1

Upon completion of this Topic, you should be able to:

1. Explain what is the creative arts

2. Differentiate between the different domains of the creative arts
3. Discuss the relationship between the creative arts and the brain
and the theory of multiple intelligences
4. List the skills children learn from the creative arts

1.1 What is the creative arts?

1.2 Visual Arts
1.3 Music
1.4 Movement
1.5 Drama
1.6 Creative Arts Not Emphasised in Early Childhood Education
1.7 Creative arts and the Human Brain
1.8 Creative arts and the Theory of Multiple Intelligences
1.9 Children Learn from the Creative Arts
1.10 Creative Arts in the National Preschool Standard
Curriculum

Words You Should Know

Summary
References
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1.1 What is the Creative Arts?

Every child is born with a creative potential and it is the job of teacher, parents and other to
nurture that creativity. Teachers have to be convinced that the creative arts can benefit
children’s learning in language, mathematics, science, social studies and most importantly
socioemotional development. Creative arts is made of two words.

• ‘Creative’ involves the use of imagination to produce something original or

different. It also involves the generation of new ideas or new ways of solving a
problem [We will discuss in more detail about ‘creativity’ in Topic 2].

• ‘Arts’ is the expression of creativity and imagination in visual form (such as drawing),
music (such singing or playing a musical instrument), movement (such as performing a
dance) and drama (acting in a play).

The creative arts consist of four domains, namely visual arts (including design and crafts), drama,
music and movement (see Figure 1.1). The main purpose of the Creative Arts is to develop children
as creative and imaginative individuals who appreciate the arts.

Visual Arts Movement

Music
Drama

Figure 1.1 Four Domains of the Creative Arts

The creative arts engage children's minds and senses. They invite children to listen, observe, move,
solve problems, and imagine, using multiple modes of thought and self-expression. Active
involvement in the creative arts stimulates brain connections that support children's learning. A
growing body of research on the effects of early arts experiences shows their positive relationship
to improved, overall academic performance.
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Research in the arts also demonstrates that when creativity is developed at an early age, its benefits
are continual and are transferred to many intellectual tasks. All areas of creative arts can incorporate
the diversity of children in the program. Dance, art, pantomime, and creative expression are areas
where English language learners can be included without needing to rely on language skills in
English. Music can be particularly effective since it can be fun for children to learn a song in either
English or another language.

a) What is the creative arts?

b) Discuss the importance of the creative arts

1.2 Visual Arts

Visual arts is the first domain of the creative arts.

What are the visual arts? The visual arts are art
forms that are primarily visual in nature such as
drawing, painting, photography, graphics, fashion
design, sculpture, printmaking and crafts. The
‘visual arts’ provide an avenue for children to
express their ideas, feelings, and knowledge in
visual forms individually and in groups (see Figure 1.1).
Figure 1.1 Children involved in the
visual arts

The visual arts draw on visual and tactile elements in order to communicate ideas and
feelings. Children involved in visual arts activities use hand-eye coordination as they become
skilled at manipulating materials and tools. Visual art can be made from almost any material
imaginable ranging from natural fibers to industrial waste to computer screen. The key
ingredient is the manipulation of the visual and tactile elements of line, shape, color, form,
texture, pattern and space. Children express themselves using materials such as pencils, colour
pencils, crayons, water colour, finger painting and making various types of crafts.

Another important part of this domain is art appreciation. Preschoolers can observe, compare,
and respond to the properties of artistic works. With a teacher's guidance they can discuss the
artist's use of color, shapes, texture, and more. In addition, they can learn to notice and
appreciate the elements of art—color, line, shape, or pattern —in everyday items, such as the
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colours of leaves, the brickwork of a nearby building, or a spider's web. [We will discuss in
more detail about ‘visual arts’ and ‘crafts’ in Topics 3, 4 and 5].

