START WITH THE ARTS

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START WITH THE ARTS is an instructional resource that enables teachers and parents to create meaningful learning experiences for young children utilizing all of the arts--visual arts, creative movement, creative drama, and music. Designed to be implemented in inclusive settings, Start with the Arts assists young children, with and without disabilities, in exploring through the arts thematic topics commonly taught in early childhood programs.

START WITH THE ARTS AT HOME explores themes commonly taught in early childhood classrooms in the home setting.

START WITH THE ARTS Program Overview

With bright faces and unlimited enthusiasm for learning, nearly all five year olds and two thirds of all four year olds in the U.S. leave home for a long term relationship with formal schooling and learning. Research verifies that good early education has lifelong benefits for children, particularly for low-income children. For young children with physical and mental disabilities, early intervention offers the potential for reducing the amount of special services required later. Early intervention also promotes inclusion, by providing the child with a "jump start" to learning.

Current thinking and research supports a developmental approach to curriculum and instruction where educational programs are matched to the child's total and individual needs. The goal of these approaches is to provide children, both with and without disabilities, with meaningful learning experiences in integrated settings, while simultaneously engaging the family. START WITH THE ARTS resource reflects these goals for early learning.

START WITH THE ARTS:

Builds and strengthens specific skills in literacy and the arts by developing children's creativity
Uses arts and literary activities to engage children in expressing concepts, thoughts and feelings
Helps children to develop their understanding of their personal relationship to the world around them
Includes resources for parents to continue their children's learning at home

Preview excerpts from the START WITH THE ARTS Teacher's Guide online:

START WITH THE ARTS - Introduction
START WITH THE ARTS - Using a Thematic Approach
Visual Arts sample activity: Getting to Know Me
Creative Movement sample activity: Watch Me Move
Music sample activity: Moods and Feelings
Creative Drama sample activity: Puppet Interview

You can now download an accessible version of the START WITH THE ARTS in its entirety or in chapters for free!

Full START WITH THE ARTS Program.pdf
Chapter 1.pdf Introduction: A Guide for Inclusive Practice In Your Classroom
Chapter 2.pdf All About Me (18 Lessons)
Chapter 3.pdf How I Go From Here to There (12 Lessons)
Chapter 4.pdf Feeling Hot, Cold and Wet (12 Lessons)
Chapter 5.pdf The World Around Me (12 Lessons)
Chapter 6.pdf Kindergarten Through 4th Grade National Standards for Arts Education (1994)
Chapter 7.pdf Resources List
Chapter 8.pdf Bibliography

An Educational Approach

This instructional resource enables educators and parents to create meaningful learning experiences for young children utilizing all of the arts—visual arts, creative movement, creative drama, and music. Designed to be implemented in mainstreamed settings, START WITH THE ARTS assists young children, including those with disabilities, in exploring thematic topics commonly taught in early childhood programs through the arts. START WITH THE ARTS capitalizes on the inherently motivating nature of arts activities to engage young children in exploring, creating meaning, and expressing their ideas about topics under study.

Using START WITH THE ARTS instructional materials, teachers can achieve the following objectives:

encourage the use of the arts and creative play as important learning strategies for young children;
promote the utilization of developmentally appropriate arts experiences for all children, including those with special learning needs;
provide learning experiences that promote literacy in young children—particularly the development of oral language skills, vocabulary and concept development, and beginning reading and writing skills;
promote the inclusion of children with special needs into mainstreamed learning situations by providing early childhood educators with strategies and activities that utilize the arts.

To accomplish these objectives, START WITH THE ARTS builds upon the existing classroom curriculum offering arts activities that focus on common thematic units found in early childhood programs. There are five thematic areas in START WITH THE ARTS. The topics addressed in these units focus on self-awareness, transportation, weather, ecology, and nutrition. Each unit contains developmentally sound art experiences that are structured to incorporate the thematic content.

When used in this way, the arts provide children with opportunities to think about and react to the theme concepts and topics, to use related vocabulary, and communicate thoughts and feelings about the theme concepts, while exploring and developing skills in the art areas. In this way, START WITH THE ARTS enhances the curriculum by providing the teacher with a rich selection of learning experiences from which to draw to meaningfully involve young children in the process of learning and creating.

