THE Art class in early childhood education it is of paramount importance, given that it stimulates the expressiveness, imagination and creativity of the little ones.
Within this reality, it is up to the educator to encourage and appreciate the children's upbringing. This stimulus is necessary in the learning process, with regard to the development of perception and imagination — indispensable resources for understanding other areas of knowledge human.
Thus, it is very common that in the school environment activities are developed with scraps, magazines for clipping, collage, paint, colors and tears, of so that children can articulate perception, imagination, emotion, sensitivity and reflection when making and flowing artistic productions.
Therefore, we separate 6dynamics for art class for early childhood education to assist in this process. Check out:
Index
- First date
- Qualities and Objectives
- dolls
- Self Portrait
- Ingredients for problems
- each one is a clown
First date
Material: balloon, paper and pen
On a piece of paper, each must write down their expectations for that matter. Folded, the paper should be placed inside a balloon and inflated. Afterwards, the balloons must be spread around the room. Afterwards, each person should take a balloon and read to the group the expectations of the other, to generate a dynamic debate.
Qualities and Objectives
Material: cardstock, marker, markers, markers, colored pencils, graphite pencils, erasers, crayons, scissors, glue, magazines.
Initially, proportional groups must be formed depending on the number of participants. The teacher should distribute a cardboard containing the silhouette of a head, very large, in the center and part of the body.
Each team must cut from magazines, words and/or images that represent the qualities of the people in the group; stick them inside the silhouette. Outside of it, what they want to achieve as students/children should be written.
After the practical work, a presentation should be made in a circle, showing the strengths and objectives of each group, in order to promote a playful and dynamic debate.
dolls
Material: Plastic bags, scraps, packaging, paper (newspaper, magazine, colored scraps, etc), masking tape, colored tape, lace, scraps, bedbugs, stapler...
The material is made available to the students so that they can choose the material that most inspires them to build a doll. Children must choose their name, address, where they study, age, how their family is, what they like to do with their dolls.
After everyone has made their dolls, a circle must be made so that all the “dolls present themselves”. At the end of the game, you can request a text production about the doll.
Self Portrait
Material: Pencil, cardboard, magazine
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With the help of a colleague, each one should draw the outline of their own heads, and paste, from magazines, words/images that somehow resemble their personality. Hobbies, profession, family, dreams, ideals, etc. can be discussed.
When everyone has finished, the self-portraits can be posted on the wall, like a kind of art gallery. Each author must present about their work.
Ingredients for problems
Material: Bladder, strips of paper.
Once a circle is formed, an empty bladder with a strip of paper written on an ingredient should be distributed to each participant. The professor should emphasize that the bladders are the problems faced in the daily routine of the discipline, while the ingredients would be the solutions.
The development of discipline takes place with each one filling their bladder and playing with it, throwing them upwards, with the most diverse parts of the body, without letting it fall to the ground.
Gradually, the teacher should ask some of the participants to come out and leave their balloons in the air, so that the other participants do not let their balloons fall to the ground.
When the teacher realizes that whoever stayed in the center is not able to handle the "problems" (balloons), he asks the other participants to return to the circle and asks:
Who was in the center, what did you feel when you realized you were getting overwhelmed?
Who left, what was it like leaving the game?
After these statements, the facilitator will show the ingredients for all the problems, popping the balloons and reading what is written on their papers. The words will refer to unity and friendship, thus emphasizing that it is easier to work when we are together.
Suggested words or ingredients: friendship, solidarity, trust, cooperation, responsibility, support, learning, humility, tolerance, patience, dialogue, respect for differences (both between colleagues and students), ask for help, meet the learning subject, joy, pleasure, tranquility, exchange, motivation, innovation, involvement of all, empathy etc.
each one is a clown
Materials: Scraps, cups, toothpicks, buttons of various types and colors, garbage bag (cut, can turn clothing), glue, scissors, paint, colored paper, tape, stapler, makeup, cardboard, cardboard, crepe paper, tnt.
Initially, the teacher must report on a brief history of the circus, emphasizing in particular the clown. It is important to say that this character represents the joy, the child, the simplicity of the facts. He is usually laughing and clumsy, in order to make people laugh. But that does not mean that every clown should be like that, there are many clowns with different personalities. It can be sad, happy, romantic, naughty, careful, nervous, angry.
With this in mind, students should choose props that best suit the clown that each one imagined. How is your outfit? is it wide? is it fair? have many colors? does he wear a hat? what color? in what way? how is your face your mouth? your nose? It is free to use and abuse your creativity!
When all students are ready, clowns should make their presentations using music, living room objects, in order to demonstrate your personality, so that others can guess it.
At the end of everyone's presentation, a debate can be proposed about the audience's impressions and which idea the child had to create and represent his clown, the colors that resemble his personality, his way of act etc.
See too:
11 Group dynamics for children
7 Dynamics for Parents' Meeting
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