The In-Depth Studio Approach: Incorporating an Art Museum Program into a Pre-Primary Classroom

Trimis, Eli; Savva, Andri

doi:10.2307/27696040

Cited by 5 publications

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“…However, game playing in art curricula has been less frequent (Bain and Newton 2003). Educators who support play-based curricula acknowledge that playing games helps children build cognitive, manipulative, critical thinking and problem solving skills; appreciation; observation; imagination; and good sportsmanship (Bain and Newton 2003;Pitri 2001;Trimis and Savva 2004). One of the pre-service teachers commented about children and games:…”

Section: Children Are Playful Learnersmentioning

confidence: 96%

“…Self-guided materials, special family days or family tours are the most common types of current art museum programmes offered to young children. Consequently, young children appear to have limited art appreciation experiences (Trimis and Savva 2004). As a mother, art educator and museum researcher, it is, in fact, a personal challenge.…”

Section: Museum Experience For Young Childrenmentioning

confidence: 99%

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Art Trek: Looking at art with young children

Chang

2012

International Journal of Education Through Art

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art Trek: Looking at art with young children absTraCTThe Art Trek is a learning programme for families with children between the ages of 5 and 12 at Metropolitan Museum of Art (Met). It interactively exposes children to different artworks across cultures and styles in multiple artistic experiences, by questioning, listening, discussing, playing and drawing in a group setting. With access to museums at an early age, children can experience impressive images, explore cultures and develop skills to interpret visual language. I was able to observe the Art Trek programme with five pre-service elementary art teachers who were university undergraduate students in an art methods class I taught. 1 In this article, I will discuss the importance of art and museum education for children at an early age. I then will address some suggestions on how art and museum educators can provide more meaningful and quality art experiences for young children as they view and explore works of art.

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Section: Children Are Playful Learnersmentioning

confidence: 96%

Section: Museum Experience For Young Childrenmentioning

confidence: 99%

Art Trek: Looking at art with young children

Chang

2012

International Journal of Education Through Art

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“…Often one stage overlaps with another. This method uses closely related experiences in similar media in order to enable children evidence a growth and satisfaction that is missing in more fragmentary area approaches (Trimis 1996(Trimis , 2004Trimis and Savva 2004;Epstein and Trimis 2002). These stages are analysed below.…”

Section: The Concept Of Chorotoposmentioning

confidence: 98%

Artistic Learning in Relation to Young Children’s Chorotopos: An In-Depth Approach to Early Childhood Visual Culture Education

Trimis

Savva

2009

Early Childhood Educ J

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The paper reports on a study of young children and the nature of their art learning based on the in-depth approach and in the context of chorotopos (space-place, area, landscape, region, village or town). The sample includes 50 children drawn from three classrooms in three early childhood settings in the area of Thessaloniki and Chalkidiki, Greece. Classroom observation notes, audiotaped analysis, photographic material and the artworks of children were used to find out the influences of the programs to young children's art learning. Findings indicate that artistic activities in relation to their chorotopos and in-depth exploration of materials made children more situated to their own environment and enabled them to understand the potential expressiveness of materials and their inherent meaning. Teachers' role was decisive in providing special ''scaffolding'' to further the exploratory process in an interactive environment of learning. The findings highlight the significance of learning in, through and about art by allowing children to experience their personal environment through objects and materials encountered in their chorotopos, to appreciate its richness and to see themselves as part of it.

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“…Educational programs in museum settings encourage students to interact with art works in meaningful ways. Trimis and Savva (2004) wrote "with the advent of Discipline Based Art Education (DBAE), student contact with original works of art was considered central to curriculum planning and art museums became of particular importance in the study of art" (P.20). Art museum is the perfect place for school teachers to teach the four disciplines of art history, art criticism, aesthetics and art production which create a balanced curriculum (Al-Amri, 2010).…”

Section: The Museum Role In Art Educationmentioning

confidence: 99%

“…According to Trimis and Savva (2004); Stone (1996);Hooper-Greenhill (1991) and Hicks (1986), among others, art museum education should be central to art programs in schools and should not be treated as an enrichment, supplement, or resource for the classroom-based art program.…”

Section: School-museum Collaborationmentioning

confidence: 99%

The Contribution of Art Museums to Art Education

Al-Radaideh¹

2012

Journal of Social Sciences

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Over the years, in recognition of the need to increase opportunities for art education and art learning, schools have endorsed the value of museum learning and its role in facilitating knowledge acquisition and enriching the educational experience of students. Nevertheless, Jordanian schools ignored the enormous advantages of art museums and they consider them as an additional resource for classroom art. The intention of this study is to activate the role of art museums in art education, as such, the study analyzed contribution of art museum as an integral part in teaching art to students and children in particular. Moreover, the issue of educational tours and school visits to art museums were discussed. In order to establish a base for discussion, books and articles on this subject were reviewed. The study revealed that museum learning is not a supplement to art curriculum, instead, museums are a parallel educational system to schools and they have their own potentialities for providing quality programs, therefore, they should be an integral part of any school art curriculum. Collaboration between schools and art museum is the key to achieve a successful art teaching and learning, where students and children acquire different skills as communication, self-expression, criticism and aesthetic judgment.

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The In-Depth Studio Approach: Incorporating an Art Museum Program into a Pre-Primary Classroom

Cited by 5 publications

References 0 publications

Art Trek: Looking at art with young children

Art Trek: Looking at art with young children

Artistic Learning in Relation to Young Children’s Chorotopos: An In-Depth Approach to Early Childhood Visual Culture Education

The Contribution of Art Museums to Art Education

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