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A common approach to collected materials is to turn them into representations of flowers, animals, dolls or scenes. The value of these activities depends on the quality of individual discovery and the imagination of the child. Again, the important point is not what is made, the product, but rather the process such as who planned it and how much of the child’s thought and feeling went into it. Children must have the opportunity not only to find the materials but also to try them out. Another important consideration in the creative process is the number of materials. It is important to remember not to give children too many materials too often.
Guidance in using Aesthetic materials:
The teacher can give guidance in several ways -
- Ask questions aimed at helping the children and reach out for what they are seeking.
- Avoid too many ready-made models or ways of doing things.
- Be positive and creative when using models or examples.
- Help children in selecting the materials they prefer.
- Help children “to develop” aesthetic qualities.
- Help children to use other senses when only one sense seems necessary.
- Help children, use aesthetic experiences to deepen experiences.
In creative activities, young children can begin to learn about selection by choosing materials they like instead of the “biggest”. School is a place where children are introduced to new experiences. Teachers have a responsibility to provide the very best that our culture has to offer by introducing a range of good art, not merely what is easiest or most familiar. The beauty of nature is a continuous source of inspiration for young children. It is through nature that many children acquire some of their earliest ideas and concepts of design. A variety of experiences can be planned to help children observe and discover color, line, form, pattern and texture in natural objects. To promote aesthetic experiences in class room they can consider the following suggestions.
- Make a bulletin board arrangement for natural objects and materials.
- Begin a collection of natural objects such as flowers, leaves, weeds, twigs, seeds, stones, rocks, shells, seedpods, moss, rare plants and feathers for a touch and display.
- Take a walking trip to observe color, shape and texture in the immediate environment such as school garden or orchard. Share individual discoveries with others during class discussion.
- Show films or slides or photographs, conduct dramatizations or read stories and poems to develop these concepts.
Displaying children’s work:
An important role of the teacher in developing children’s aesthetic sensitivity is showing their work to parents and others. Parents want to know their children’s creative work. This can help parents to know more about their children. Teachers can assist parents by showing these visual examples of the creative process and pointing out its importance and giving hints to encourage their children’s creativity. Even children like to see their work or any creative material displayed on the board.
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