1.3 Music

Music is the second domain of the creative arts. What

is ‘music’? Music is organised sound. Music activities
provide opportunities for children to learn how to
control and respond to voices and instruments as they
create rhythmic and melodic patterns through song and
sound. Listening, rhythmic activities, singing and
playing instruments form the basis of creative music
experiences, through which the elements of music- Figure 1.2 Children involved in
rhythm, timbre, dynamics, form, melody and harmony music activities
are organized into compositions that speak to our mind,
body and emotions

Music experiences for young children involve listening to, learning about, and making
music. Children can listen and respond to different kinds of music by moving, dancing,
painting, or talking about how it makes them feel, what instruments they hear, how it compares
to other pieces they have heard, or what they do or do not like about it. They may use simple
rhythm instruments to create music or to accompany live or recorded music. Children also enjoy
singing favorite songs, learning new ones, and making up their own.

Children's experiences and associations with

music begin in infancy. Some babies are
comforted by the slow rhythms of lullabies, and
others are excited by music with a lively beat

By the time they reach the toddler years, many

children have favourite songs and musical Figure 1.3 Babies reacting to music
pieces. They listen attentively, sing along with a
familiar chorus, and begin making their own music by shaking a tambourine or banging on a
drum ((see Figure 1.3). As language skills grow, toddlers begin making up their own songs. If
they have had many opportunities to listen to and talk about music, they can identify the sounds
made by specific instruments—trumpet, drum, or violin, for example. [We will discuss in more
details about ‘music’ in Topics 5 and 6].
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a) What is visual art?

b) What is art appreciation?
c) Do you think young children can appreciate music?
d) What is music?
e) How do babies react to music?

1.4 Movement

‘Movement’ is the third domain of the creative arts.

What is movement? Movement is the manner in
which children position their body in space.
Children involved in creative movement activities
discover ways to physically control and coordinate
the rhythmic movement of their bodies in a specific
environment, alone and in cooperation with others
Figure 1.4 Children involved in
(see Figure 1.4). We will discuss further about movement
creative dance in another topic.

Movement includes dancing to music and moving in various ways to learn what the body can
do or to express an idea or feeling. Children might imagine how an animal moves, then try to
imitate it. They could focus on a specific feeling, such as joy or fear, and create movements to
express the feeling. Movement facilitates spatial awareness and sensory integration,
contributes to overall health and fitness, and promotes development of physical skills.

Some children are kinaesthetic learners—they learn best by moving their bodies. All children,
however, can benefit from movement experiences because exploring and repeating movements
support brain development and learning. Creative movement is linked to developing and
refining fundamental motor skills.

As children explore movement, cognitive, social, and emotional development is also going on,
particularly when movement experiences involve children in creating, representing, and
expressing their interpretations of events, ideas, and feelings. For example, children's thinking
skills are activated when teachers ask, "How can you jump and land quietly?" or "How might a
family of ducks get across the street?" Both questions require children to use what they already
know to come up with several possible solutions.

Movement activities can foster cooperation and consideration of other people’s ideas. Think
of two children standing inside a single hula hoop who must work together to get to the other
side of the playground. Creative movement can help children feel more competent and capable
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when their ideas are accepted and valued and when experiences help them build physical skills
used in other activities.

Movement experiences prompt vocabulary, language, and conceptual development. Their

vocabulary expands as they learn to "turn around," "twirl," or "rotate." Their understanding of
concepts deepens as they learn to jump "high," "higher," and "highest"; to grow from "teeny,"
"itsy bitsy," or "small," to "big," "large," "enormous," "gigantic," "tremendous," or
"humongous"; to express their interpretations of "sad," "melancholy," "disappointed,"
"scared," "frightened," "petrified," "happy," "delighted," "excited," or "ecstatic."

1.5 Drama

Drama is the fourth domain of the creative arts. What is

drama? Drama is when children present ideas and actions
through pantomime, improvisation, play acting and
storytelling to create a visual and auditory performance.
Dramatic activities and dramatic play engage children in
verbal and physical communication through imitative role
behavior, make believe and social interaction with real and
imaginary others.

Dramatic play and drama involves make-believe. Children Figure 1.5 Children
take on roles such as being a mother, waiter, mail carrier, or involved in drama
sailors (see Figure 1.5). They put objects to imaginative
uses—for example, transforming a large box into a spaceship or cave. Dramatic play also offers
a wide range of opportunities for children to use and expand their cognitive, language, literacy,
and social skills.

