Deck 10: Child-Centered Art Versus Teacher-Directed Projects

Question 1

Which of the following is a developmentally inappropriate art activity for school-age children?

A) woodworking
B) easel painting
C) crafts
D) modeling with clay

Answer 1

C

Question 2

Which of the following is a developmentally appropriate art activity for three-year-olds?

A) cutting out shapes
B) coloring within the lines
C) explaining their picture when an adult asks, "What is it?"
D) scribbling

Answer 2

D

Question 3

Children can arrive at artistic products through:

A) discovery and experimentation.
B) direct instruction.
C) cooperative learning.
D) modeling.

Answer 3

A

Question 4

Research by Lepper and Greene (1975) has shown that external motivation and techniques of behavior modification will:

A) provide the support that insecure children need to participate in open-ended art activities.
B) encourage all children to participate in art activities.
C) actually decrease a child's intrinsic motivation.
D) reinforce positive behavior in the art center.

Question 5

In general, planned activities that are loosely structured set the stage for:

A) developmentally appropriate art products.
B) creative expression.
C) teacher-directed art projects.
D) child-centered art.

Question 6

Which of the following is an example of a child-centered art project?

A) The children color a page from a coloring book.
B) The teacher asks the children to draw a spring picture using any of the materials in the art center.
C) The teacher allows the children to choose the theme and media for their art project.
D) none of the above

Question 7

Which of the following is an example of a teacher-directed art project?

A) The children choose from construction paper or manila paper and crayons or markers to create a picture on a topic of their choosing.
B) The teacher leads a large group of children in making caterpillars out of egg cartons and pipe cleaners.
C) The teacher encourages the children to explore the fabric scraps in the art center during center time.
D) all of the above

Question 8

Open-ended art activities encourage children to choose:

A) content.
B) process.
C) product.
D) all of the above

Question 9

Which of the following is not an appropriate role for adults in a developmentally appropriate early childhood art program?

A) providing models of projects to inspire children
B) providing opportunities for children to choose from a variety of activities and materials
C) providing time for children to explore through active involvement
D) facilitating children's engagement with materials and activities

Question 10

Which of the following is an example of a teacher-guided art project?

A) The teacher suggests that the children consider using objects other than paint brushes to apply paint at the easel.
B) The children decide to make a castle from the cardboard tubes in the recycle bin.
C) The children complete a count-by-numbers coloring sheet.
D) none of the above

Question 11

Which of the following is a developmentally inappropriate art activity for three-year-olds?

A) exploring with play dough
B) exploring with paints and brushes
C) following step-by-step teacher instructions
D) scribbling

Question 12

The concept of "developmentally appropriate" includes:

A) individually, socially, and emotionally appropriate.
B) culturally, kinesthetically, and cognitively appropriate.
C) social-emotionally, affectively, and culturally appropriate.
D) individually, culturally, and age appropriate.

Question 13

Which of the following is a developmentally appropriate art activity for four- and five-year-old children?

A) following step-by-step teacher directions
B) participating in art activities as an incentive or reward
C) finger painting
D) coloring a pre-drawn form

Question 14

In a teacher-directed art project, the teacher:

A) gives specific directions for the completion of the project.
B) models the project for the children, but does not give verbal directions.
C) accepts the children's input and decisions throughout the project.
D) encourages the children to make their own decisions during the project.

Question 15

Which of the following is a developmentally appropriate art activity for toddlers?

A) finger painting
B) modeling with play dough
C) exploring with crayons and paper
D) coloring in a coloring book

Question 16

In a teacher-guided approach, the teacher:

A) gives explicit instructions for the completion of the art project.
B) offers subtle structure with much child direction and input.
C) models the completion of the art project.
D) allows the child to pursue the project independently after looking at a competent model of the product.

Question 17

Child-centered art activities are all of the following except:

A) creative, unique, and original.
B) involving much teacher input.
C) fostering autonomy.
D) process-oriented.

Question 18

When teachers give children precut shapes or pre-drawn outlines for art projects, what is the likely outcome?

A) Children have a model of artistic development to strive for.
B) Children have the opportunity to exercise creative decision making.
C) Children feel inadequate.
D) Children develop better fine motor skills.

Question 19

Developmentally appropriate art materials for toddlers should include all of the following except:

A) finger paints.
B) large crayons.
C) large sheets of paper.
D) watercolor markers.

Question 20

Teacher-directed projects are all of the following except:

A) involving much teacher input.
B) possibly useful and practical.
C) recognizable.
D) pleasing to the child.

Question 21

It is not necessary to be a talented artist to provide creative art experiences for young children.

Question 22

Legitimate artistic media are defined as:

A) paintbrushes, easels, and watercolor sets.
B) the same media that adult artists use.
C) nontoxic art materials that are safe for children's use.
D) good-quality art materials.

Question 23

The three-dimensional arts include all of the following except:

A) sculpture.
B) ceramics.
C) printmaking.
D) architecture.

Question 24

Teaching children to draw is most likely to:

A) enhance their understanding of the art elements.
B) give the teacher an understanding of each child's developmental level.
C) provide negative, possibly harmful experiences for the children.
D) focus the children on pleasing adults.

Question 25

A teacher-guided approach to art projects is the same thing as a teacher-directed approach.

Question 26

Active participation in the learning process is needed for children to:

A) improve motor development.
B) form connections between what they already know and what they are learning.
C) understand abstract concepts.
D) develop advanced art skills.