Literacy

It has been said that language is the key to learning. The arts are an excellent vehicle for engaging young children in learning, sharing learning experiences, and thinking about what has been learned. Through carefully constructed learning experiences in the classroom and at-home, START WITH THE ARTS engages young children in developing important expressive and receptive verbal and nonverbal communication skills through the arts.

START WITH THE ARTS also promotes literacy through children's literature. A Literature Enhancement section is found in each activity of this program. Over 600 titles of quality children's literature related to the topics under study are listed, to immerse young children in a "print-rich" environment both in the classroom and in the parent involvement component of this program.

Developmental Appropriateness

The concept of developmental appropriateness should be paramount when developing curricula for young children. A developmentally sound and appropriate curriculum takes into account dimensions of age appropriateness and individual appropriateness. Human development research indicates that there are universal, predictable milestones of growth and change that occur in children. Accordingly, it is important that curriculum present learning opportunities that are geared to the level at which the child is functioning.

START WITH THE ARTS is intended to meet criteria of developmental appropriateness in the following ways:

The learning experiences are designed to address the physical, emotional, social, and intellectual needs of young children.
The content is tailored to the interests of four to six year olds. The art experiences on which it is based are carefully designed to be age appropriate.
Finally, the program recognizes and seeks to accommodate individual learning differences by incorporating adaptive teaching strategies as an integral part of the program.

Parent Involvement

Because parents exert a major influence on their children, parents are treated as partners when using the START WITH THE ARTS resource. Classroom goals are shared with parents and their input invited. Parents are invited to extend their child's learning in the home through discussion and home-based activities that utilize the arts. Their experiences provide valuable insights to teachers that are essential to responding to each child's individual needs. Parents are also provided with relevant and age appropriate children's literature suggestions to read aloud and discuss with their child to further develop their child's literacy skills.

Home-school relationships are important for any school program, but particularly so in programs for young children. Forming partnerships with parents and primary caretakers means supporting them in their role as parents and involving them in their child's educational program in meaningful ways.

Frequent and regular communication with parents can advance the child's learning. Teachers should share with parents the classroom goals that have been planned with the child, and invite their input. Creating good rapport with a child's family not only helps families and children, it also provides teachers with insights that are essential to responding to each child's individual needs.

Using a Thematic Approach

The START WITH THE ARTS program is organized around thematic units. The themes represent typical topics that are often the focus of early childhood curriculum units. During the early years, theme topics generally pertain to children's life experiences and interests. By selecting topics of high interest to children, the opportunities for active involvement in the process of learning are increased. Organizing curriculum around a theme allows for curriculum content and learning processes to be addressed within a meaningful context.

The themes chosen for the START WITH THE ARTS program reflect topics which are typically covered in early childhood classrooms. The purpose of selecting common themes is to increase the probability that teachers will find it appropriate and convenient to integrate the activities into the current curriculum. It is important to note that while the START WITH THE ARTS unit activities can "stand alone," learning will be enhanced and integrated for children when the activities are directly linked to the existing curriculum.

The topics selected for the thematic units in START WITH THE ARTS are broad in scope and provide a selection of activities that can be tailored to fit into most early childhood programs. The thematic units allow for teacher ingenuity and creativity and encourage the adaptation of the curriculum to the needs of students. The topics directly concern children and the need to capitalize on their interests as they learn about themselves and their environment.

Teacher flexibility and adaptation in the use of this program is encouraged and a particular topic in any given activity can be substituted for another. For example, the teacher selects an activity that involves learning about trains. But, the children live in an urban area and have little, if any, knowledge about trains. Moreover, subway systems are being covered in the district's unit of study, but not trains. Here is an example where the subway system could easily be substituted for trains and still maintain the integrity of the activity.

In science, the class may be studying weather and its effect on the environment. The START WITH THE ARTS activity entitled, "Rain Again?" may be used to further extend children's learning of weather and provides a rich resource for vocabulary, concept and oral development as they create and discuss their water color paintings of rain.

In making adaptations, it is important to select activities which support children's prior learning. Although the activities can double as "stand alone" art activities, their true value will be realized when they are used in the context of promoting literacy.

