FOSTERING
CREATIVITY IN
YOUNG
CHILDREN
THE CREATIVE
ARTS
CREATING
ART
The child uses a wide variety of materials,
media, tools, techniques, and processes to
explore and create. The child communicates
ideas, experiences and feelings by leaving his
mark with crayons, markers, paints, modeling
and construction of masterpieces. Furthermore,
the child discovers that he and others are artists.
ART IN CONTEXT
The child uses art as he or she begins to make
sense of the environment and community. Art in
context for young children is relevant to their
experiences with people and the culture within
their own community and learning environment.
Children view and explore different styles of art
from many places and cultures. Through art,
children connect to their neighborhood, and
expand their view of the world.
ART AS INQUIRY
The child reflects upon, describes and analyzes the
characteristics and qualities of his work and the work of
others. Children begin to develop a vocabulary to share
opinions about artistic creations and experiences. Artistic
inquiry encourages children to go beyond “I like it” and to
ask questions, to investigate and develop appreciation for
many forms.
COMPONENTS OF A
CURRICULUM FOR THE
CREATIVE DOMAIN
GOALS
ENVIRONMENT
DELIVERY
ACTIVITIES
ASSESSMENT
GOALS
Goals are long-term changes in
behavior that a learning activity or
experience is meant to foster in
children. These are the knowledge
and skills that are meant to become a
part of the children’s enduring
understandings that will enable them
cope with challenges of life.
ENVIRONMEN
T
The environment includes everything
that surrounds children inside and
outside of the school.
DELIVERY
It refers to how the materials are
presented and how they are chosen
and prepared. It includes the teacher’s
presentation skills, what she does and
say, and how she responds to the
needs and actions of the children.
Activities include the concepts, tools,
media, and techniques which serves as the
content that will lead to lead to the
ACTIVITIE achievement of the desired outcomes as
defined by the goals.
S
They are what teachers use to achieve their
goals. Activities should carefully plan in
such a way that they promote children’s
maximum learning growth.
Assessment is evaluating the
progress the children and the
teacher have made towards the
ASSESSMEN goals they have set. Authentic
T assessment consists of looking at
children’s progress in many ways
and using a variety of assessment
tools.
Guiding Principles
A curriculum for the creative domain should:
• Help the child grow holistically;
• Educate the whole child through activities that involve all the multiple intelligences;
• Be taught by someone who can think creatively;
• Integrate the creative arts, music and movement, and dramatic play into the curriculum;
• Utilize creative arts, music and movement, and dramatic play to express what children know;
• Provide sensory-perceptual and kinesthetic experiences;
• Encourage self-reflection and responding to the creative work of others;
• Introduce the children to rich visual and musical experiences from a wide range of artistic and
musical heritages; and
• Provide an environment in which the creative process can flourish.
