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Writing in Beginnings Workshops Book #5 - Curriculum: Art, Music, Movement, Drama, Bernard Spodek talks about approaching art as a discipline in early childhood programs by addressing four components: (1) art production; (2) art history; (3) art criticism; and (4) aesthetics. In elaborating on "aesthetics" in the classroom, Spodek observes...
"There are many ways in which we can make children more sensitive to the beauty that surrounds them and help them understand the aesthetic elements in their culture. This requires that we surround the children with things that are beautiful and make the school setting more aesthetically pleasing.
"An example of this can be found in traditional Japanese homes and inns which contain a tokonoma. This is an alcove that is devoted to the display of something beautiful — a scroll, a flower arrangement, or a ceramic piece, for example. The display adds beauty to the surroundings. You often see such a beauty area in Japanese kindergartens as well.
"You could establish your own tokonoma, or beauty display area, in your room, just as you might have a science or nature display area. An art reproduction or a vase of flowers could be tastefully displayed in this area. You could change the display regularly. Each time a new display is put up, it would help to discuss the display with the children: Why do we consider it beautiful? What do the children like about it?
You could also display the children's artwork in special ways. A few pictures — possibly simply framed — could be displayed carefully on a special section of a wall, or the children's clay work could be displayed in your own tokonoma. A piece of cloth draped over a box or large block makes an attractive pedestal for children's clay work."
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