Question 27

Which of the following is not true of appropriate art-making activities in an early childhood classroom?

A) They should allow children to be personally expressive.
B) They should be modeled by the teacher.
C) They should allow for discovery and experimentation.
D) They should be success-oriented.

Question 28

In a child-centered art center:

A) the teacher plays an active role.
B) the child follows directions.
C) the teacher gives specific directions.
D) there is very little structure.

Question 29

Coloring books may be considered a "legitimate" activity for children who are experiencing stress because:

A) the bright colors of the crayons or markers will be distracting.
B) coloring in a coloring book is a cognitively undemanding activity that can be comforting.
C) the attention required to stay within the lines is distracting.
D) staying within the lines causes muscle fatigue.

Question 30

The two-dimensional arts include all of the following except:

A) painting.
B) architecture.
C) printmaking.
D) drawing.

Question 31

When children encounter only opportunities for independent exploration in the art center, they will soon:

A) understand that everything they do is valuable.
B) ask for instructions from the teacher.
C) become bored and frustrated.
D) develop their creative potential.

Question 32

Most craft projects are:

A) child-centered.
B) teacher-facilitated.
C) open-ended.
D) teacher-directed.

Question 33

In the continuum of approaches to working with young children, which of the following would come between teacher-directed and child-centered?

A) open-ended questioning
B) teacher as responder
C) teacher as facilitator
D) teacher as problem-solver

Question 34

Which of the following is not an example of teacher-directed art?

A) completing a coloring sheet of a butterfly
B) using a cardboard stencil to draw the outline of a Valentine heart
C) looking in the mirror while drawing a self-portrait
D) painting part of an egg carton like a caterpillar

Question 35

When planning a teacher-directed art project, the teacher has all of the following except:

A) specific directions to ensure a recognizable product.
B) little input from the children.
C) endless artistic possibilities.
D) a definite idea of what the children will make.

Question 36

Activities that masquerade as art share all of the following criteria except:

A) written directions for the artist.
B) an emphasis on teacher input and direction.
C) a high degree of structure.
D) a specified product.

Question 37

Because older children are more product-oriented, they are more likely to:

A) put their names on their art.
B) become upset if their paper is torn.
C) be eager to take their artwork home.
D) all of the above

Question 38

In the art center, rules for behavior and the use of materials should be:

A) loosely structured with minimal consequences.
B) rigidly enforced because of safety issues.
C) posted and discussed so that children will understand and remember them.
D) dependent on the art activity being offered.

Question 39

Crafts for young children are considered to be:

A) developmentally appropriate.
B) child-centered.
C) teacher-directed.
D) open-ended.

Question 40

Curriculum is defined as:

A) lesson plans to be used in the classroom.
B) the planned and unplanned activities in the classroom.
C) the materials used to support instruction.
D) a written guide to using instructional materials.

Question 41

Humans are born with a biological need to create art.

Question 42

Label the example activity as an art project (a) or a craft project (c).
Dyeing Easter eggs.

Question 43

Art is more dependent on the process than on the product.

Question 44

Label the example activity as an art project (a) or a craft project (c).
Looking at your reflection in the mirror and drawing a self-portrait.

Question 45

Children need to have novel art projects or varied art materials each day.

Question 46

Crafts have artistic merit.

Question 47

Label the example activity as an art project (a) or a craft project (c).
Viewing several reproductions of Claude Monet's water lily paintings and then attempting a painting of a pond.

Question 48

Extrinsic motivation supports and increases children's intrinsic motivation to engage in art activities.

Question 49

A good art program understands and accepts that a child can be oriented toward product, process, or both in his/her approach to art.

Question 50

Teacher-directed art projects are appropriate when young children tire of visiting the art center and seem to have run out of ideas for processing.

Question 51

Teacher-directed art projects do not have a place in a developmentally appropriate early childhood art program.

Question 52

The motivation for art comes from within the child.

Question 53

Label the example activity as an art project (a) or a craft project (c).
Making a classroom quilt by stitching paper squares together with yarn.

Question 54

Label the example activity as an art project (a) or a craft project (c).
Finger painting.

Question 55

Young children enjoy repetition in their art activities.

Question 56

Label the example activity as an art project (a) or a craft project (c).
Weaving a placemat from paper strips.

Question 57

Decorating cookies with colored frosting and sparkles is an appropriate art activity for young children.

Question 58

External motivators actually decrease children's intrinsic motivation.

Question 59

Teacher-directed projects should never be a part of the early childhood art project.

Question 60

Children's access to the materials in the art center should be limited for reasons of safety.

Question 61

Arrange the three approaches to teaching art along a continuum of least to most teacher input.

Question 62

Describe a decision in which an early childhood teacher would use each of the three knowledge bases that form the foundation of developmentally appropriate practices.

Question 63

List the five basic elements of shape on which Brookes bases art instruction for young children.

Question 64

List three circumstances which would warrant the implementation of a teacher-directed art project in the early childhood classroom.

Question 65

List the three criteria shared by activities that masquerade as art.

Question 66

List five activities that might be done by a teacher acting as a facilitator.

Question 67

List the three knowledge bases that inform decision making in developmentally appropriate practices.

Question 68

Describe a teaching scenario in which you would ask children to participate in a craft or teacher-directed project.