Pretend play begins to emerge even before children are two years old. But while a toddler
might pick up an empty plastic cup, lift it to her mouth, and pretend to drink from it, an older
child is able to use a can or block to symbolise the cup. A four-year old's ability to create mental
images—of objects, people, actions, clothing, conversation, and more— leads to rich dramatic
play. Children who are skilled in dramatic play use both their imagination and their
knowledge of the world to recreate familiar experiences and create new ones.

Children learn language through drama as they act out different roles. Acting out a variety of
roles gives young children the opportunity to experiment with various kinds and uses of
language. Children must listen and talk to each other in planning their play and carrying out
their roles. In addition, drama helps children gain better understanding of themselves, their
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peers, and their families. Children express their thoughts and concerns that might otherwise
go undiscovered or remain repressed. Unfortunately, children are not given enough
opportunities to take part in plays and drama.

a) What is movement?
a) Why is movement important for children?
b) What is drama?
c) List some benefits of drama for children.

1.6 Creative Arts Are NOT Emphasised in Early Childhood Education

Several early childhood programmes in Malaysia strip art, music, creative movement and drama
activities from the curriculum or occasionally teach these subjects. These subjects are only
emphasised when children are prepared for a concert. These subjects are not routinely taught
because teachers and the school tend to focus their time and energy on reading, writing and
mathematics. Schools argue that this is what parents want. Parents insist on focusing on the 3Rs
and are willing the set aside the creative arts. To what extent is this true in your school?

Children from middle class home may send their children for
special classes in art, music, dance and even drama in the
neighhourhood after school hours. What about children from
low-income families whose parents cannot afford these
special classes because they tend to be expensive. These
children rely on the school to expose them to the creative arts. They are being robbed of the
joy of the creative arts which has much to contribute to the holistic development of the child.
Early childhood education has been reduced to mere ‘preparation factories’ where teacher and
the school (and parents) are more interested in ensuring that children are prepared for primary
school where ‘achievement’ means nothing more than scoring high in paper and pencil tests.

Some teachers, parents and schools argue that the creative arts can studies later when children
get to primary school. After all, it is the 3Rs is going to determine success of children not
realising that the creative arts play an important role in ensuring a well-rounded education that
will help children transition to primary school. As mentioned by a teacher,
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“it’s our job to give equal emphasis to the creative arts and
to move away from the ‘toxic culture’ of teaching to the test
and move towards an education that opens childrens’ minds to
the infinite possibilities of their lives,”

It is really sad when you walk into an early childhood classroom seeing children sit all day
completing worksheet after worksheet, and of course colouring instead of painting using water
colour. These schools do not realise the significance of the creative arts to a child’s growth
and development. Just like reading, writing, and mathematics; drawing, painting, making crafts,
music, singing, dancing and acting are essential elements in producing a holistic child (Bennet,
1990).

1.7 Creative Arts and the Brain

All children have creative potentials and all children want to demonstrate their creative
abilities. The creative arts provide an opportunity and environment where children actively
engage in creative experiences, processes, and developments. The creative arts contribute to an
education which integrates physical, intellectual and creative faculties and makes possible more
dynamic and fruitful relations between education, culture and the arts. Thus, it is the
responsibility of parents and teachers to teach children the creative arts – art, music,
creative movement and drama. For example,

"Every child is an artist the problem is how to remain an artist once he

or she grows up"

- the famous painter name, Pablo Picasso

If schools do not give importance to the creative arts, it is possible that we may have failed
to produce a ‘Picasso’ or a‘Ibrahim Hussein’ or a ‘Latif Mohideen’ among the children
we teach.

