For uncountable millennia, humans have used their creativity to depict their lives and world. We have discovered cave paintings and bone flutes from over 40,000 years in the past and jewelry from 100,000 years ago. More than likely, these are not humanity’s first artistic endeavors; they are merely the oldest artifacts uncovered by modern research.
To put it directly, the arts are one of the most innate and ancient expressions of what it means to be human. Odd, then, that many school environments place a diminished value on them in the curriculum.
Not so for Child of the Redwoods. We place as an equal importance on the Arts as we do the other academic areas. Not only does this reflect Montessori practices, but - perhaps more importantly - we believe the arts support the kinds of creative problem solving kids need for 21st century job and life success.
Some hold the impression that Maria Montessori valued reality over creativity; this couldn’t be farther from the truth. She held the arts in high regard. She was notoriously exacting with the artisans and craftsmen who made her materials. A copy of Raphael’s “Madonna of the Chair” held a place of honor in her classroom. In the 1910s, she collaborated with a young musicologist on a music curriculum. It wasn’t reality that she demanded. It was the non-infantilizing treatment of children.
Our study focuses on two specific art forms - music and visual arts. Written and performing arts, such as novels and plays, can be found in Reading and Writing. Obviously, the scope of art - forms, genres, creators - is too vast to be covered fairly or comprehensively, so the emphasis is less on identifying masterpieces and more on exploring the role art plays in human society (both now and in the past). For older children, the arts are also a great jumping off point for independent research.
Because children under 6 (those in the first plane) focused on concrete representation, study of the arts focuses heavily on creation. Children will dance to music, mix colors, sing songs, paint and draw, smash and stretch clay into shapes. As children near age 6, they will have greater skills at creating representation art.
Moreover, both practical life and sensorial experiences are plentiful in the early arts curriculum. Your little ones will use various artistic tools, like brushes and scissors, to create original works. Clean up provides an excellent opportunity to practice practical life favorites such as sweeping up bits of paper, cleaning up paint with small sponges, and putting supplies back where they belong.
First plane children should also be encouraged to describe artworks in basic terms, such as colors and shapes. They can also begin practicing - in small doses - proper museum behavior, such as standing with their arms behind their backs and speaking quietly when talking about an artwork.
Overall, the goal is for first plane children to have exposure to art and practice creating and describing it.
Because 6 to 9 year olds (those in the second plane children) are journeying from concrete to abstract thought, representational art can become highly fascinating. Children in this age group should be encouraged to describe artworks using more complex language, including compare and contrast. As in other academic areas, specificity and detail increase with age. For example, a 6 year old may focus only on identifying musical genres while a 9 year old may dig deep into the lives of significant musicians in those genres.
Creation remains a central component of the arts curriculum, with younger learners focusing on specific skills, such as making sound with the mouth, and older learners combining those skills to create ever more elaborate and complex works. Their works should be displayed or presented and discussed. Above all, they should be encouraged to express themselves creatively and with few limitations. The goal is to foster confidence in their creativity.
Starting in first grade, the arts curriculum adds a third domain - the Origin of Art. This is an extension of Third Great Lessons and a continuation of the study into the thirteen fundamental needs of humans (both from Humankind). The origin of art is similar to the concept of art history and includes studies of the purpose of art and the major artistic eras. Older learners should spend much time completing independent research about artists and their motivations for creating art.
Overall, the goal is for older children to understand the critical role art plays in the human experience and what goes into its creation.
For all children, the Arts curriculum emphasizes appreciating, creating, and analyzing art.
With younger ones, the goal is to give your child time to create various kinds of art using a variety of tools and materials. Present a piece of tissue paper and a piece of printer paper. What happens when I brush water on each? Press clay or dough into various smooth and rough objects. What patterns emerge when I lift it away? Write your child’s name in block letters on a piece of paper. Can you copy what I wrote on your own paper?
For older kids, the goal is to help them learn to analyze and describe works using detailed language. How are these two jazz songs similar and different? How did Frida Kahlo’s life experience influence her art? When did humans first wear jewelry?
Above all, the key to success is for you, the parent or caregiver, to be CURIOUS. Child of the Redwoods emphasizes that education is a journey you take WITH your children. When you show curiosity about the world, your child will follow the example.
For children between the ages of 2.5 and 9, our curriculum focuses primarily on two domains: music and visual art. For older learners (those in the 6 to 9 range), we also add the origin of art.
Music: This domain covers all things music, including instruments, musical notation, genres, and enjoyment.
Visual Arts: In this domain, learners explore the forms and elements of visual arts, including painting, sculpture, and printmaking.
The Origin of Art: This domain focuses on the role art plays in human society and its key movements and genres.
In practice, this means children under 6 (Primary) will spend much of their time creating and enjoying visual art and music. Among other things, by the time they exit the program, the child should be able to describe visual artworks in basic terms, know how to clap and dance to the beat of a song, and be exposed to music from a wide variety of genres.
For children over 6 (Lower Elementary), we build on this knowledge by exploring topics like the role of art in human society, researching major artists and art movements, and using descriptive language to describe artworks and songs.
For both, children should be given lots of time to create original works in a wide variety of genres and using a wide range of materials and techniques.