5.5: Planning Art Experiences Using the WMELS Teaching Cycle

Introduction

In Chapter 4, we explored how to create meaningful, relevant, and appropriately challenging social studies lessons using the Wisconsin Model Early Learning Standards (WMELS) Teaching Cycle. In this chapter, we will apply a similar approach to planning art experiences, ensuring that the teaching cycle is reflected in our lesson planning and aligns with the children's developmental progress.

Figure \(\PageIndex{1}\): Teaching Cycle

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WMELS Teaching Cycle Overview

Observation (Assessment in WMELS Teaching Cycle)

Purpose: Understand the children’s current skills, interests, and developmental progress through their interactions with art materials and activities.
Key Action: Teachers observe children’s engagement with different art forms.
Example: Ms. Lara observes children during free art time, noting their preferences for shapes and designs.

Documentation

Purpose: Capture evidence of children’s artistic expressions, behaviors, and learning.
Key Action: Teachers document the children’s artwork and related behaviors.
Example: Ms. Lara takes photographs of children’s artwork and writes down observations about their preferences.

Reflection & Planning (Planning & Curriculum Goals in WMELS)

Purpose: Reflect on the observations and plan the next steps in children’s learning and artistic exploration.
Key Action: Teachers analyze the documentation to design future art activities.
Example: Ms. Lara plans an art activity that encourages children to experiment with combining shapes and lines.

Implementation (Implementation in WMELS)

Purpose: Put the planned art experiences into action.
Key Action: Teachers facilitate the activity by providing the necessary art materials and guiding children through the process.
Example: Ms. Lara sets up an art station with stencils, markers, and paints, encouraging children to experiment with shapes and lines.

Review and Adjust

Purpose: Evaluate the effectiveness of the art activity and use children’s feedback to adjust future lessons and activities.
Key Action: Teachers review the children’s responses to the activity and make adjustments for future plans.
Example: Ms. Lara reflects on the children’s engagement and plans the next lesson to further explore overlapping shapes and patterns.

Preservice Education Student Application

A preservice education student can effectively reflect the WMELS Teaching Cycle in their art lesson plans for young children, birth to age 6, by integrating observation, documentation, reflection and planning, implementation, and review and adjustment into their instructional approach.

Observation: During the initial phase, the student observes the children's interactions and engagement with art materials and activities. For example, they might watch how children respond to different textures and colors, noting their preferences and creative choices.

Documentation: Next, the student documents these observations through various means such as anecdotal notes, photographs, or children's artwork. This documentation serves as evidence of the children's learning processes and helps track their developmental progress. For instance, capturing children's paintings or notes from a class discussion about their art can provide insights into their understanding and interests.

Reflection & Planning: Using the documented observations, the student reflects on the children's learning experiences and plans subsequent art activities. This involves analyzing the collected data to identify patterns and areas for further exploration. If children show a keen interest in mixing colors, the student might plan a lesson that includes experimenting with color combinations.

Implementation: The student then implements the planned activities, leading the class through engaging and interactive art experiences. They adjust the activities based on the children's reactions and feedback, ensuring that the learning experiences are meaningful and responsive to the children's needs. For example, if children are particularly engaged in a collage activity, the student might extend the activity to include more materials and techniques.

Review and Adjust: Finally, the student reviews the effectiveness of the implemented activities by evaluating the children's engagement and learning outcomes. They make necessary adjustments to future lesson plans based on this evaluation. For instance, after a lesson on color mixing, the student might reflect on the children's responses and decide to incorporate more hands-on activities or field trips to enhance understanding.

By systematically applying the WMELS Teaching Cycle, preservice education students can create dynamic and responsive art lesson plans that cater to the developmental needs and interests of young children, fostering their creativity and understanding of artistic concepts.

Preschool Art Vignette: Exploring Shapes and Lines

• Observation: Ms. Lara observes children during free play, noting their preferences for shapes and lines.
• Documentation: Ms. Lara captures photographs and writes detailed notes on children’s artwork.
• Reflection & Planning: Ms. Lara plans an art activity focused on combining shapes and lines to create geometric art.
• Implementation: Ms. Lara introduces the activity, guiding children through creating their artwork.
• Review and Adjust: Ms. Lara reflects on the children’s engagement and plans future lessons based on their interests.

Toddler Art Vignette: Exploring Texture and Color

• Observation: Ms. Emily notices toddlers using their hands to explore texture and color.
• Documentation: Ms. Emily documents the toddlers’ actions by taking photos and writing down their interactions.
• Reflection & Planning: Ms. Emily plans a hands-on art activity that encourages sensory exploration.
• Implementation: Ms. Emily sets up an art station with finger paints and fabric scraps, guiding toddlers through the activity.
• Review and Adjust: Ms. Emily reflects on the toddlers’ engagement and plans future activities to support sensory development.

Infant Art Vignette: Exploring Colors and Shapes

• Observation: Ms. Lily observes infants drawn to bright colors and simple shapes.
• Documentation: Ms. Lily takes photos and notes the infants' reactions to the shapes and colors.
• Reflection & Planning: Ms. Lily plans an activity introducing simple shapes and colors using bright toys.
• Implementation: Ms. Lily sets up a play area with brightly colored toys and guides infants through the activity.
• Review and Adjust: Ms. Lily reflects on the infants’ responses and plans future activities to deepen their visual recognition.

Conclusion

The WMELS Teaching Cycle offers a structured approach to planning art experiences that are responsive to children's developmental needs and interests. By following the cycle of observation, documentation, reflection, planning, implementation, and review, teachers can create art activities that are both engaging and developmentally appropriate. This cyclical process ensures that art experiences are continuously adapted to meet the evolving needs of children, fostering creativity, self-expression, and fine motor skills.

Through the vignettes provided, we see practical examples of how the WMELS Teaching Cycle can be applied to various age groups, from infants to preschoolers. Each vignette demonstrates the importance of observing children's interests, documenting their behaviors, reflecting on their developmental progress, planning meaningful art activities, implementing those activities, and reviewing their effectiveness. By adhering to this cycle, teachers can ensure that their art lessons are not only educational but also tailored to the unique needs and interests of each child.

Art activities are particularly beneficial for children's cognitive and emotional development. They provide opportunities for children to explore different materials, express their thoughts and feelings visually, and develop a sense of aesthetics. These activities also support social-emotional development by encouraging collaboration, sharing, and appreciation of diverse artistic expressions.

In summary, the WMELS Teaching Cycle is a valuable tool for educators, helping them to create art experiences that are relevant, meaningful, and appropriately challenging. By continuously observing, documenting, reflecting, planning, implementing, and reviewing, teachers can support children's growth and development in a holistic and responsive manner, allowing their creativity and artistic skills to flourish.