To succeed today and in the future, children need to be inventive, resourceful and imaginative.
The skills required in the 21st century are the 4Cs - critical thinking, communication,
collaboration and creativity and one of the best ways to foster creativity is through the creative
arts. So, when children are denied the opportunity to engage in art, music, dance and drama,
they lose the chance of learning and developing their creative side. In other words, their
education will be incomplete if the creative arts are ignored or given less importance.
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LEFT-BRAIN RIGHT BRAIN

The human brain is split into TWO Hemispheres called the right brain and the left brain. They
are connected by a bunch of nerves called the corpus cassollum that enable the two hemispheres
of the brain to communicate. Generally, it is believed that left brain controls logic and the
right brain controls creativity (see Figure 1.6).

Figure 1.6 Left Brain and Right Brain

More specifically, the left-side of the brain is considered to be adept at tasks that involve
logic, language, and analytical thinking. The left-brain is described as being better at:

• Language
• Logic
• Critical thinking
• Numbers
• Reasoning

More specifically, the right side of the brain is best at expressive and creative tasks. Some
of the abilities popularly associated with the right side of the brain include:

• Recognising faces
• Expressing emotions
• Music
• Reading emotions
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• Colour
• Imagination
• Intuition
• Creativity

This is typically what is required for school work that relates to mathematics, reading and
science. The right side is used for emotional perception, intuition and creativity. It is the right
hemisphere that is mainly used when a person is involved in creative endeavours such as
making art. It is this part of the brain that schools tend to neglect to develop.

For the brain to be efficient, the two hemispheres must work together. By stimulating and
exercising the right hemisphere of the brain, the creative arts strengthen the connection between
the hemispheres. Children should be exposed to the creative arts (art, music, drama &
movement) so that their right hemisphere will be as developed as the left and both hemispheres
work in tandem, thus achieving the full potential of the mind. The creative arts engages
children's senses in open-ended play and develops cognitive, social, emotional and multi-
sensory skills. The creative arts is important for children, especially during their early
development as they progress into elementary school and beyond; creative arts continues to
provide opportunities for brain development, mastery, self-esteem and creativity.

a) To what is the creative arts given importance in your school?

b) Do you agree with the view expressed above.
c) What is the left brain and right brain theory?
d) What skills are associated with the left brain?
e) What skills are associated with the right brain?
f) Do you agree with this theory?

1.8 Creative Arts and the Theory of Multiple Intelligences

The theory of multiple intelligences was developed Howard Gardner in his book Frames of
Mind published in 1983. The Theory rejects the traditional notion of intelligence, based on I.Q.
because it too limiting. The EIGHT different intelligences proposed account for a broader range
of human potential in children. These intelligences are:
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1. Linguistic intelligence (“word smart”)

2. Logical-mathematical intelligence
(“number/reasoning smart”)
3. Visual-Spatial intelligence (“picture
smart”)
4. Bodily-Kinaesthetic intelligence
(“body smart”)
5. Musical intelligence (“music smart”)
6. Interpersonal intelligence (“people
smart”)
7. Intrapersonal intelligence (“self
smart”)
8. Naturalist intelligence (“nature
smart”)

Figure 1.6 Theory of Multiple Intelligences

Gardner argues that schools (including nurseries and kindergartens) spend most the time on
verbal-linguistic and logical-mathematical intelligence. In other words, schools emphasise
reading, writing and arithmetic / mathematics of the 3Rs and subjects such as science, history,
geography, economics and others. What about the development of the other SIX intelligences?
For example, a child who has the talent for music or art, does not receive much reinforcement
and encouragement in schools. Many of these children, may end up being labelled ‘learning
disabled’ or ‘ADHD’ (attention deficit hyperactive-disorder) or simply underachievers, when
their unique ways of thinking and learning are not aligned to the heavily linguistic or logical-
mathematical classroom.

Gardner strongly urges that schools should give equal attention to all the eight intelligences.
Besides, verbal-linguistic intelligence and logical-mathematical intelligence, schools should
give equal important to the other SIX intelligences and children who show intelligences on
these intelligences.

