Artistic Development in Early Childhood

### QUESTION 1 **Statement** | **T/F** --- | --- a) The Grade R daily program should allow for flexibility and spontaneity. | T b) Inventiveness is about encouraging young children to express themselves and take risks in creating art. | T c) The first phase of scribbling is known as controlled scribbles. | F d) The experience of making decisions and choices when creating a piece of art carries over into other aspects of life. | T e) It is during the scribble stage that children begin to experience a feeling of artistic satisfaction. | F ### QUESTION 2 2.1 **Collage** is a composition that consists of various materials like newspaper cuttings, cardboard, photos, etc. 2.2 Colours ranging from yellow to red violet are known as the **warm** colours. 2.3 Many of the motions involved in making art, such as holding a paintbrush or scribbling with a crayon, are essential to the growth of **fine motor** skills. 2.4 Creative activities help children to develop attention skills and **concentration**. 2.5 **Drawing** does not only involve a pen and paper but also allows children to explore new media and materials. ### QUESTION 3 3.1 **Importance of Teaching Art to Young Children**: 1. **Develops Fine Motor Skills**: Engaging in art activities helps children in practicing their fine motor skills, which are essential for tasks such as writing and buttoning up their shirts. 2. **Boosts Creativity and Imagination**: Art allows children to express themselves without the constraints of structured outcomes, encouraging creativity and problem-solving skills. 3. **Enhances Emotional Expression**: Art provides a safe medium for children to express their emotions and experiences, helping them to process and manage their feelings. 4. **Encourages Critical Thinking**: Making decisions about what materials to use and how to express ideas fosters critical thinking and decision-making skills. 3.2 **Ways to Encourage Mark Making**: 1. **Provide Diverse Materials**: Introduce various mark-making tools such as crayons, markers, and chalk, and surfaces like paper, cardboard, and whiteboards to stimulate interest. 2. **Create an Inviting Environment**: Set up a dedicated art area with accessible materials that invite children to explore and create at their own pace. 3. **Offer Guidance and Encouragement**: Give positive feedback and gentle guidance to encourage efforts, ensuring children feel confident and excited to express themselves. 3.3 **Two-Dimensional vs. Three-Dimensional Shapes**: - **Two-Dimensional Shape**:  - **Three-Dimensional Shape**:  3.4 **Activities to Develop Hand Control and Eye-Hand Coordination**: - **Hand Control Activity**: Provide children with play dough and ask them to roll it into snakes or balls. This action involves squeezing, pinching, and rolling, which strengthens hand muscles and improves control. - **Eye-Hand Coordination Activity**: Set up a simple target game where children throw beanbags or small balls into labeled bins or hoops of varying distances. This helps children to coordinate their hand movements with what they see. 3.5 **Stage of Artistic Development**: - Since I cannot access the picture directly, I’ll refer to typical artistic development stages. If the picture from the link shows simple, uncontrolled marks and random word-like formations, it indicates the **scribbling stage**. 3.6 **Characteristics of Scribbling Stage**: - **Uncontrolled Scribbles**: At this stage, children typically make random marks on paper without much control or intention. The focus is on the joy of making marks rather than creating a recognizable product. - **Choosing Colors**: Children often choose colors spontaneously and without much thought to representation or realism. The choice is more about the experience of using different colors rather than trying to depict something specific. Feel free to ask follow-up questions or request further elaboration on any point!