Assessment n the arts: Is it appropriate in the early childhood years?
Source TitleStudies in Art Education
PublisherStudies in Art Education
University of Melbourne Author/sWright, Susan
AffiliationMelbourne Graduate School of Education
MetadataShow full item record
Document TypeJournal Article
CitationWRIGHT, S, Assessment n the arts: Is it appropriate in the early childhood years?, Studies in Art Education, 1994, 36 (1), pp. 28 - 43
Access StatusNo attached file available
Assessment in the arts is often overlooked or avoided in the early childhood years because it appears to be incompatible with a child-centered, process-oriented philosophy which is characteristico f educationf or young children.A reflective assessment procedure, however, based on ethnographic methods of participant observation and interpretation, can inform the early childhood teacher's practice of guiding learning in music, the visual arts, movement, drama, and play. Artistic profiles of individual children's accomplishments may center on processes such as discovery, pursuit, perception, communication, self- and social-awareness, skill use, creativity, analysis, and critique. Anecdotal records may also focus on the elements and principles of artistry and may provide the basis for program continuity for individuals and groups of children.
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