IMPORTANCE OF VISUAL AND MEDIA ARTS IN EARLY CHILDHOOD AND SCHOOL CURRICULUM
Discussion of the art experiences in relation to Bloom’s taxonomy of higher order thinking
HOTS or highest order thinking skills are an organised learning order in Bloom’s taxonomy. It is the organised order to thinking skills and actions that are to be performed in a strategic manner while it could both be applied by the teachers and the learners (Shedd & Coyner, 2015). In ensuring what the children are learning and having them engaged in an environment where quality and intentional teachings are involved would help them have the possible positive outcomes. Without considering the outcomes, the Bloom’s taxonomy cannot be applied. The six levels of this thinking order are knowledge, comprehension, application, analysis and synthesis, evaluation (Baroutsis, Kervin, Woods & Comber, 2019). These six layers are finally designed in an order to showcase which one is to be performed when based on their priority and their requirement in the overall learning environment. Implementing art into the learning environment would elevate the standards of learning and teaching and would create an integrated learning experiences for the children, helping them to associate their learning achievements with other additional aspects of their lives, both inside and outside of the class, helping them to effectively apply those learnings (Loyola, Grimberg & Colomer, 2020). Involvement of arts, according to ACARA is effective in a learning environment and is essential for the overall development of the children. It is the childhoods and that early stage of development when involvement of and development of cognitive and communications skills occur, while pedagogy and institutional learnings are important, having extra curriculums are equally relevant. Involvement of visual and media arts could possibly eb an effective way to for a learnings environment that is highly integrated, hybrids and effective in nature (Henderson & Lasley, 2014).
However, in relation to art and its involvement in the classrooms or any learning environments for the children is essentially relevant. It is important to note that the Bloom’s taxonomy with HOTS were later revised and developed into LOTS or low-ordering-thinking-skills where the six levels of ordering were conducted as creating, evaluating, analysing, applying, understanding and remembering (Deans & Wright, 2018). In terms of the art experiences for a child or for anybody that is in a phase of learning or is trying to convey their learning experience or skills through arts, the Bloom’s taxonomy comes into the context in several ways. For instance, the first step to convey art or translate their thought process in the forms of art would be to create the art and that encompasses the aspect of producing something original, constructing something unique or conjecturing something solely personal (Baroutsis, Kervin, Woods & Comber, 2019). The second level of Bloom’s taxonomy suggests that evaluating is to be conducted, meaning that justifying or defending that art creation, supporting, identifying the values of the art or even critiquing it would be effective aspects of the evaluation. Analysing would be the third level where examining and relating them with other aspects of life and with comparing and contrasting questions are to be formed and experimentations are to be conducted (Soundy, 2015). The level, apply, suggests that the art experiences will then be applied meaning, execution interpretation, demonstration or even operations are to be conducted. In the level of understand, explaining those concepts and understandings of the art experience is to be conducted. Identifying, locating and recognising the actual idea behind the concept will be considered where classifications, descriptions, discussion (Shedd & Coyner, 2015). Explaining several comprehensive aspects and actions are to be performed to ensure that everything is clear and vivid in terms of personal and the comprehension for the others. Finally, remember where recalling the concepts or the art experiences and then duly memorizing and repeating that state would be beneficial for the whole learning experiences for the art encounter or the learner and as well as the teacher.
