The following is the text from this section of the 2009-2010 edition of The Joyful Child, Montessori from Birth to Three
To see other sections of this publication return to: http://www.michaelolaf.com/CWcontents.html
INTRODUCTION
The
truth is that when a free spirit exists, it has to materialize itself
in some form of work, and for this the hands are needed. Everywhere we
find traces of men's handiwork, and through these we can catch a glimpse
of his spirit and the thoughts of his time.
The skill of man's hand is bound
up with the development of his mind, and in the light of history we see
it connected with the development of civilization. —Dr.
Maria Montessori, MD
Art is essential in the environment of the child from
birth on. It is a way of approaching life, of moving and speaking, of
decorating a home and school, of selecting toys and books. It cannot be
separated from every other element of life. We cannot “teach”
a child to be an artist, but we can help him develop:
An Eye that Sees
A Hand that Obeys
A Soul that Feels
ART ACTIVITIES
Individual art work connected with other subjects is more creative, noncompetitive,
and successful than group projects or models created by the teacher for
children to imitate. Children should not learn to imitate the creations
of an adult, to turn out products that all look alike. They are shown
carefully how to get out the clay, for example, to use each of the tools,
to form basic coils and slabs. They are introduced to clay sculptures
in museums and books. It is the child who will decide when to work on
clay, and exactly what to make. This is true of all art activities.
Just as any other activity in the 3-6 class, each art activity is kept
complete and ready for use. If a child is interested in painting for example,
he will find an apron, paper, paints and brushes, all clean and ready.
After watching a seed grow into a plant a child might be inspired to draw
the plant, to make leaf rubbings, to make a sculpture of a plant, or to
create an original work in watercolor or tempera paints. Building with
blocks, visiting a museum, listening to or making music, eating ethnic
food, any activity can lead naturally to an artistic creation by the child.
ART MATERIALS
Children benefit from having a variety of art materials available
to them at all times and a space to work, uninterrupted, when they are inspired.
It is important to provide the best quality that we can afford—pencils,
crayons, felt pens, clay, paper, brushes—and to teach the child how
to use and care for them.
ART APPRECIATION
and ART HISTORY
Reproductions of great masterpieces, as prints, cards, or in books, inspire
an appreciation of beauty at any age. We hang the pictures at the child's
eye level, and provide art postcards to sort into groups, such as by artist.
Stories about artists, especially as children, are interesting for children.
Good art books can engage a child for hours.
At home or in the classroom, we can designate a "museum" table
or shelf where beautiful art objects can be placed as a temporary art
exhibit. Since everything else in the room is available for handling,
this gives practice in just looking, as in a real museum, and allows close
exposure to special items and beautiful objects that the child might not
otherwise have.
This also introduces the idea that most "art" objects in museums
were used in daily life, soup bowls, jewelry, tools, and other useful
and decorative creations.
Whenever possible we give the best examples of art and the best art materials,
at the youngest, most impressionable age. |