The theory of multiple intelligences proposes a major transformation in the way early childhood
education centres are run. It suggests that teachers be trained to present their lessons in a wide
variety of ways using music, cooperative learning, art activities, role play, multimedia, field
trips, inner reflection, and much more. The good news is that the theory of multiple intelligences
has grabbed the attention of many educators around the country, and hundreds of schools are
currently using its philosophy to redesign the way it educates children. The bad news is that
there are thousands of schools still out there that teach in the same old dull way, through dry
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lectures, and boring worksheets and textbooks. The challenge is to get this information out to
many more teachers, school administrators, and others who work with children, so that each
child has the opportunity to learn in ways harmonious with their unique minds.

The theory of multiple intelligences also has strong implications for adult learning and
development. Many adults find themselves in jobs that do not make optimal use of their most
highly developed intelligences (for example, the highly bodily-kinesthetic individual who is
stuck in a linguistic or logical desk-job when he or she would be much happier in a job where
they could move around, such as a recreational leader, a forest ranger, or physical therapist).
The theory of multiple intelligences gives adults a whole new way to look at their lives,
examining potentials that they left behind in their childhood (such as a love for art or drama)
but now have the opportunity to develop through courses, hobbies, or other programs of self-
development (see 7 Kinds of Smart).

How to Teach or Learn Anything 8 Different Ways

One of the most remarkable features of the theory of multiple intelligences is how it provides
eight different potential pathways to learning. If a teacher is having difficulty reaching a student
in the more traditional linguistic or logical ways of instruction, the theory of multiple
intelligences suggests several other ways in which the material might be presented to facilitate
effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an
adult learner seeking better ways of pursuing self-study on any subject of interest, the same
basic guidelines apply. Whatever you are teaching or learning, see how you might connect it
with

a) Who introduced the theory of multiple intelligences?

b) Which of the intelligences is associated with teaching the creative
arts?
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1.9 Skills Children Learn from the Creative Arts

Lisa Phillips wrote an article in the Washington Post in which she suggested several skills
children learn from learning the Creative Arts.

1. Creativity – Being able to approach tasks from different perspectives and think ‘outside
of the box’ will distinguish your child from others. In an arts program, your child will
be asked to recite a monologue in 6 different ways, create a painting that represents a
memory, or compose a new rhythm to enhance a piece of music. If children have
practice thinking creatively, it will come naturally to them now and in their future career.

2. Confidence – The skills developed through theater, not only train you how to
convincingly deliver a message, but also build the confidence you need to take
command of the stage. Theater training gives children practice stepping out of their
comfort zone and allows them to make mistakes and learn from them in rehearsal. This
process gives children the confidence to perform in front of large audiences.

3. Problem Solving – Artistic creations are born through the solving of problems. How
do I turn this clay into a sculpture? How do I portray a particular emotion through dance?
How will my character react in this situation? Without even realizing it kids that
participate in the arts are consistently being challenged to solve problems. All this
practice problem solving develops children’s skills in reasoning and understanding. This
will help develop important problem-solving skills necessary for success in any career.

4. Perseverance – When a child picks up a violin for the first time, she/he knows that
playing Bach right away is not an option; however, when that child practices, learns the
skills and techniques and doesn’t give up, that Bach concerto is that much closer. In an
increasingly competitive world, where people are being asked to continually develop
new skills, perseverance is essential to achieving success.

5. Focus – The ability to focus is a key skill developed through ensemble work. Keeping
a balance between listening and contributing involves a great deal of concentration and
focus. It requires each participant to not only think about their role, but how their role
contributes to the big picture of what is being created. Recent research has shown that
participation in the arts improves children’s abilities to concentrate and focus in other
aspects of their lives.

6. Non-Verbal Communication – Through experiences in theater and dance education,

children learn to breakdown the mechanics of body language. They experience different
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ways of moving and how those movements communicate different emotions. They are
then coached in performance skills to ensure they are portraying their character
effectively to the audience.

7. Receiving Constructive Feedback – Receiving constructive feedback about a

performance or visual art piece is a regular part of any arts instruction. Children learn
that feedback is part of learning and it is not something to be offended by or to be taken
personally. It is something helpful. The goal is the improvement of skills and evaluation
is incorporated at every step of the process. Each arts discipline has built in parameters
to ensure that critique is a valuable experience and greatly contributes to the success of
the final piece.

