraging their participation and developing under-
standings of the technical components of the visual
artworks.
Storytelling with Scooby Doo
Following the art viewing experiences on this partic-
ular day, Mary’s students created their own treasure
On this particular day, Mary and her students were
boxes. Mary introduced this project, as she did with all
exploring objects in the DAM’s galleries that held a story
projects, by revisiting the discussions held in the muse-
about another place or time. To begin the viewing expe-
um’s galleries. On this day, the discussion centered on
rience, Mary has gathered her group of preschoolers in the
design for three-dimensional artworks such as those
Everyday Traditions gallery around the Storyteller’s Box
viewed in the gallery. Mary’s inclusion of the idea of
Illustrating the Life of Krishna (India, Rajasthan @1900).
designing a box to hold a ‘‘treasure’’ helped to shape the
This is the class’s second time in this gallery but it is the
children’s design plan for their treasure boxes. To
first time the class is focusing on this object. Mary begins
complete the treasure box design project, Mary provided
with a description of this box and how it was used a long
each student with a small, cardboard jewelry box and a
time ago to tell stories to people in different towns in India.
variety of decorative paints and objects to construct their
personal treasure box (see Fig. 6 for an example of All right. These are the three characters in this story. I
student artwork). need for you guys to take one step back, thank you.
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Now, in this story, this is telling all the tales of out to be an angler guy and then Shaggy starts to say
Buddha, and the storyteller comes to the village and ‘Zoinks!’ And the blue lines here are the wind. Whoo!!!’’
the box is all closed up. See those doors? They’re This vignette illustrates how important personal interests
completely closed over in front, sort of like this idea. and experiences can be in imaginative thought. Zach’s
Like this. And then when the storyteller wants to tell artwork was clearly influenced by a chance encounter with
you the story, he has you all sit down and he starts to an object in the gallery that sparked his interest in Scooby-
tell you about the different things that are in there. Doo as well as his storytelling-based experience with the
Now, [I] went to look for stories about this so that I Storyteller’s Box Illustrating the Life of Krishna (India,
could tell you one. And you know what? I couldn’t Rajasthan @1900). Without the encounter with the samurai
find any stories. So apparently, it’s only something suit or the storyteller’s box, it is doubtful that Zach would
that the storyteller himself knows. But what I did find have brought his own personal interests into his artwork to
out is, that one Buddha is always shown in the color the same extent or covering the same topic that he did. This
blue. So, in the three guys, is Buddha one of them? is a clear example of how the power of personal experi-
ences in the visual arts can combine with personal interest
Mary’s question to the preschoolers brings several
resulting in the development of a unique artwork. In
children to respond, ‘‘The blue one’’ and ‘‘The blue guy.’’
addition, the classroom environment and teaching practices
Mary and the students go on to talk about the scenes
used by Mary supported Zach’s exploration of his own
involving Buddha portrayed on the box. To close the les-
personal interests which Schiller (1995) suggests to be an
son, Mary tells the students that they are going to go down
important practice when discussing art with young
to the studio classroom and make their own Storytelling
children.
box. As the class is leaving the Asian art floor of the DAM,
The Scooby-Doo vignette illustrates the relationship
Zach (age 4) shouts, ‘‘Hey, I saw him in Scooby–Doo,’’ as
between the gallery and studio classroom experiences. In
the class walks past the display of Suit of Armor and
each preschool class, Mary drew attention to the idea that
Helmet (by Haruta Katsumitsu and Juryo Misumasa,
the gallery viewing experiences would be related to the
1700’). During the brief elevator ride down to the class-
children’s own art making experiences. In doing so, Mary
room, Zach animatedly retells the plot of an episode of the
underscored the important relationship between art viewing
cartoon Scooby-Doo involving a monster dressed like the
and art making experiences for her students on a daily
samurai suit he’d just seen. Once in the classroom, Zach
basis. Each art making experience in Mary’s classes fol-
began quickly working on his Storytelling box while still
lowed a visit to one or more of the DAM’s galleries where
discussing Scooby-Doo with his tablemates. After 15 min
the students engaged in a visual exploration of the art-
of work Zach announced that he was finished with his box
works. In addition, Mary always grounded her
(see Fig. 7). I, as the researcher, asked Zach if he wanted to
introductions to each new art making experience to the
tell me about his work. He responded, ‘‘It’s about Shaggy
students in a discussion of what the children had viewed
and Scooby and then a monster comes and then the
and experienced in the galleries on that day. Through the
phantom cowboy comes and then Scooby is laying on the
use of the teaching strategies presented above, Mary was
ground and then Scooby sees a little globe and then it turns
able to engage her students in meaningful interactions
during art viewing experiences and, in turn, those art
viewing experiences helped to provide meaning and con-
text to related art making experiences. As presented in the
theoretical framework discussion, Mary’s role in her stu-
dents’ arts experience is evident throughout both art
viewing and art making experiences: As guide, fellow
explorer, materials supplier, and supporter.
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Early Childhood Educ J (2008) 35:463–472 471
childhood classroom. During data collection and analysis, I children’s observational skills. Field trips to visit art
uncovered the procedures and strategies used by experi- museums and galleries are not an everyday possibility for
enced art educators when introducing young children to art early educators. However, the use high-quality reproduc-
viewing experiences. These teaching strategies can be tions can be a regular part of everyday classroom
especially useful when considering the preparation of early experiences and, thus can provide young students a way to
childhood educators. This population of teachers is enter into art viewing experiences. Having reproductions of
expected to teach children in all major subject disciplines, a variety of artworks available to young students in the
including music and art. Given that fact, it is conceivable classroom can create the opportunity for art-based dialog
that early childhood educators may have received minimal that may not be present in a production-focused classroom.
academic instruction related to visual arts education. As Future research exploring the application of the teaching
such, many early childhood educators themselves may not strategies presented here is needed to explore both effec-
have had experiences looking at and talking about art. The tiveness and practicality for the early childhood classroom.
teaching strategies employed by the DAM’s master In the interim, art appreciation and art viewing experiences
teachers can provide an initial groundwork for beginning to continue to be an overlooked component of early arts
engage early educators in the process of including art experiences. It is important for those responsible for the
viewing activities in their classrooms. The early childhood development and education of pre-service and in-service
literature base in this area is small but growing as teachers to emphasize the importance of a holistic, bal-
researchers seek to expand our understandings of the role anced visual arts curriculum (Eglinton 2003) that
of the teacher in early arts experiences (Danko-McGhee acknowledges the important role of the teacher in early arts
and Slutsky 2003; Korn-Bursztyn 2002, Taunton and experiences (Kolbe 2005; Bae 2004; Kindler and Darras
Colbert 2000; Taunton 1983). In addition to the growing 1997). Ensuring the inclusion of art appreciation experi-
early childhood literature base, research exploring teaching ences is important in early childhood education. As
strategies involved in engaging students in art viewing and teachers and children communicate with each other
discussion activities have been explored extensively at the through an art-focused dialog, they negotiate the meanings
middle and high school populations (Barrett 1994, 1997, of the artwork and of art itself. It is precisely this process of
2004; Wilson and Clark 2000; Mittler 1980, 1985). In spite meaning making that will support children’s views of the
of the different focus on age groups, the middle and high- visual arts in the present and on into their futures.
school research literature provides an important framework
for developing strategies for art viewing with young
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