Activities and materials to encourage aesthetic development

Jasminderjeet Kaur A/P Akam Singh Nur Afiqah Izwani Binti Razali Nur Ezzah Izzatie Binti Zahidi Shazwina Shamien Binti Abdul Basit Mohammad Hazwan Asyraf Bin Fariduddin

THE CONCEPT OF AESTHETICS

Aesthetics refers to an appreciation and feeling of wonder for things pertaining to beauty. Children start by exploring their imagination and their senses.

Aesthetic experiences emphasizes doing things for the pure joy of it. The true goal of self-actualization.

Childrens natural manipulation, exploration of objects, and resources are related to their aesthetic appreciation. Young children naturally integrate the arts (Graphic Arts, Movement, Dance, Drama, Music, And Poetry In Their Expressive Activities).

Aesthetics and expression are innate characteristics in young children. Children gain an aesthetic sense by doing.

AESTHETIC AND THE QUALITY OF LEARNING

Teachers can encourage the aesthetic sense in children in a variety of ways

Develop activities which promote opportunities to freely express their attitudes, feelings, and ideas about art.
Develop activities free from competition and adult judgment.
Interpretation of beauty should not be competitive.

Appropriate activities that stimulate awareness and interest.

Science projects that expose children to new and curious objects, interactions, and ideas

BENEFITS OF AESTHETIC SENSITIVITY

Aesthetic sensitivity is important for children because it improves the quality of learning and encourages the creative process. Development of an aesthetic sensitivity is an initial talent that can later lead to advances in critical thinking as children develop greater insight into their environment. Aesthetic sensitivity promotes self-learning because they become more sensitive to gaps in their knowledge. Children are more independent because they are more open to their own thoughts. They are good questioners for the same reasons.

AESTHETIC EXPERIENCES

Aesthetic experiences for young children can take many forms. They can involve appreciation of
The Beauty Of Nature The Rhythm Imagery Of Music Or Poetry

The Quality Of Works Of Arts

PROMOTING AESTHETIC EXPERIENCES

LOOKING AND SEEING

In many ways, what children look for is reflective of their internal needs and the resources available to them.
Resources may be personal (interpersonal problemsolving skills, senses, cognitive and motor competencies) Resources may be environmental

Something can be stimulating to a child for many different reasons.

Basic Guidelines For Preparing A Stimulating Activity:

1. Can

children experience it with more than one sense?

children interact with it? the children interested in it?

2. Can 3. Are

4. Is

the activity well paced?

it promise to be rewarding?

5. Does

GUIDANCE IN USING AESTHETIC MATERIALS

The teacher can give guidance in several ways: 1. Asking questions aimed at helping the children reach out for and get the payoff they are seeking. 1. Avoid too many ready-made models or ways of doing things Teaching children over and over to do something in only one way ruin their aesthetic sense. 2. Be positive and creative when using models or examples

Occasional use of models and examples is not uncommon in many classrooms today. Examples and models by other children can help motivate children to get started on making one of their own. Teachers comment throughout activities can help encourage each child to be creative in their approach.

Once there was an elephant, Who tried to use the telephantNo! no! I mean an elephone Who tried to use the telephone(Dear me! I am not certain quite That even now I've got it right.) Howe'er it was, he got his trunk Entangled in the telephunk; The more he tried to get it free, The louder buzzed the telephee(I fear I'd better drop the song Of elephop and telephong!) Laura Elizabeth Richards