Art plays a significant role in the life of human beings. From the days of great philosophers in Greece to the current tech-savvy world, art continues to occupy a particular segment of the development and well-being of humanity. Art includes areas such as music, dance, visual arts and theater actions. It is through the discipline of art that people internalize the complex story of the nature and its influence on our lives. Although Science-Technology-Engineering-Math disciplines principally drive the modern world, and some schools are rapidly shifting to this approach, arts education is recognized as integral in making the learners grasp content the in the science-related disciplines. Similarly, arts education in children helps them to learn several aspects of life. These learning experiences are significant to the overall development of the child, and the also builds various skills that may be become in handy later in life. However, arts education for children significantly different from the arts education that is offered in advanced in advanced in institutions. It may entail the use of necessary items to do activities such as drawing, scribbling, toys, and other activities that involve the use of physical materials. The benefits of such artistic engagements are the reason for the increased emphasis on arts education in American schools curricula. In this paper, the advantages and consequences of arts education in children will be investigated.
Allowing children to engage in art plays a critical role in the development of early communication skills in children. Often, children pass information to one another when they construct artistic impressions. During these activities, kids converse with each in collaboration to achieve their goal of coming up with a successful art product (Public Broadcast Service: PBS). In effect, children learn the importance of group work in achieving success in any life-skills building activity. In the same breadth, the involvement in art enables kids with language problems to express themselves through what they draw or construct. Carrying out drawings makes the child put what is in the mind of a pictorial form and thus conveys some of the messages that the kids cannot express through verbal means. This is because some children show themselves more in art than language engagements. Moreover, the art activities enable the kids to communicate their view of the world around them, and this may be of great importance in assisting the parents to assess the language skills of their children and make the interventions that would permit them to develop superior communication skills(Peisner-Feinberg et al. 1543-1545)
Art helps the kid to develop relational skills especially when they conduct art activities in groups. Social interactions in art activities enable the children to learn the emotional aspects of each other as they are induced to recognize the need for each others contribution in achieving what they desire in the artwork. From these experiences, friendships develop, promoting social interactions in the kids who are essential in early childhood discoveries (PBS). Also, the interactions allow kids to devise ways on their own regarding issues such as conflicts during group artwork. In effect, they learn several ways that enable them to come up with methods of handling the conflicts. These happenings help them to foster association skills. Collaboration and resolution of conflicts are essential as the kids learn leadership skills which may translate into later phases of life (PBS)
Art is important in children because it plays a pivotal role in the enhancement of fine and motor skills while performing artwork. Research findings indicate that art makes children engage in manipulative muscle activities that are essential for future learning activities (PBS). These activities may include scribbling and drawing of abstract objects. For instance, the manipulative movements help the development of dexterity of finger muscles, which is useful in the handling of writing materials such as pencils at later developmental phases of the learning process. As a result, it creates a favorable atmosphere for teachers to impart knowledge when the kids attain the appropriate age for formal instruction (McDonald and Fisher 4-9)
Art fosters happiness in children as it an activity done by kids to have fun. Unlike formal education, art activities do not have a predetermined model where learners are required to perform a task according to individual specifications. Here, the kids have the freedom of developing various art products since there is no right or wrong way of delivering the expectations of the art activity. The results make the kids feel successful as they find value in the art activities (PBS).Also, the experiences of success also instill motivation for the kids. Since there is no specific version of art activities, the children do not feel frustrated as they are not under any strict instruction to come up with a particular art product. This way, their esteem is boosted, leading to a happier life and improved relationship with the persons that offering the learning skills. Furthermore, art reduces stress in children as children are engaged in activities that promote self- joy (Leigh 47). They are made busy and therefore avoid situations that may expose themselves to physical or mental stress.
Studies conducted by Peisner-Feinberg et al. (1534) in American community child care centers indicate that artistic exposures have a long-term influence on the long-term cognitive developments of children through kindergarten, and in some instances, through second grade. These cognitive skills help the kid when they advance to higher level of educational events. According to Peisner-Feinberg et al. (1543-1545), the exposures are essential in shaping the receptive abilities of the child to science subjects such math. The development of cognitive skills is achieved because art provides the children with a broad range of exposures such as colors and shapes of things, enabling them to understand the world adequately around them. The expressions that the child makes for instance through drawings and scribbling allows the child to translate mental activities into forms that relate to the real life experiences. This experience adequately prepares the kids to face the science subjects since they accumulate excellent analytical and synthesis skills. The therapeutic art activities, however, are not restricted to children with disorders. The activities can be extended to healthy kids as they improve the moods through the stimulation of the brain, enhancing the kids activeness.