The goal of each activity in the program is to provide children with many opportunities to advance their art skills and conceptual knowledge, while facilitating the development of their communication and literacy skills and promoting positive attitudes toward themselves and learning. To illustrate, a brief description of five thematic units follows.

Theme Focus/Art Skill:

Children identify and express personal characteristics and attributes while they explore the medium of collage.

Preparation/Materials:

Construction paper, scissors, glue, tape. Multi-cultural magazines, newspapers, and publications containing lots of pictures (e.g., catalogs).

Activating Prior Knowledge

Encourage children to share something special about themselves to validate the importance of an individual's interests, ideas, and feelings For example, ask: What things do they like best? What activities do they enjoy doing? What are their favorite toys, food, colors, and pets? What makes them happy? What do they do well?

Objective:

Developing oral language and concepts.
Respecting thoughts/feelings to promote positive self-concepts.

Communicating Through Art

Explain to children that they will be creating a collage about themselves by cutting and pasting pictures onto a page. Show an example of a collage. Demonstrate how to create a collage by selecting, cutting, and pasting pictures that express your own personal interests and ideas. Remind children to avoid using very large pictures that leave no room on their collage for other pictures.

Objective:

Exploring a different medium: collage
Building vocabulary: collage, pattern, shape, color

Invite children to look through the publications and choose one to work with. Encourage children to cut out pictures from multi-cultural magazines that express various aspects about themselves.

Objective:

Using tools (scissors) to develop fine motor control

Encourage children to use as many pictures as possible. Before pasting the pictures on the paper, have the children move them around to explore ways to create a pleasing design or pattern. Once the children are satisfied with the layout of their work, have them carefully paste their collage pieces to construction paper.

Objective:

Exploring graphic design

Schedule time for children to identify the work of their friends. Ask them to guess who created the collage by identifying the "clues" contained in the collage. For example, hold up a collage and say, "Can you guess who made this collage? What did you see in the collage that helped you identify him or her?"

Objective:

Demonstrating appreciation for the artwork of others

Wrap-Up Activity

Wrap-up the activity by making a list of the different interests that were displayed in the collages.

Learning Log

Have children draw a picture of themselves doing something they enjoy.

Objective:

Communicating through drawing

Assessment

When asked, children identify one or more special things about themselves.

Objective:

Using authentic strategies

Extension

Have children make a picture book about themselves, entitled, All About Me. Pages can show: this is my hand (trace hand); this is my foot (trace foot); I like to eat (cut out pictures of favorite foods); my favorite thing to do is (draw a favorite hobby). Note: This could be an ongoing project.

Children could cut out the individual letters that make up their names and paste the letters on a page to spell out their names.

Literature Enhancement

Read aloud and discuss with children:

Amazing Grace by Mary Hoffman
Cleversticks by Bernard Ashley
I Like Me by Nancy Carlson
I'm Terrific by Marjorie Weinman Sharmat
Leo, the Late Bloomer by Robert Kraus
Tacky the Penguin by Helen Lester
When I Am Old With You by Angela Johnson

Objective:

Incorporating Children's Literature

Theme Focus/Art Skill:

Children communicate their favorite leisure and playtime activities while creating an original expressive movement.

Preparation/Materials:

Pictures of children doing playtime activities or real props.

Activating Prior Knowledge

Encourage children to share the activities that they like to do during their leisure time or playtime. Ask them to identify the different parts of the body that move and how they move while doing their favorite leisure time/playtime activities. Incorporate in the discussion words that describe their movements (e.g., swing, jump, climb). Use pictures of children riding a bike, swimming, climbing on the jungle gym, swinging, etc.

Objective:

Developing oral language and concepts.
Building vocabulary: climb, swing, jump, ride.
Communicating Through Movement

Have children stand in a circle arms length distance from one another. Advise them that they will only move within their own, personal space.

Objective:

Establishing parameters and personal space.

Demonstrate an action that you do during your leisure time. Ask children to guess what leisure time activity your movement represents. For example, you might pretend to swing a tennis racket, swim, skate, or play the piano. Invite children to imitate your movements.

Objective:

Interpreting movements.

