Home » Catalog » Learning Moments CD - Art as Literacy

Learning Moments CD - Art as Literacy

ITEM #: 5500343

These CDs can be used on PC or Mac platform.

Permission is granted for use of the CD by one individual program director, trainer, or college educator presenting the material in an in-person setting.

For use online or by multiple individuals in one organization (including large early childhood organizations, colleges, and other training institutions), please email requests to [email protected].

This Learning Moments CD (for use on a computer) presents real-life video files that are the perfect compliment to workshops, lectures, and online courses on art as literacy. You will observe how children use drawing, painting, singing, and movement to express their understanding of the world and to decipher the drawings and movements of others. You will also see the process children use to make their symbols more "readable" by others.

"Children dance and change their movements as the music changes."

When children draw, paint, pretend, sing, sculpt, mime, and dance they are in effect creating symbols that express their understanding of the physical and social world. Therefore we can treat their work as an early form of literacy. Through a study of their art expressions we learn how child communicate their understanding of the world to others and to oneself.

This CD contains eleven high-resolution video clips (average run time: 4 minutes) with supporting text that answers such questions as: what to say or not say when a child is drawing, how to judge the skill level of a child dancing, what is interesting about a child’s scribble, how to co-play with children as they create pretend narratives, what number concepts are hidden in a birthday song, and why give young children water for their brushes instead of paint. Study these clips, add them to your own presentations or online courses so that others can "See what children know™" Share them with parents so they can appreciate the literacy development that occurs during art activities.

Table of Contents:

  • Introduction
  • Children Drawing
    Runtime 1:55
    Why does the artist first make an outline of the hair in order to fill it in, but then deliberately make strokes outside the outline?
  • Planning for Pets
    Runtime 6:19
    How might you encourage children to reflect upon their choice of symbols? What symbols might the children invent or refine if you encouraged them to relate their knowledge about the specific needs and attributes of a particular pet to the design of their pet house?
  • Face Painting
    Runtime 7:42
    List the five attributes of the eyeteeth that Diego represents in gestures and words and describe how he does so. How would you support the idea that he can say more with his fingers than with his words?
  • From Snowman to Snow Lady
    Runtime 2:29
    What if the teacher had asked, "How can I know by looking that your figure is a snow lady?" What additional symbols might the children add to their clay figures if you encouraged them to move to a narrative mode by acting out a story?
  • Decorating a Clay Butterfly
    Runtime 4:53
    What might George anticipate regarding Emily's response to the painted versus the unpainted clay figure? Speculate about why he thinks color makes the butterfly look nicer.
  • Twos Paint with Water " Mark versus Medium
    Runtime 8:58
    Note what actions you observe each child carrying out with the materials and speculate about what he/she is exploring. How do you think the children read the teacher's actions when she makes marks on her own paper?
  • Zenia Painting
    Runtime 3:30
    What would you do to extend Zenia's emerging understanding about how the resulting shape of a mark is produced by particular actions?
  • Vampires
    Runtime 2:59
    What if the teacher used sharp teeth to represent something that was not scary, such as a pet? Might the children be encouraged to reflect on and refine the effectiveness of their vampire representation?
  • Big Baby " Adult's Role in Pretend Play
    Runtime 2:32
    In what other ways does the girl elaborate her symbols for "mom" and "baby"? What might her play indicate about her assumptions surrounding the real-world relationship between a mom and a baby?
  • Birthday Song
    Runtime 3:29
    Think about ways to help young children better understand how the same set of symbols can be used to signify different classes of information.
  • She Changes Her Movements to Fit the Music
    Runtime 1:35
    What other strategies does the child use to frame her movement as representative of dance and not merely physical action? Describe the movements she invents in response to the music.
  • Appendix

The Learning Moments Series is produced by Videatives, Inc.