MARC Record from marc_nuls

LEADER: 05419pam 22003134a 4500
001 9920398300001661
005 20170406173158.0
008 000413s2001 nyuaf b 001 0 eng
010 $a 00030720
020 $a0766810585
035 $a(CSdNU)u90261-01national_inst
035 $a(Sirsi) l00030720
035 $a(Sirsi) l00030720
035 $a(Sirsi) 01-AAL-1525
035 $a 00030720
040 $aDLC$cDLC$dNhCcYBP$dOrPss
042 $apcc
050 00 $aLB 1139.5 A78$bK67 2001
100 1 $aKoster, Joan Bouza.
245 10 $aGrowing artists :$bteaching art to young children /$cJoan Bouza Koster.
250 $a2nd ed.
260 $aAlbany :$bDelmar Thomson Learning,$cc2001.
300 $axvi, 433 p., [8] p. of plates :$bill. (some col.) ;$c28 cm.
504 $aIncludes bibliographical references (p. 385-406) and index.
505 0 $aDoing Art Guide -- Studio Page Guide -- Art and Young Children -- Who are the young artists? -- Why should art be taught to young children? -- What are the components of a thoughtful art program for young children? -- What direction do current research and educational theory provide? -- What does a thoughtful art program look like? -- Conclusion: The thoughtful art program -- Doing Art: Preparation -- Studio Pages 1-4 -- Teaching Art -- What is the teacher's role in early childhood art? -- How does the teacher's behavior affect young artists? -- How should teachers respond to young artists nonverbally? -- How should teachers respond to young artists verbally? -- How should teachers respond to problems? -- How does teaching style affect program delivery? -- Conclusion: Delivering the thoughtful art program -- Doing Art: Planning for Art -- Artistic Development -- When does art begin? -- Why drawing? -- What is known about the artistic development of children? -- Historical trends in artistic development -- What social and cultural factors affect artistic development? -- What do child art development models tell educators? -- Collecting Children's Art -- Conclusion: The child artist -- Doing Art: Drawing -- Nurturing Creativity -- How are young children creative? -- What is the creative process? -- How do teachers foster the creative process? -- Conclusion: Creativity in teaching -- Doing Art: Collage -- Integrating the Curriculum -- How can art activities be integrated throughout the curriculum? -- What is an introductory experience? -- What is the thematic approach? -- What is the project approach? -- Conclusion: Making the connection -- Doing Art: Painting -- Making Art Safely -- Why are art hazards a concern? -- How are safe art materials selected? -- What are some safe alternatives? -- How can safe behavior be promoted? -- How can teachers set limits? -- Is it food or art? -- What recipes work? -- Conclusion: Balancing freedom and safety -- Doing Art: Modeling -- Awakening the Senses -- What is beauty? -- How does an aesthetic sense develop? -- What are the elements of art? -- How is sensory perception developed in young children? -- What is the best way to present sensory experiences? -- What is kinesthetics? -- Conclusion: The sensitive teacher -- Doing Art: Printmaking -- Introducing the World's Art -- What do children learn from the art of others? -- How should artworks be selected? -- Why should the program include art from other cultures? -- What do children learn from multicultural art examples? -- How can teachers build their collections? -- How are artworks, prints, and artifacts used with children? -- How can community resources be used? -- How can children's literature be used to teach art? -- Conclusion: Becoming an artist -- Doing Art: Fiber art -- Creating a Place for Art -- What kind of environment is needed for art? -- How should the art environment be arranged? -- How should art supplies be organized? -- How is an aesthetic environment created? -- Conclusion: Creating a sense of place -- Doing Art: Sculpture -- Cooperative Art Activities -- What is cooperative art? -- How can children be encouraged to work together? -- What is involved in cooperative art activities? -- How can young children use the computer to create art? -- Conclusion: Cooperative art binds people together -- Doing Art: Group Art -- Dealing with Differences -- How can teachers create a climate in which art can flourish? -- How can art be used in anti-bias activities? -- How are children with special needs included in the art program? -- What is the role of holidays in an art program for young children? -- What is art therapy? -- Conclusion: Caring for each other -- Doing Art: Art for dramatic play -- Assessing Growth -- What is authentic art assessment? -- How can children's artistic growth be assessed? -- What daily observation methods can be used? -- How can portfolios be used for long-term assessment? -- What can be learned by looking at a child's art? -- How do teachers share with parents? -- How do teachers assess themselves? -- Conclusion: A vision to grow on -- Doing Art: Displaying Art -- Art supplies sources -- Artifact sources -- Sources of prints and posters -- Computer supplies and software -- Recipes -- Children's Literature on Art.
650 0 $aArt$xStudy and teaching (Early childhood)
830 0 $aNU Curriculum.
948 $a02/27/2001$b03/19/2001
999 $aLB 1139.5 A78 K67 2001$wLC$c1$i31786101410303$d11/25/2006$e10/29/2006 $lCURRICULUM$mNULS$n6$rY$sY$tBOOK$u3/19/2001