Art education fosters creativity among children. The open-minded nature of art offers the freedom the child needs to expand her/his problems-solving skills. Art provides the opportunity to explore various avenues that would yield the product the kid desires. The paintings, drawings, or clay manipulations that the child does represent, at least, an idea that the child wants to put across (Olshansky 2-9). In effect, the child may decide to come with a different version of what she/he wants to communicate thereby offering a leeway for creativity. Also, kids develop creative skills when the work as a group. Often, they encounter challenges while doing artistic work. For the challenges to be solved, the kids imagine as a way of experimenting the effects of a given course of action. Whether they come up with the right solution or not, it helps to them to enhance their thinking and knowledge about particular situations (Drew and Rankin 2-8). Furthermore, children deepen their creativity through hands-on experience with multiple art materials. These multiple exposures stimulate the brain and provide the best environment for the brain development of the child in later in life (Drew and Rankin 6). In this respect, it is important for teachers and child care instructors to allow open-ended explorations but monitor the progress of the kids to ensure that they are not frustrated during art activities.
Art plays a critical position in instilling learning among children with disabilities and other struggling kids. The rate of absorption varies among different kids, and this calls for parents, teachers, and center care instructors to devise ways to help children who are slow learners or those that cannot adequately express themselves through language. According to James 4, the pictures and other artistic impressions permit kids to express imaginative ideas and descriptive language that is not available in formal instructions. These activities engender courage among physically and mentally challenged children thus allowing them to learn like other kids (Drew and Rankin 1-8). The art sessions may also be used to offer therapeutic solutions to children with disabilities. This is achieved through engagement in activities such as manipulation of clay, painting, drawing and construction simple structures that represent the childrens view of the world. Such activities promote sensory input and thus encourage kids to develop feelings of pride after completing tasks of art in spite of physical or mental challenges they face. The resultant overall effect of these successes instills self-belief about future possibilities about life (Drew and Rankin 3-7).
Art is one of the primary components of culture. Through artwork, kids receive cultural awareness through the art materials they encounter in their daily activities. Art materials such as toys have the ability to pass information to the children depending on the color, shape or texture. These interpretations are witnessed when kids refuse to embrace toys or playing materials with particular color and shapes for others. These features help the children to interpret the diversity of people around them (PBS). Such interpretations are realized because children respond to the aesthetic nature of the art materials, and this experience provokes emotions that endure in kids minds for a long time. If for instance, a child is exposed to a toy of a particular color and this color registers an aesthetic fulfillment, then the kids are bound to embrace toys of such materials in subsequent encounters so as to derive the same sensory satisfaction experienced in the initial encounters (Piscitelli 50-55). In effect, interpretive skills are enhanced, which is an essential ingredient in nurturing the learning receptive skills in formal education.
Artwork nurtures the reading and concentration skills of kids. While undertaking art adventures, children maintain high-level of focus in what they are doing. The focus is required for them to achieve what they aspire to produce in artwork activity. Often, they struggle to succeed, and this calls for them to persist until they achieve their objective. During the struggles, kids devise several ways of carrying out their art activity when it is not proceeding according to plan. This spectacle is common when children are working on an art activity as a group. Usually, the members offer suggestions on how to solve an individual problem so as to accomplish their goals. The implementation part of the suggested courses of action makes the kids stimulate concentration skills. The concentration promotes learning through observation (PBS). Such skills are paramount developing the reading skills of the kids in the next phase of education. According to PBS, there is a positive correlation between art and subsequent academic performance of toddlers. Research findings suggest that kids who regularly participate in art have a higher chance of superior academic achievement.
Art promotes visual learning in children as most of them do not have advanced speech mechanisms that used by adults. In this regard, kids rely heavily on their eyes to make sense of the various item...
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