Developing a Thread for Learning through Visual Arts Provocation

This document explores the concept of provocation in learning through visual arts. It discusses the skills, concepts, and techniques involved in setting up provocation experiences for children. The document also delves into the impact of hands-on activities on cognitive development and the value of visual arts in communication and self-expression. It provides insights on creating a conducive learning environment for visual arts and offers guidance for educators in teaching visual arts.

Running head: PSYCHOLOGY
PSYCHOLOGY
Name of the Student
Name of the university
Author’s note

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Develop a thread for learning based on a visual arts provocation – identify skills, concepts
and techniques
Provocations are the experiences that are usually set up in response to the interest and the
ideas of the child. Setting up of a provocation means provision of the hand on experiences for the
children to practice, construct, test and deconstruction of their ideas and the theories (Tyler &
Likova, 2012).
For example, setting up a white big chart paper on the table , collection of various kinds
of leaves, a large heavy book on the table, scrap book or construction paper, crayons, some tapes
of glue dots. This would provoke the children for activities like leaf rubbing.

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Question 4
Hands on or Hands off? What is your perspective?
Hands on activities develops the cognitive skills in children. Multitasking in a classroom
like scribbling, coloring or cutting with the scissors can be effective for children (Millikan,
2013). When we combine activities that require movement, listening or talking, it activates
multiple areas of the brain, hence I prefer hands on activities in the classroom.
Learners

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Activities might help the children to experience belonging, being and becoming in several ways.
These kinds of play based visual arts activities can help children allow for the expression
of their uniqueness and personality. Visual art activities enhances the dispositions like
creativity and curiosity (McArdle, 2012).
While setting up the activities, I made it sure that the activity is meant for different levels of
students, gifted children as well as the one with special needs.
Paintings and arts has long been used as a means of communication. Visual arts can be used for
developing the self-communication among the preshoolers (Wright, 2015). In visual arts ,
the toddlers develop their fine motor skills along with the cognitive growth and
expression. With the young children, their markings means something to them as they
make cognitive connections with the known object and the art (Millikan, 2013).
Value on the visual artwork of the children can be made by putting up exhibitions.
Specialist knowledge
Several specialist techniques like underpainting, blocking in, dry brushing, painting on different
textures and using different mediums can be used. Several equipment like papers of
different textures, different kinds of brushes , clay and playdough, printmakers , collages
can be used for putting up a visual arts classroom for the toddlers .
Learning environment
An environment that provides opportunity to the toddlers to practice visual arts includes a
classroom with the vibrant colors with various kinds of the painting in the walls and the
cupboards, sensory bins containing beads , strings , pipes, play dough, slimes, clay,

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picture books with spaces , where children can draw, pictures of different artists,
sculptures of various materials and sizes.
Educator
As a co-learner I should have enough knowledge about the visual art techniques that can be used
in a classroom as per the age of the children. A degree on visual art is necessary for
teaching visual arts to the children of school age. I should have enough skills to provoke
or invite the children to visual arts , which can be done by setting up an appropriate
environment.

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References
McArdle, F. E. L. I. C. I. T. Y. (2012). The visual arts: Ways of seeing. Children, meaning-
making and the arts, 30-56.
Millikan, J. (2013). The hundred languages of children and a hundred hundred more: A
symbiotic relationship between the visual arts and learning in Reggio Emilia. Australian
Art Education, 33(2), 12.
Tyler, C. W., & Likova, L. T. (2012). The role of the visual arts in the enhancing the learning
process. Frontiers in human neuroscience, 6, 8. doi:10.3389/fnhum.2012.00008
Wright, S. (2015). Children, meaning-making and the arts. Pearson Higher Education AU.