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Open-Ended Art: Challenges and Solutions

by Tracy Galuski and MaryEllen Bardsley
November/December 2015
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Article Link: http://exchangepress.com/article/open-ended-art-challenges-and-solutions/5022696/

Despite the promotion of open-ended art in the field of early childhood, teacher-directed crafts are still pervasive in children’s classrooms. Examples of structured crafts, made from the same materials based on the model provided, can be found lining the hallways of child care centers. This article, based on field research, observations, and work with pre-service teachers, explores the value of open-ended art and responds to challenges faced by practitioners.

Open-ended art is defined as a project where children are free to use a variety of materials without a planned outcome. Depending on the ages of the children in the group, the teacher might provide a variety of materials in an art center and allow the children to explore them freely. New media would be introduced as ­children are taught different approaches. In contrast, closed-ended art, also described as structured projects or crafts, offers a very different experience. In this case, the teacher might provide a model, or limited supplies along with some direct instruction. The children use the materials in tightly controlled situations.

Developmentally appropriate practice, defined by what research supports about development and learning, provides guidelines for best practices related to creative and aesthetic development (Coppel & Bredekamp, 2009). Rather than showing ...

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