Power in Art Blog

Looking for the Power In Art?

powerinart — Tue, 15 Jul 2008 20:15:38 +0000

Thank you for visiting our blog, and for your interest in the power in art and all the benefits that art and creativity can provide to our students and our children.

We are excited to announce that our blog has been revamped and re-designed and has MOVED to a NEW WEB ADDRESS www.powerinart.org

Please be sure to visit us there for the latest news and views on art education, “creative” parenting, and raising generations of creative and critical thinkers.

Decorating the Nursery Beyond Disney

powerinart — Mon, 16 Jun 2008 13:27:17 +0000

Everywhere we look from movies, toys, and coloring books we see Disney characters. Walt Disney was a genius and his artists have created wonderful characters and entertainment opportunities. They have developed well known characters and their images adorn everything from clothes, costumes, coffee mugs, coloring books, posters and even bedspreads. So it is natural when looking for images to decorate a child’s room to consider everything and anything Disney. However there are many wonderful artists and illustrators and child friendly images we can introduce our children to.

For preschool and young elementary aged children considered the work of Jessie Wilcox Smith. Her tender images capture sweet childhood moments and the innocence of childhood. Beatrix Potter is another wonderful illustrator whose characters and books are very well known.

As your children get older consider Maxfield Parish and N. C. Wyeth. They are both very talented illustrators. Parish is a bit more fanciful, using beautiful colors, while Wyeth (father to Andrew Wyeth and grandfather to Jamie Wyeth) illustrated scenes of the American west and a wide variety of storybook scenes.

With older elementary students, chose artists that reinforce the personality and interests of your child. Many older boys are drawn to the intricate detail and puzzle like qualities of M.C. Escher’s work. Consider artists that portrayed subject matter to match the interests of your child, like Degas’s ballet dancers.

As my own children become young adults, they each have their unique favorite artists. They all enjoy the adventure of searching poster shops to find new artists and new favorite images. I’m always amused at the different taste and personalities they have all developed.

To see anything Disney, I only have to walk into the local supermarket or turn on my TV – to catch a glimpse of the individuals my children have become, I can look at the images that now adorn their own spaces and I know that at the very least, I showed them an art world beyond Disney.

Baby Sign Language: Seeing is Believing!

powerinart — Mon, 16 Jun 2008 12:42:01 +0000

Recently I spent some time with my friend Marianne and her daughter Kaitlyn. At 15 months, Kaitlyn has the ability to communicate because her parents have been teaching her sign language. Like everyone else I’ve heard of babies having the ability to learn sign language and thought it was interesting – but actually seeing it with my own two eyes took the concept from an interesting possibility to a remarkable reality.

As Kaitlyn was toddling around the first floor of our house, she came to us in the kitchen, tapped her fingers on her tiny mouth to say (sign) eat. Marianne asked her; “Do you want to eat?” Kaitlyn was excited to be understood and wiggled in excitement. Mom started to prepare food, got Kaitlyn settled in her chair and all through the meal they communicated calmly and clearly. Kaitlyn was able to say what she wanted to eat (meat, banana, etc), when she needed more, when she wanted a drink, when she was all done and more. I was delighted to witness such a lovely exchange.

My own children were all very happy babies and toddlers and our meal times were positive experiences as they are in many homes, but this was a whole new level of communication and positive experience. Kaitlyn having signing as a communication tool was the key difference. Her hands and body gestures were able to say things that were not yet developed in her oral and verbal skills. Signing is such a positive tool for young children in so many ways.

The first words Kaitlyn learned to sign were:

Mom Eat

Dad More

Grandma Milk

Grandpa All done

As she continues to gain understanding and the ability to move her hands appropriately, she has continued to learn new words: blanket, sleep, nap, cereal, banana, orange, and diaper change!

Next are the animals she is seeing and learning about: cat, dog, birds and more.

Like me, you may not really believe the benefits and the possibilities until you see it for yourself in this YouTube video. Marianne specifically used the Signing Times videos to teach Kaitlyn her signs, but there are a variety of wonderful tools available to help parents learn the signs they can teach their own babies, including www.signbabies.com which is a good source for materials, and www.mybabycantalk.com; a great site with actual “how to” videos on an extensive list of words.

Good Luck and Happy Signing!

Quality After-School Programming Makes the Difference

powerinart — Sat, 31 May 2008 22:19:19 +0000

Somewhere between the hours of 2 and 3 in the afternoon, a bell rings and school is out.

Now what?

94% of American parents feel that there needs to be some type of organized after-school activity for their children to attend and learn from everyday.[1] Whether the reason for this significant statistic is that these parents are part of the 28 million American parents that work outside the home in the US,[2] or that they just want to provide their child with further educational and social enrichment, the bottom line is that after-school programming is necessary.

