Project One: Stages of Scribbling, Creative Arts Project #1 homework help

Important
Note: Students may want to read and review Chapter 3 prior to starting
this project. This chapter does have helpful information that might be
beneficial when you start working on collecting the artwork for the
Stages of Scribbling.

Students
will sit down and encourage at least two or three children or a group
of children ages: infants to 6 years to draw. Collect at least five
open-ended drawing projects (no color book pictures please). The
collection of drawings should be a wide age-range between the observed
children’s ages. In other words, you should not have two 4-year olds or
three 2-year olds because these drawings would not be good examples of
the children’s ages and stages of different developmental levels.

Record
anything the child says about his or her picture. Do not ask the child
“What is this?” or “Tell me about your picture.” Focus on something in
the drawing that stands out, for example, “I see that you used a lot of
purple in your picture” or “You have three lines going up and down in
your picture”. If you start your comments appropriately, it will give
the child the opportunity to engage in a conversation about his/her
artwork. If the child is non-verbal, observe and record the child’s
reactions through body language and facial expressions. For verbal
children, document the his/her reactions (body language/facial
expressions) and responses; use as many words as possible to provide a
clear picture of what occurred during this project. 

Before submission please follow the directions below:

• Label the Stage of Scribbling for each drawing to include each child’s age (refer to the textbook for more information).
• Scan
  or take a picture of each labeled drawing. Be sure the images of the
  drawings are close enough in view so that I can see each drawing
  clearly, otherwise students will lose several points for blurred images
  or images taken that are too small in size.
• For each drawing,
  document the child’s reactions and responses about the picture. Remember
  if the child is non-verbal record the child’s reactions through body
  language/facial expressions.

• Afterwards,
  explain how you would use each child’s documentation in a
  parent/teacher conference. How would you use each child’s documentation
  to teach his/her parents about creativity? How would you use them to
  teach the child’s parents about how “scribbling” leads to writing
  skills? Students should not document the same information for each
  individual child.
• For the written documentation, you should have at least one full paragraph per child to include the above information.
• Please check spelling and use of grammar to avoid losing points.

Note:
Remember you would not share the same information in a parent/teacher
conference, teaching parents about creativity, and how scribbling leads
to writing skills for the parents of a two-year old versus the parents
of a four-year old. Also, remember each child is an individual with
unique qualities, characteristics, temperament, and learning style, as a
result, your parent/teacher conference should reflect all of these
qualities.

Submit to the appropriate link.

The following articles may be helpful resources:

http://www.darienlibrary.org/node/1039
http://main.zerotothree.org/site/PageServer?pagename=ter_key_language_writingart&AddInterest=1145