Explain to the children that they will be creating movements that communicate what they like to do and their classmates will guess what they are doing. Ask for a volunteer to demonstrate a leisure time/playtime activity through movements. Ask the other children to guess what the child is pretending to do.

Objective:

Creating moves to communicate thoughts.

Continue around the circle until all children have had a chance to perform a representative movement of their choice.

Wrap-Up Activity

Wrap-up the activity by having children identify their favorite leisure time/playtime activities and the movements that accompany those activities.

Learning Log

Have children draw themselves doing something they like to do. If appropriate, encourage children to use invented or standard spelling to write a word or words that describes the movement depicted in the drawing

Objective:

Communicating through drawing/writing.

Assessment

When asked, children are able to identify one or more leisure time/playtime activities that they like to pursue.

Objective:

Using authentic strategies

Extension

Play "Simon Says" using some of the actions generated by the children.

Literature Enhancement

Read aloud and discuss with children:

Alfie's Feet by Shirley Hughes
Footprints and Shadows by Anne Wescott Dodd
My Feet by Aliki
Now One Foot, Now the Other by Tomie dePaola
Stamp Your Feet by Sarah Hayes
Step by Step by Bruce MacMillan
The Foot Book by Dr. Seuss

Objective:

Incorporating Children's Literature

Theme Focus/Art Skill:

Children describe and name different emotions that they experience when they listen to music.

Preparation/Materials:

A record or tape player, and a selection of music and songs expressing various moods, (e.g., Hap Palmer's recordings, Lullaby by Brahms, and other selections).

Activating Prior Knowledge

Have the children share what makes them feel happy, sad, and angry. Categorize their responses on a chart or chalkboard

Objective:

Developing oral language and concepts

Explain how music is often used to create moods and feelings. For example, a lullaby is played slowly, softly and is often used to encourage babies to go to sleep. Demonstrate by playing a recording of Brahms' Lullaby. Ask children to share experiences in their lives when they have listened to music that made them feel a particular way.

Objective:

Building vocabulary: happy, sad, angry, rhythm, music
Communicating Through Music

Have children lie on the floor or place their heads down on a table. Dim the lights and ask the children to close their eyes and be completely silent. When the children are settled and quiet,ask them to listen to the music and think about how it makes them feel. Have them think about the pictures they see in their minds when they listen to the music.

Objective:

Using music to visualize feelings/thoughts

When the music is over, turn up the lights andencourage them to share how the music made them feel. Ask children to remember and describe the mind pictures they saw. For example, were the pictures they saw happy, beautiful, or sad?

Objective:

Expressing thoughts/feelings elicited by musical selections.

Replay a segment of the music that was played. Explore the different use of rhythm and tempo to discover what makes the music evoke a certain emotion. Play another selection of music that evokes a different feeling. Repeat the procedures.

Objective:

Developing auditory discrimination.

Wrap-Up Activity

Wrap-up the activity by asking the children to consider when they might listen to the particular musical selection again. For example, if they could not go outside and play, the music that would portray how they felt might be sad. If they were on their way to a birthday party, "exciting" music might tell how they were feeling.

Learning Log

Have children draw a picture of their thoughts while listening to a musical selection.

Objective:

Communicating through drawing.

Assessment

When asked, children can name and describe a variety of different feelings.

Objective:

Using authentic strategies
Extensions

Children brainstorm the names of songs that make them feel happy and select one to sing.

Learn the song, "If You're Happy and You Know It," from "We All Live Together. Volume 3".

Make masks illustrating two different emotions. Provide children with two white paper plates. On each, have them draw a face. Each face should show a different emotion. Staple the two plates together on the sides. Crayons, yarn, and ribbons may be used to decorate the masks. Use the masks to respond to different musical selections.

Literature Enhancement

Read aloud and discuss with children:

Father and Son by Denize Lautre
Feelings by Joanne B. Murphy
How Do I Feel? by J. Laske
Hush Little Baby by Aliki
Northern Lullaby by Nancy White Carlstrom
One of Three by Angela Johnson
Silent Lotus by Jeanne Lee

Objective:

Incorporating Children's Literature

Theme Focus/Art Skill:

Children share important information about themselves through a puppet interview.