Critical analysis of the concept of children being the creator than the consumer of art
As very famously said by Montessori, that the greatness of the humans and their imagination and their knowledge lies in the aspect of them being able to create (excerpts). This does inspire the aspect of allowing and encouraging the children in any learning environments that to be the creator other than just being a consumer. It is important that in any learning environments, the children are encouraged to create their unique creation beside just learning in the form of consumptions (Loyola, Grimberg & Colomer, 2020). It is a relevant aspect of how the children are able to have a positive connection with what they are learning and how they are able to analyse, evaluate and finally apply that into their own creation. It is a significant aspect of how these children have actually internalised those learned concepts into them so that they can potentially come up with their own creation. In the overall development of children’s cognitive and learning skills, the success of their learning lies in the aspect of them being able to create or form their personally opinion or have their personal or individual developments based on whatever they are leaning in that learning environments (Henderson & Lasley, 2014). It is important that the teachers are encouraging the children to engage into the learning process not only as a receiver or being just at the receiving end but as a con tutor who would contribute to the overall teaching aspects and would create possible something new. In a way, that allows the overall equation and the overall classroom or learning dynamic to change and create an effectively functional learning atmosphere that could possibly help the student both learner and become the possible person who would be able to help someone else learn as well. The importance of looking forwards to create lies in the fact that it gives a taste of the future and what could it be like, above one’s expectation or below it (Hackett & Rautio, 2019).
It is very frequently visible that the children often grow up and working a job that never existed or the generation could never imagine that existing and that is where the concept of creation is completely relevant (Fróes, 2019). The aspect of looking into the future and creating something unique, based on one’s personal preferences and individual requirements could potentially benefit a community or a large number of people in the future (Deans & Wright, 2018). The aspect of creation also allows the children to innovate. Because once they learn how to stay independent and create using the pre-learned activities, skills, knowledge and competencies, they could possibly take that one step ahead and implement the aspect pf innovation accordingly to ensure that everything is getting updated in accordance to the changes and transitions, occurring in the surroundings and the societies (Baroutsis, Kervin, Woods & Comber, 2019). It is very much evident that with the aspect of certain, the children get to have a look or envisage how the future could potentially be for them. It also develops an integrated learning environment where they are able to have a concrete understanding of how everything could possibly be conducted and how they are to apply their learning achievements to effectively come up with something creative, unique and exclusively personally with the proper aspect of application and accurate execution (Soundy, 2015).
Exploration of ‘belonging’ in relation to the art’s role in children’s cultural lives and families
Knowing where and with whom one belongs is where the concept of belonging lies. It is the very aspect when one relates to collective experiences or a collective feelings, emotions or cultural understandings and even learning aspects (Sofkova Hashemi, 2017). In terms of the cultural lives and the families of the children, the art plays a severe role and that is as impactful as it could be. In terms of te learning art creates an integrated experience, something that helps them to effectively create an environment that would benefit them to have a better application skill and effectively execute those learning achievement s to have some beneficial outcomes both for themselves and as well as for somebody else (Shedd & Coyner, 2015). However, the art plays other crucial role in a term of cultural understandings or even family orientation. Art ins a way translates a cultural concept or meaning sot practices and that, in a way forms a family-oriented values. Art could have its own family-centric values and that does impact the child’s families and their cultural lives, since art allows them to spread and expand their learning limitations and that allows them to have information and learn new things almost at all costs. It is an effective process that allows them to have a positive outcome and also helps the potentially connect to aspect of learning (Loyola, Grimberg & Colomer, 2020). The concept of connection comes from within and that gets orchestrated with the involvement of at. Art allows the children to stay connected to the learning environment and effectively stay related to their overall aspect of what are they learning and what are they yet to. With that they get to use art as a form of staying connected to what they like and that they emotionally feel. It is not unknown that on societal standards, maths and science are considered to be superior, however, it is art that makes someone feel to be a part of something and that is where the concept of belonging come into the context (Henderson & Lasley, 2014).