8. Collaboration – Most arts disciplines are collaborative in nature. Through the arts,
children practice working together, sharing responsibility, and compromising with
others to accomplish a common goal. When a child has a part to play in a music
ensemble, or a theater or dance production, they begin to understand that their
contribution is necessary for the success of the group. Through these experiences
children gain confidence and start to learn that their contributions have value even if
they don’t have the biggest role.

9. Dedication – When kids get to practice following through with artistic endeavors that
result in a finished product or performance, they learn to associate dedication with a
feeling of accomplishment. They practice developing healthy work habits of being on
time for rehearsals and performances, respecting the contributions of others, and putting
effort into the success of the final piece. In the performing arts, the reward for dedication
is the warm feeling of an audience’s applause that comes rushing over you, making all
your efforts worthwhile.

10. Accountability – When children practice creating something collaboratively they get
used to the idea that their actions affect other people. They learn that when they are not
prepared or on-time, that other people suffer. Through the arts, children also learn that
it is important to admit that you made a mistake and take responsibility for it. Because
mistakes are a regular part of the process of learning in the arts, children begin to see
that mistakes happen. We acknowledge them, learn from them and move on.
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a) How do the creative arts build confidence and perseverance in

children?
b) Suggest how the creative arts enhances collaboration and
dedication.

1.10 Creative Arts in the National Standard Preschool Curriculum

(KSPK)

The Content and Learning Standards in the National Standard Preschool Curriculum – 2017
(Kurikulum Standard Prasekolah Kebangsaan – KSPK) is stated in the Physical and Aesthetic
Strand (Tunjang Fizikal and Estetika) and the Creativity and Aesthetic Strand (Tunjang
Kreativity & Estetika). The aim of these TWO strands is the enhancement of creativity,
imagination and appreciation of the creative arts though the following areas:

1. VISUAL ARTS

The visual arts should be on the following:

a) Content Standard – Elements of Art

Learning Standards (4 + year olds)
o Able to state the elements of art found in the environment
Learning Standards (5 + year olds)
o Able to state the elements of art found on man-made object
o Able to state the elements of art found in artwork

b) Content Standard – Applying Media in Arts

Learning Standards (4 + year olds)
o Able to state the types of media used in the production of artworks
Learning Standards (5 + year olds)
o Able to select appropriate media in producing art work

c) Content Standard – Express Expression in Producing Artwork

Learning Standards (4 + year olds)
o Able to explore media
o Abe to produce creative work through drawing activities
Learning Standards (5 + year olds)
o Able to make patterns and designs though their own creativity
o Able to produce creative works
o Able to produce traditional craft form different materials
o Able to produce creative works using recycle materia
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d) Content Standard – Art Appreciation

Learning Standards (4 + year olds)
o Able to tell about their own art work
Learning Standards (5 + year olds)
o Able to demonstrate appreciation of other people’s works

2. MOVEMENT

Moving
Straight

Moving in a circle Moving zig-zag Moving in a spiral

a) Content Standard – Perform different movements

Learning Standards (4 + year olds)
o Able to walk, jump, jump on one leg, gallop & slide

Learning Standards (5 + year olds)

o Able to move in different directions and different speeds

Walk Skip Jump Run Hop

e) Content Standard – Perform movements on the spot

Learning Standards (4 + year olds)
o Able to bend, swing, stoop

Learning Standards (5 + year olds)

o Able to stretch, push, pull and balance
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Stoop Swing Bend Stretch

3. MANIPULATIVE SKILLS

a) Content Standard – Perform different manipulative skills

Learning Standards (4 + year olds)
o Able to throw object randomly
o Able to throw objects at a target

Learning Standards (5 + year olds)

o Able to catch object thrown
o Able to roll objects towards a target

Kick Catching an object Throwing & catching Throwing at a target

4. RHYTHMIC MOVEMENT

a) Content Standard – Perform different rhythmic movements

Learning Standards (4 + year olds)
o Able to perform rhythmic movements randomly with music
o Able to perform rhythmic movements on the spot with music