Preparation/Materials:

Puppets, table, and chairs.

Activating Prior Knowledge

Ask the children if they have ever seen someone interviewed (e.g., a celebrity or an athlete). Explain that an interview is when people are asked questions about themselves or a topic they know something about. Mention that people who are looking for work will experience job interviews. Ask children to think of things they would like to tell other people about themselves to let them know that they are special

Objective:

Developing oral language and concepts.
Communicating Through Drama

Ask children if they have ever seen a puppet show. Encourage them to discuss the puppets they have seen and where they saw them. Explain that puppets are artificial figures (or dolls) representing people or animals that can be manipulated by hand in order to entertain, teach, or inform. Tell children that they are going to be interviewed and that they will be using puppets to represent themselves.

Objective:

Using puppets to express thoughts/feelings.
Building vocabulary: puppet, puppeteer, interview.

Demonstrate how to use a puppet during an interview by assuming the roles of the interviewer and the person being interviewed. Invite a child to join you at the table where he or she chooses a puppet. You will interview the puppet. The child will be the "puppeteer."

Objective:

Developing dialogue to convey character.

Consider the following format:

Introduce yourself and ask the puppet for its name. The child should answer with his or her own name.

Objective:

Identifying self as a unique individual.

Tell the puppet that you are interested in knowing all about him or her. Begin the interview, possible questions to ask might include the child's: age, birth date, likes and dislikes, favorite things and names of family members.

Provide each child with the opportunity to work with the puppets and participate in the interview. After each performance have the audience applaud.

Wrap-Up Activity

Wrap-up the activity by asking the children to tell you what they learned about each other.

Learning Log

Have children draw a picture of the puppet they used while being interviewed. If appropriate, encourage children to use invented or standard spelling to write a word or words that describe one of the questions asked during the interview.

Objective:

Communicating through drawing/writing.

Assessment

When asked, children identify personal information about themselves.

Objective:

Using authentic strategies.

Extensions

Have children interview one another.

Have children make sock puppets to use for interviewing or for dramatizing a story.

Use a video recorder so children can view themselves in this activity.

Literature Enhancement

Read aloud and discuss with children:

Hooray for Me! by R. Charlip
Much Bigger Than Martin by Steven Kellogg
Mufaro's Beautiful Daughters by John Steptoe
Peter's Chair by Ezra Jack Keats
Something Special for Me by Vera Williams
Treasure Nap by Juanita Havill

Objective:

Incorporating Children's Literature

Thematic Unit:
All About Me

The focus of this theme unit is on the self-image and stresses the need to be recognized as a unique person with individual interests, needs, and feelings. Children learn to explore different aspects of themselves to include their personal characteristics, physical uniqueness, feelings, and preferences. This is perhaps the most basic of all themes, as every child has certain personal characteristics that make himself or herself unique, and which are rich areas for self-discovery and expression.

The topics chosen for this theme primarily focus on expressing knowledge about one's self with the emphasis on "feeling good about one's self" and "valuing one's self as a unique individual." The activities are designed to promote a positive self-concept in young children. Included in this theme unit are activities entitled:

Getting to Know Me
My Feelings
Name Song
Watch Me Move
Friends Are Special
Our Music and Heritage
When I Grow Up
Showing Appreciation to Others

As a culminating event, consider having the children create a video documentary entitled, "All About Me." Video tape each child telling about himself or herself, using any or all of the art forms. Replay the video for all to see.

Thematic Unit:
Feeling Hot, Cold and Wet

This theme unit focuses on the weather. Most early childhood curricula include some study of weather—even if it is only to take note of the current weather conditions at the beginning of the day. Weather is universal, as it surrounds children on a daily basis and affects their environment, dress, and daily schedules.

Through the various activities, children learn to develop an understanding of the different elements of weather and noting seasonal changes. Included in this thematic unit are activities entitled:

Here Comes the Sun!
Rain Again?
Sound Effect Stories
It's Snow Time
Rising Thermometers
Wind Effects
Weather Report
Favorite Seasons

As a culminating event, consider having the children stage their own "live" weather show. They could talk about the weather depicted in their visual artwork and perform related dramatizations complete with sound effects.

