| To Encourage This Play Stage: | Provide the Following Materials: | This Is What Play in This Stage Will Look Like: |
| Sensory |
Sand painting, glue, feathers, sandpaper, felt, colored rice, marshmallow cream, glitter, bubble wrap, foam paint, jello, pudding, fudgesicle painting Famous artwork displayed at child's eye level |
The child will feel the materials. The child may pour glue or paint on his hands, bury his hands in rice, finger paint, run his fingers across the different textured materials, and bring soft materials to his face. The child will engage in disordered, random scribbling. The scribbling marks may even go off the page. |
| Motor | Finger paints, scissors, hole punchers, metal insets, stencils, large and small paintbrushes, paints, sponges, paint rollers, dabbers, beeswax crayons, modeling beeswax, collage, materials, paper for ripping | The child explores the art materials in a physical way. The child does not create or attempt to create any kind of symbol, the child enjoys the motor movements involved in the art experiences. The child will poke her fingers in play dough, rub the modeling beeswax to feel the warmth, experiment with scissors and hole punchers, and will tear paper. The child will engage in controlled scribbling. |
| Level I Representation (Cognitive/Manipulative) | Colored pencils, clay, paint, white drawing paper, easel painting, play dough, crayons, markers, art books | The child will begin to create and name forms. The forms will begin to become recognizable (from an adult perspective). The child becomes interested in the symbols she can create. The child begins the preschematic art stage. |
| Level II Representation (Creative/Expressive) |
Fine black markers; acetate; oil pastels; clay tools; acrylic paints; salt ceramic; jewelry beads; paper of various shapes, sizes, textures and colors; mirror; eye dropper; flowers Famous pieces of artwork Music of various genres |
A theme begins to emerge in the artwork. The pictures begin to have a baseline, and a theme is present in the creation. The child has her own idea for using art tools and experiments with shape, size, color, and effect. She can create stories from looking at artwork that is full of imagery and fantasy. The child will be able to creatively describe a piece of artwork. The child will create art in response to music. |
| Level III Representation (Language-Mediated) | Art games | The child becomes very interested in the product she creates. She accepts and is interested in adult art tools. She prefers to use art tools in field-specific ways. Her interpretation of her artwork becomes more realistic and tailored to the objects represented. Her pictures have a definite theme or schema. She engages in schematic art presentation. The child will be able to tell a story about a piece of artwork, discuss the possible motivation or intention of the artwork, and identify thoughts, emotions, and feelings the artwork evokes. |
Excerpted From:
Excerpt from Early Childhood Curriculum: Incorporating Multiple Intelligences, Developmentally Appropriate Practice, and Play, by R.A. Hirsh, 2004 edition, p. 200-201.
© ______ 2004, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
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