Learning Standards (5 + year olds)

o Able to perform creative movements with music and instruments
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5. MUSIC
Music in preschools can be expanded through a variety of creative, fun and entertaining
activities. Children are given the opportunity to showcase talent and interest in exploring
through music at their respective stage of development.

o Content Standard – Sing Songs

Learning Standards (4 + year olds)
o Able to imitate different tones – talking, whispering, calling out,
singing
o Able to imitate different sounds in the environment
o Able to sing a song following the melody
Learning Standards (5 + year olds)
o Able to sing a song with correct and clear & pronunciation
o Able to sing a song with correct pitch

o Content Standard – Playing a Percussion Instrument

Learning Standards (4 + year olds)
o Able to produce sound using the child’s body (e.g. clapping)
o Able to explore percussion instruments
Learning Standards (5 + year olds)
o Able to produce sound using different tools and improvising
creatively
 19

o Content Standard – Moving Following Music

Learning Standards (4 + year olds)
o Able to move according to the lyrics of a song
o Able to move according to tempo
Learning Standards (5 + year olds)
o Able to move creatively according to music

o Content Standard – Music Appreciation

Learning Standards (4 + year olds)
o Able to demonstrate expression of the music they listen
Learning Standards (5 + year olds)
o Able to differentiate tempo from music that they listen

6. DRAMA

o Content Standard – Acting Different Characters

Learning Standards (4 + year olds)
o Able to act out characters using their imagination
Learning Standards (5 + year olds)
o Able to act out characters based on a story

a) What should children be able when learning the VISUAL ARTS as

stated in the National Preschool Standard Curriculum?
b) What should children be able when learning MUSIC as stated in the
National Preschool Standard Curriculum?
c) What should children be able when learning RHYTHMIC MOVEMENT
arts as stated in the National Preschool Standard Curriculum?

d)
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• Creative arts • Left-brain • Multiple intelligences

• Visual arts • Right brain • Visual-spatial intelligence
• Music • Hemispheres • Musical intelligence
• Movement • Creativity • Kinaesthetic intelligence
• Drama • Logic • Interpersonal intelligence

• Every child is born with a creative potential and it is the job of teacher, parents and other
to nurture that creativity.

• ‘Creative’ involves the use of imagination to produce something original or different.

• ‘Arts’ is the expression of creativity and imagination in visual form (such as drawing),
music (such singing or playing a musical instrument), movement (such as performing a
dance) and drama (acting in a play).

• Research in the arts also demonstrates that when creativity is developed at an early age,
its benefits are continual and are transferred to many intellectual tasks.

• The visual arts are art forms that are primarily visual in nature such as drawing, painting,
photography, graphics, fashion design, sculpture, printmaking and crafts.

• The visual arts are art forms that are primarily visual in nature

• Children involved in visual arts activities use hand-eye coordination as they become
skilled at manipulating materials and tools.

• Music is organised sound.

• Music experiences for young children involve listening to, learning about, and making
music.
 21

• Movement is the manner in which children position their body in space.

• Movement includes dancing to music and moving in various ways to learn what the
body can do or to express an idea or feeling.

• Drama is when children present ideas and actions through pantomime, improvisation,
play acting and storytelling to create a visual and auditory performance.

• Children who are skilled in dramatic play use both their imagination and their
knowledge of the world to recreate familiar experiences and create new ones.

• Generally, it is believed that left brain controls logic and the right brain controls
creativity.

• By stimulating and exercising the right hemisphere of the brain, the creative arts
strengthen the connection between the hemispheres.

• The skills developed through theater, not only train you how to convincingly deliver a
message, but also build the confidence you need to take command of the stage.

• Through experiences in theater and dance education, children learn to breakdown the
mechanics of body language.

REFERENCES

Armstrong, Thomas. Multiple Intelligences in the Classroom 3rd ed. Alexandria, VA:
Association for Supervision and Curriculum Development, 2009.

Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Multiple

Intelligences. New York: Plume, 1999.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York:
Basic,1983

Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York: Basic, 1993

Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. New
York: Basic, 2000.

Phillips, L. (2012). 10 Skills Children Learn from the Creative Arts. Washington Post.