Thematic Unit:
How I Go From Here to There

This thematic unit focuses on transportation. Different vehicles familiar to children are featured, as are more uncommon carriers such as spaceships and hot air balloons. The emphasis is on learning how people move from one place to another.

The topics chosen for this unit focus on understanding the purpose of different vehicles and how they move. Vehicles that travel through the air, on land, and on water are represented. Included in this thematic unit are activities entitled:

Human Train
Floating Boats
Ready For Take Off
A Very Special Bus
Community Helpers on Wheels
Balloons On the Run
Moving Together
Moving in Traffic
Spaceship to the Moon
Transportation Quilt

As a culminating event, consider having the children create a dealership specializing in all forms of transportation. Depending on where the customer wanted to go, the children could suggest the most appropriate vehicle. The arts could be used to describe the different transportation vehicles available.

Thematic Unit:
The World Around Me

This thematic unit focuses on ecology. Children learn how plants and animals grow, develop, move, and live. The learning experiences involve children in observing and describing the characteristics of plants and animals and in building an understanding of the concept of interdependency as it relates to people and nature.

The topics chosen for this theme are designed to capitalize on children's natural curiosity about the world around them. Included in this thematic unit are activities entitled:

Let's Explore Outside the Door
Stop to Smell the Roses
Magic of Butterflies
Slithering Snakes
Underwater World
Making Waves
Clues to the Past
Instrument of Nature

As a culminating event, consider having the children create an "Ecology Fair" featuring their favorite plants and animals. Children could use the arts to describe the characteristics, growth and development, and habitat of their plant or animal.

START WITH THE ARTS AT HOME

START WITH THE ARTS AT HOME is an educational resource that uses the arts to assist young children, including those with disabilities, in exploring themes commonly taught in early childhood classrooms in the home setting.

The resource promotes the development of basic literacy skills and offers engaging arts activities parents can enjoy with their children. Adaptive tips are offered to ensure that children of all abilities are able to participate. START WITH THE ARTS AT HOME can be used in conjunction with the START WITH THE ARTS Teacher's Guide. All resources provide creative learning opportunities through the arts.

START WITH THE ARTS AT HOME contains nine read-aloud/arts activities that uses the arts as a way to develop and improve a child's reading skills. Literary and audio selections are listed within each activity to enhance the learning experience. All activities are designed to include children of all abilities and are adaptable to older children.

START WITH THE ARTS AT HOME is available for free download in both English and Spanish. These PDFs are accessible and are available for download at your convenience.

Kennedy Center Education

The Vice President of Education is generously endowed by the

A. James & Alice B. Clark Foundation.

Generous support for educational programs at the Kennedy Center is provided by the U.S. Department of Education.

Gifts and grants to educational programs at the Kennedy Center are provided by The Paul M. Angell Family Foundation; Bank of America; Capital One; The Morris and Gwendolyn Cafritz Foundation; Carnegie Corporation of New York; The Ednah Root Foundation; Harman Family Foundation; William R. Kenan, Jr. Charitable Trust; the Kimsey Endowment; The Kiplinger Foundation; Laird Norton Family Foundation; Lois and Richard England Family Foundation; Dr. Gary Mather and Ms. Christina Co Mather; The Markow Totevy Foundation; Dr. Gerald and Paula McNichols Foundation; The Morningstar Foundation; Myra and Leura Younker Endowment Fund; The Irene Pollin Audience Development and Community Engagement Initiatives;

Prince Charitable Trusts; Dr. Deborah Rose and Dr. Jan A. J. Stolwijk; Rosemary Kennedy Education Fund; The Embassy of the United Arab Emirates; The Victory Foundation; The Volgenau Foundation; Volkswagen Group of America; Jackie Washington; GRoW @ Annenberg and Gregory Annenberg Weingarten and Family; Wells Fargo; and generous contributors to the Abe Fortas Memorial Fund and by a major gift to the fund from the late Carolyn E. Agger, widow of Abe Fortas. Additional support is provided by the National Committee for the Performing Arts..

The content of these programs may have been developed under a grant from the U.S. Department of Education but does not necessarily represent the policy of the U.S. Department of Education. You should not assume endorsement by the federal government.

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Kennedy Center Education