As more schools and communities respond to this fact, and as more and more programs become available in our schools, the question is no longer “Do we need after-school programs,” the question now becomes “How do I choose the right programs for my children?” In other words, what works?

The need and interest in after-school programming is good news. A recent study known as the Promising Afterschool Programs study, which examined 2,914 students in 8 states over the course of 3 years, shows that after two years, students who regularly attend high-quality and engaging after-school programs are academically far ahead of peers who spend more out-of-school time in unsupervised activities.

This is a summary of the study as reported by Education Week in November of 2007:

“…Researchers divided students into three groups: a ‘program only’ group of students who attended their afterschool program two or three times a week and did nothing else outside the school; a ‘program plus’ group who visited the afterschool programs two or three times a week and also took part in sports, church programs, music lessons, or other extracurricular activities; and a ‘low supervision’ group who dropped in on a mix of afterschool activities from one to three days a week.

The researchers found, over the course of the three-year project, that the more engaged students were in supervised afterschool activities, the better they did on a range of academic, social, and behavioral outcomes. For instance, 3rd and 4th graders in the ‘program plus’ group tallied gains on standardized mathematics tests that were 20 percentile points higher than those of children who rarely went. The frequent attendees also made more progress in developing sound work habits, task persistence, and better social skills, and in reducing negative behaviors such as skipping school or fighting.”

One of the important factors to take away from this study is that the achieved conclusions were the effects of participating in “high-quality” programming. This study specifically examined 35 programs, selected for their record of success and considered by the researchers to be “high-quality.” In order to determine whether a program fit the mold, the study used a rating system which assessed programs based on:

Evidence of supportive relationships between staff and child participants
Evidence of rich and varied academic support, recreation, arts opportunities, and other enrichment activities
Students typically were highly engaged with one another and with program activities
Group leaders structured activities to maximize learning and positive relationships.
Adults facilitated activities without imposing controls that limited student learning opportunities.
Disruptive or chaotic behavior was rarely observed; when behavioral disruptions occurred, leaders managed them calmly and constructively

Based on this study, it’s easy to understand that quality makes the difference in attaining the benefits of after-school programming. Fortunately, this realization has spawned the development of comprehensive tools to help administrators determine just that level of quality. Administrators can now use surveys, such as the ones highlighted in Using Assessment Tools to Evaluate Afterschool Programs, published by American Youth Policy Forum to determine which programs best compliment their curriculum and offer the most overall value to their students.

For parents, choosing an afterschool program is founded on a more personal basis. To chose afterschool activities for our children we need to consider their age, learning styles, interests and developmental needs. Parents should consider that:

Children need a balance of pro-social and physical activities. As visual, verbal and social learners, they need a variety of opportunities to fully develop. You don’t want to overload your child, so chose the activities that have the highest ratio of fun, education and developmental value.

After school activities are also a great resource to help your child develop in new ways. Look for a balance between activities you know they enjoy already and activities that will help them develop new skills and abilities.
Look for programs that support and enhance their classroom education without duplicating the experience. Chose programs that enforce the academic goals but approach the learning from a fresh and engaging angle. For example, music and art help children to consider a pattern, think ahead and find a new way to solve a problem.
Who’s teaching your child? A teacher must be able to effectively manage a group of children, know how to teach and teach well, and most of all influence your child in a positive way. Your child should come home feeling great about what they’ve done and about themselves.

The key to a beneficial experience in any afterschool activity is to make a reasonable time commitment to that activity. It is better to master a few skills, and to acquire the pride and confidence of gaining that skill, than is to dabble in all skills and therefore excel in none.

Once you and your child have chosen an afterschool activity, have them commit to that activity for the duration of the school year, or a reasonable time frame for that particular activity. This teaches your child to be accountable for their decisions and complete their goals; and best of all allows your child to maximize the full educational benefits of the program.

The fact is; afterschool programs are necessary, they enhance our children’s learning and experiences, and that after-school programs will continue to be an important element in our children’s lives. By taking the time to evaluate and to choose the right program for you – and the right program for your child, you can truly take advantage of the valuable and the multitude of benefits that afterschool programs have to offer.

Resources:

For more articles, and studies on the benefits of after-school programming visit: www.afterschoolalliance.org , and www.middleweb.com/afterschool.html

For administrators looking for information on evaluating their after-school programming see, Using Assessment Tools to Evaluate Afterschool Programs, published by American Youth Policy Forum and Measuring Youth Program Quality: A Guide to Assessment Tools published by The Forum for Youth Investment.

Art and Math: A Remarkable Relationship

powerinart — Thu, 29 May 2008 20:35:40 +0000

Last night during a graduation speech at my son’s high school, one of the Deans shared his thoughts on the value of fine arts education as it related to engineers and mathematicians. His college studies were concentrated in math and science and he became an engineer by trade. As an engineer, he was expected to bring creativity to his work, yet science and math classes had not prepared him as a creative thinker. Looking back he knew that his creative abilities had been developed through his additional studies in the fine arts.

