Sticky and Painty Learn Nursery Rhymes. Animal Edition 2

Author: Xu Jun
Publisher:
Publish Date: 2004-01-01
Features: I have been engaged in early childhood art teaching for many years and have deeply felt that a teacher's teaching style, methods of improvement, as well as their guidance, inspiration, and the verbal or non-verbal interaction and contact between teacher and student, have a crucial impact on a child's art growth and development. Traditional art teaching often focuses on copying, with teachers drawing while children learn, and children replicating exactly what the teacher does—copying without deviation. The teaching objectives mostly revolve around drawing something that looks like the original, rarely considering the needs and expressive desires of children in the process of painting. This training method severely restricts children's desire for free expression and inhibits their creativity and development. Some may emphasize the development of children's imagination and creativity, but they pursue letting children draw freely according to their own wishes, without regard for the children's drawing experience and abilities. Teachers rarely participate or provide guidance, causing children's expressive desire to be inversely proportional to the content of their artwork, greatly undermining their confidence.
How can we address the issues of (force-feeding) and (permissiveness)? After a considerable amount of trial and exploration, I have found that combining children's songs with painting is one of the most effective approaches. It not only highlights the comprehensive teaching method but also provides significant help to children who are in the critical and explosive periods of language development and are at the symbolic, high-interest, and expressive stages of art development. In kindergartens, we often see groups of children holding a pencil in one hand while murmuring to themselves. This inspired me to try using language and songs as a teaching method for art. During the process, I focused on the rhythm, rhyme, and easy-to-recite nature of the songs, as well as on children's understanding and creativity, which helped them gain more confidence and a sense of achievement. This approach, which combines language and action, has supported the growth of many children.
The greatest aspiration of this book:
1. To help more children enjoy painting through activities like tearing, pasting, learning, reciting, and drawing, thereby cultivating their interest in art.
2. To allow more parents to experience the joy of parent-child teaching.
3. To encourage more colleagues to contribute and improve through experimentation.