CREATIVE EXPRESSION AND PLAY 7
CreativeExpression and Play
CreativeExpression and Play
Learninginstitutions share the common mission of guaranteeing that studentsachieve their full potential. However, teachers find it challengingwhen scholars in a given class setting exhibit diversity in theirlearning needs and interests. School children in most cases differ intheir prior skills, knowledge, motivation, interests, and backgrounds(Gargiulo, 2012). To tap into each learner`s potential, teachersshould create an educational environment that incorporates therequirements of all scholars. This objective denotes the need toembrace diversity in the learning process and within the curriculumdevelopment program. This paper seeks to establish the importance ofhaving a school curriculum in art that accommodate diverse learners.It further examines activities that can be developed for childrenwith different learning requirements.
Importanceof a Curriculum in Art that Accommodates Diverse Leaners
Embracinga school curriculum in art that accommodates diverse interests issignificant. A key agenda to be put into consideration is that itshould promote inclusion. It is possible to have a curriculum thatsolely meets the needs of a particular category of learners. Forinstance, field or museum trips and classroom activities that do notput the needs of students with physical and mental impairments shouldbe looked at skeptically. However, if a program caters for the needsof such scholars then inclusion is attained (Turnbull et al. 2011).
Also, a curriculum that accommodates different education seekersencourages the children to appreciate art on the basis of theirmultiplicity. For instance, the class can value art despite theircultural, language and visual capabilities. When the curriculumincorporates prints of fine art, artists, galleries and museum tripsthat meet the needs of diverse children, then it provides anopportunity for them to enjoy art through their perspective(Beaver,Wyatt & Jackman, 2016).
Itis also possible to increase the level of creativity among varyinginterests in a given class through a curriculum that integratesvariety. If the program promotes the use of activities that encourageartistic expression for children with diverse learning needs, theycan increase their artistic skills. A case in point is the use offinger painting for children with visual impairment. A teacher canalso take advantage of movement and music that stimulateinventiveness in children. Providing an opportunity to each childalso helps them participate and demonstrate their skills to otherswill also increasing their ability to be artistic(Beaver,Wyatt & Jackman, 2016).
ActivitiesDeveloped for Children with Diverse Learning Needs
Understandingthe manner in which children learn remains effective in bringingabout learning activities for different learners (Richardson, 2015).It is, therefore, essential to consider the following activities forchildren presenting the following needs:
Emotionaland Intellectual Challenges
Activitiesdeveloped for children with emotional and mental challenges need toincorporate opportunities aimed at providing the scholars with thecapacity to develop their fundamental motor actions in addition totheir intellectual capabilities (Dansereau, 2015). Play should beincorporated into the learning environment, therefore, enablingchildren to choose amongst a variety of opportunities that increasetheir strengths to use equipment such as climbers. The primaryactivities that are effective for these learners are detailed below:
Problem-solving activities: This provides scholars with different opportunities aimed at solving simple problems, an aspect that helps them in refining their skills and aids them in solving complex problems in the future.
Leading games that require the children to label emotions in pictures
The use of familiar songs to teach feelings in words, an aspect that is achieved through the replacement of words with new emotional vocabularies that are paired with gestures and comprehensible movements.
Studentswith visual impairments are known for their ability to rememberinformation better when presented with images and pictures, an aspectthat enables them to recognize both letters and numbers quicker thantheir peers (Dansereau, 2015). According to Passey (2013), teachersshould also ensure that the class is not alienated. The learningenvironment should also be such that the child can share theirexperience and knowledge with those that do not suffer from any formof visual impairment. The use of technology has also promotedlearning for children with visual impairments. Computer AssistedLearning (CAL), for example, support the scholars in the reading ofbooks and various learning materials.
Thescholars require activities such as:
Finger plays to foster fine motor
Easter Egg Hunt
Listening and watching videos
Sorting by torch, this increases their visual skills
Talking about smelling thing
Playing tasting games
Learnerswith hearing deficiencies have a form of intelligence considerednormal. This capability empowers them to study in tandem with otherstudents. However, in their initial years, they are bound to strugglewith communication and language due to their apparent disability.Passey (2013), proposes that a prolific approach to support learnerswith hearing impairment is necessary and can be brought about by theuse of inclusive technology, a good example being in the form ofdigital technology. Several studies examined the use ofcomputer-based systems as a form of support to the learning ofpronunciation. This studies disclosed that the system is indeeduseful in improving the capability of the said children to read byusing their lips, and in the form of pronunciation of various words.Besides, technology such as smartphones can be utilized in theprovision of learning support.
Someof the suggested activities for these students include:
Play activities that allow the learners to study how to communicate with each other. This form of communication enables the partaker to understand and put in play any explanation that may be needed concerning a given subject.
Stories with pictures and few words that enable the scholars read and develop signs during learning. The stories with pictures in them allow the reader to understand content quickly by visual skills aided by little or no verbal communication.
Use of vibrations such as drums and other musical instruments to allow the learners to feel and follow the rhythm. Pace brings about the understanding of sensation and movement thereby easing pressure on the reader and listener.
Studentswith orthopedic impairments have the capacity to study with others.However, they require constant preparation and adaptation (Dansereau,2015). Children who present these learning challenges face severaldifficulties, an aspect that necessitates the need for practicalactivities aimed at enhancing class participation. These activitiesinclude:
The inclusion of modified writing ads
Manipulative and constructive activities such as building blocks
Drawing and writing
The inclusion of symbolic plays
Asdetailed in this paper, learning institutions share a common missionof ensuring that students reach their full capability. In a bid toachieve this, it is imperative to develop a curriculum thatincorporates diversity. The program should in the long-runaccommodate students from various backgrounds and integrate a broadrange of learning activities. Through this, learning institutionsdevelop the capability to offer quality education to all students byusing activities that accommodate their divergent backgrounds.
Beaver,N, Wyatt, S, Jackman, H. (2016). Early Education Curriculum: AChild’s Connection to the World. Cengage Learning.
Dansereau,D. R. (2015). Young Children’s Interactions With Sound-ProducingObjects. Journalof Research in Music Education.63(1),28-46.
Gargiulo,R.M. (2012). Specialeducation in contemporary society: An introduction to exceptionality.Belmont, CA: Thomson Wadsworth.
Passey,D. (2013). InclusiveTechnology Enhanced Learning: Overcoming Cognitive, Physical,Emotional, and Geographic Challenges.Routledge.
Richardson,H. R. (2015). More than just child’s play: symbolic expressions ofillness and spirit. InternationalJournal of Children`s Spirituality.20(2),100-113. doi:10.1080/1364436X.2015.1030595
Turnbull,A., Turnbull, R and Wehmeyer, M. L. (2011). Exceptionallives: Special education in today`s schools.Upper Saddle River, NJ: Pearson Merrill Prentice Hall.