Mr. Thomas reminded his young audience of the ideas found in literature and the value of process in the arts. The arts, whether it is music, writing, or visual arts, can be a place for the musings of our inner selves to find a voice. The world is not just facts and formulas. Nothing is that simple or clear cut. We need to think things through, process, look for alternate solutions and see things from multiple perspectives. Participating in the arts exposes us to ideas, a variety of viewpoints and a much deeper consideration of life itself.

To train in the arts is to develop the ability to think. As Elliot Eisner so eloquently put it:

“The arts teach children that in complex forms of problem-solving, purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and willingness to surrender to the unanticipated possibilities of the work as it unfolds.”

Two plus two always equals four but there are exciting ways to be creative in math application and higher level thinking. We need training in the arts to develop young minds and allow them the experience of surrender to unanticipated possibilities.

Evaluating Afterschool Programs (part 2 of 2)

powerinart — Sun, 25 May 2008 00:37:18 +0000

“When I approach a child, he inspires in me two sentiments; tenderness for what he is, and respect for what he may become.” Louis Pasteur

Children are our most precious commodity, and as parents we strive to give them every possible advantage we can provide. But when we begin to enroll our children in all the activities that will give them an advantage – we soon learn a valuable lesson; TIME is also a precious commodity, and a limited one too!

It’s easy to overschedule your child. I literally know 6 year olds that have a busier schedule than mine. While afterschool programs and activities have great potential for educational value, we need to make time for ‘kids to be kids’, and to give them plenty of opportunity to play and explore in an unstructured, unscheduled environment. This makes choosing the right programs and a good balance of programs for your child an important and sometimes difficult task.

As the mother of four children, it’s safe to say I’ve enrolled in my share of activities and programs and have learned a few lessons along the way. To chose afterschool activities for our children we need to consider their age, learning styles, interests and developmental needs. We need to consider what skills they may already have in their lives, and what skills they’re lacking – and find the program that will improve on the ‘lacking skill’ in a way that’s also enjoyable to your child.

For example, my own son has always been a very active child and chose sports and physical activities as his energy release from a full day in the classroom. Athletics came very naturally to him, so they were always his top choice for afterschool activities. But I also understood that because he was so active, he needed activities that developed his focus and pro-social skills in alternative and engaging ways. Having grown up in THE Young Rembrandts house, Matt fully expected to officially enroll in Young Rembrandts classes. He began at age 3 and continued through his elementary years of school. I could see the many ways Young Rembrandts classes helped him develop his patience, his ability to problem-solve, his ability to focus on the task at hand, and a love of art all while having fun drawing.

In short, these are some basic things to consider as you choose afterschool activities for your children.

Children need a balance of pro-social and physical activities. As visual, verbal and social learners, they need a variety of opportunities to fully develop. You don’t want to overload your child, so chose the activities that have the highest ratio of fun, education and development value.
After school activities are a great place to help your child develop in new ways. Look for a balance between activities you know they enjoy already, and activities that will help them develop new skills and abilities.
Look for programs that support and enhance their classroom education, without duplicating the experience. Chose programs that enforce the academic goals but approach the learning from a fresh and engaging angle. For example music and structured art can help children do well in math.
Who’s teaching your child in this program? Can they manage a group of children, can they teach (and teach well) and most of all do they make a positive influence on your child? After all, this is an extra-curricular activity; your children should come home from their activities feeling good about what they’ve accomplished, and feeling great about themselves.
Make a reasonable time commitment to any activity. It is better to excel in a few skills than to have a shallow sampling of many, and therefore excel in none. Once you and your child have carefully evaluated and enrolled in an afterschool activity, have them to commit for the entire school year, or a reasonable time frame for that particular activity. This teaches your child follow through and allows your child to maximize the full educational benefit of the program.

Evaluating Afterschool Programs (Part 1)

powerinart — Mon, 19 May 2008 21:25:37 +0000

As more schools and communities respond to the need and the benefits of after-school programs and more programs become available, the question isn’t do we need programs, the question becomes what type of program is going to make the most impact, and what qualities do parents and administrators need to look for in choosing a program for their children and students. In other words, what works?

The Promising Afterschool Programs study, refernced on my post “Engaging” After-School Programs Make a Difference examined 35 programs, selected for their record of success and considered by the researchers to be “high-quality.” In order to determine whether a program fit the mold, the study used a rating system which assessed programs based on:

Evidence of supportive relationships between staff and child participants
Evidence of rich and varied academic support, recreation, arts opportunities, and other enrichment activities
Students typically were highly engaged with one another and with program activities
Group leaders structured activities to maximize learning and positive relationships.
Adults facilitated activities without imposing controls that limited student learning opportunities.
Disruptive or chaotic behavior was rarely observed; when behavioral disruptions occurred, leaders managed them calmly and constructively

Fortunately increased interest in evaluating after-school programs has spawned the development of comprehensive evaluation tools. Administrators can now use surveys, such as the ones highlighted in Using Assessment Tools to Evaluate Afterschool Programs, published by American Youth Policy Forum.