Belonging is very aspect when the involved learners, here in this case then children who are in that learning environments feel a relevant aspect or part of something bigger than them (Hackett & Rautio, 2019). How art makes that happen is that art allows those children to feel influenced and affected and with the involvements of art in the extra curriculum, the children receive the creative freedom and something that allows them to expand their imaginary wings and follow their creative guidance and create. It is where the element of art dominates and overpowers anything else that is involved (Fróes, 2019). The aspect of influence and inspirations and constant motivation allows the children to get affected and also feel that they are a part of something as big as the class room, at least making them feel the community values and help them stay involved in that integrated learning environment. It allows them to have a steady connection with their learning experiences, while having their cultural understandings get influenced and how they cope with their family and stay in a harmonious manner like they do at their learning environments (Deans & Wright, 2018). The overall aspect of art bearing any sorts of cultural and social meanings, understandings or even traditions shape and mould the children and their learning experiences and that it outlines their aspect of identities. Their expression of art creates a sense of belonging and with that commencement, that belongings transitions into their families, cultural group and the community making them have an integrated learning experience (Baroutsis, Kervin, Woods & Comber, 2019).
Baroutsis, A., Kervin, L., Woods, A., & Comber, B. (2019). Understanding children’s perspectives of classroom writing practices through drawings. Contemporary Issues in Early Childhood, 20(2), 177-193. Retrieved from: https://journals.sagepub.com/doi/full/10.1177/1463949117741743
Deans, J., & Wright, S. (2018). Dance-play and drawing-telling as semiotic tools for young children’s learning. Routledge. Retrieved from: https://books.google.co.in/books?hl=en&lr=&id=0T1MDwAAQBAJ&oi=fnd&pg=PT11&dq=Soundy,+C.+S.+(2015).+Making+sense+of+children%27s+drawings+and+semiotic+explorations.+&ots=2nicy_RTl2&sig=jRYYJ_RvhKXTcvA-KnTFmyAA0Ek#v=onepage&q&f=false
Fróes, I. (2019). Making Sense of Play: Transforming Actions into Words. In Young Children’s Play Practices with Digital Tablets. Emerald Publishing Limited. Retrieved from: https://www.emerald.com/insight/content/doi/10.1108/978-1-78756-705-420191007/full/html?utm_source=TrendMD&utm_medium=cpc&utm_campaign=Young_Children%25E2%2580%2599s_Play_Practices_with_Digital_Tablets_TrendMD_1
Hackett, A., & Rautio, P. (2019). Answering the world: Young children’s running and rolling as more-than-human multimodal meaning making. International Journal of Qualitative Studies in Education, 32(8), 1019-1031. Retrieved from: https://www.tandfonline.com/doi/full/10.1080/09518398.2019.1635282
Henderson, M. C., & Lasley, E. (2014). Creating inclusive classrooms through the arts. Dimensions of Early Childhood, 42(3), 11-17. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.988.4032&rep=rep1&type=pdf
Loyola, C. C., Grimberg, C. A., & Colomer, Ú. B. (2020). Early childhood teachers making multiliterate learning environments: The emergence of a spatial design thinking process. Thinking Skills and Creativity, 36, 100655. Retrieved from: https://www.sciencedirect.com/science/article/abs/pii/S1871187119303347
Shedd, M. K., & Coyner, R. L. (2015). Every Color on the Canvas: Using Art to Explore Preschoolers’ Understanding of Differences. YC Young Children, 70(3), 84. Retrieved from: https://search.proquest.com/openview/6be21f872ed9ea54dabc1b466ca76c80/1?pq-origsite=gscholar&cbl=27755
Sofkova Hashemi, S. (2017). Socio-semiotic patterns in digital meaning-making: semiotic choice as indicator of communicative experience. Language and Education, 31(5), 432-448. Retrieved from: https://books.google.co.in/books?hl=en&lr=&id=0T1MDwAAQBAJ&oi=fnd&pg=PT11&dq=Soundy,+C.+S.+(2015).+Making+sense+of+children%27s+drawings+and+semiotic+explorations.+&ots=2nicy_RTl2&sig=jRYYJ_RvhKXTcvA-KnTFmyAA0Ek#v=onepage&q&f=false
Soundy, C. S. (2015). Making Sense of Children’s Drawings and Semiotic Explorations. Dimensions of Early Childhood, 43(3), 39-46. Retrieved from: https://eric.ed.gov/?id=EJ1150453
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