Evaluating a program for a parent – is a different, more personal story. Check into our next post for what parents can and should look for in an after-school program.

What it Means to Be a Mother

powerinart — Tue, 13 May 2008 14:13:48 +0000

1902 — by Mary Cassatt —

This week we celebrated an important day on the Hallmark calendar…Mother’s Day.

This weekend I was preparing a message to share at church as we honored and blessed the mothers of our congregation. I came across this quote from a famous American:

“My mother was the most beautiful woman I ever saw. All I am I owe to my mother. I attribute all my success in life to the moral, intellectual and physical education I received from her.” George Washington

Mrs. Washington raised a godly, moral man of high integrity that led a country through the struggles to become a free nation, and continued to lead as its first President. Her young son became a man of profound influence and impact. As mothers, we are also raising children that will become adults that will impact this nation and potentially the globe.

Among the many tasks we perform daily; cooking, cleaning, packing lunches, shuttle service, playing games and wiping tears, we know there are larger more critical lessons being learned. Mothers have a special ability to see who their children truly are, and provide opportunities and situations to help them develop into the unique individual they are meant to be. Mothers are the embodiment of unconditional love, encouragement, safety, truth, forgiveness and infinitely more.

To be a mother is one of life’s highest callings. Know that the many ways you give, love and serve everyday are valued, honored and critical to the future of this world. Be refreshed, encouraged and blessed in all you do.

“Engaging” After-School Programs Make a Difference

powerinart — Mon, 05 May 2008 14:44:58 +0000

I came across this study in the Child Care Exchange newsletter this week. This is one of the most comprehensive studies I have come across in terms of the benefits of after-school programs.

School-Age Programs Matter

May 1, 2008

Disadvantaged students who regularly attend top-notch school-age care programs end up, after two years, academically far ahead of their peers who spend more out-of-school time in unsupervised activities according to findings of an eight state school-age study. The Promising Afterschool Programs study, reported in Education Week (November 28, 2007; www.edweek.org), examined 35 programs, selected for their record of success, serving 2,914 students in 14 communities stretching from Bridgeport, Connecticut to Seaside, California. Education Week described how the study worked…“…Researchers divided students into three groups:

§a ‘program only’ group of students who attended their afterschool program two or three times a week and did nothing else outside the school;

§a ‘program plus’ group who visited the afterschool programs two or three times a week and also took part in sports, church programs, music lessons, or other extracurricular activities;

§and a ‘low supervision’ group who dropped in on a mix of afterschool activities from one to three days a week.

The researchers found, over the course of the three-year project, that the more engaged students were in supervised afterschool activities, the better they did on a range of academic, social, and behavioral outcomes. For instance, 3rd and 4th graders in the ‘program plus’ group tallied gains on standardized mathematics tests that were 20 percentile points higher than those of children who rarely went. The frequent attenders also made more progress in developing sound work habits, task persistence, and better social skills, and in reducing negative behaviors such as skipping school or fighting.”

Developing a Love for the Masters

powerinart — Wed, 30 Apr 2008 22:52:49 +0000

This weekend as I walked through our local library I saw many families and youth enjoying themselves and all that the library has to offer. It reminded me of the many weekly trips I made to the library’s youth and children’s room with my own children. After we read and played and gathered our materials from the children’s rooms, we would make a stop in the adult area in search of our next treasure; a book on a famous artist or art style. Each week we would choose one master artist and check out a book full of vivid images and amazing stories. Once at home, mom or dad had custody of the valuable and expensive book of prints, so when the time came to gather around and look at it, my children saw this experience as a privilege, and a time to enjoy the world of new images together.

Looking at different kinds of art is a tremendous way of expanding our children’s awareness. We all become comfortable with the kinds of images around us, but in our comfort we can miss opportunities to expand our vision. You do not have to understand every kind of art you look at, the key is to look with an open mind. Once you do this, you can gain understanding and interest in a variety of styles – even styles you may not have understood or appreciated before.

When you look at art and artists with your children, encourage non evaluative language. Talk about line and shapes and colors and how they relate to each other. Ask them how the image makes them feel, what do they see when they look at it and what stands out the most in the image for them. You will hear some very interesting comments and their exposure to different artists will stimulate their own creativity.

These are some artists to “check out”: Van Gogh, Degas, Picasso and Cassatt.
N.C. Wyeth, Andrew Wyeth, and Jamie Wyeth represent three generations of artists. Consider, Homer, Titian , Michelangelo and especially Rembrandt.