Marisa Saravisky 3/8 /2017
EDU 103 Professor Dragotta
Suffolk County Community College Assignment #5











Art and Physical- Mental Growth













Creative Activities for Young Children, 11 th ed., Mary Mayesky , Ph.D.-
Pages 183- 207- "Art and Physical- Mental Growth"
Chapter 9

The early childhood art program helps a young child grow in social, emotional, physical and mental ways. It allows them to be individuals and grow at their own pace. The process of human development follows these stages: gross-motor development, fine-motor development, cephalocaudal development, and proxomodistal development. According to Piaget, mental development happens in similar stages: sensorimotor, preoperational, concrete and formal operations. Art allows the mind to be flexible, tell between fine differences, hear and listen better and give children positive outlooks. The art program also gives children the opportunity to expand their vocabulary, and their vocabulary about creative materials. There are several parts of the brain that are important. They are the brain stem ( blood pressure, body temperature) that is located at the base of the skull, the midbrain ( motor activity, appetite, sleep) which is located at the top of the brain stem, the cerebellum (movement and balance) that is behind the brain stem, and the cortex (regulates decision making and controls thinking) which is the top layer of the brain. There are four crucial periods of the brain for visual, auditory, language, physical and motor, and social emotional development. These stages are Visual and Auditory Development (birth to between 4 and 5 years old), Language Development (birth to 10 years old), Physical and Motor Development (birth to 12 years old), and Emotional and Social Development (birth to 12 years old).
How does research on brain function apply to arts education?
If art education has proven to have positive effects on children and stimulate their minds, and help improve test scores, why is it that art education is slipping from school curriculums?
Marisa Saravisky 3/8/2017
EDU 103 Professor Dragotta
Suffol k County Community College Painting Lesson Plan









Expression Painting















Marisa Saravisky 3/8/2017
Age of Group: 4 years' old
Activity: Expression Painting
Subject(s): Art
Rationale: This activity is being done because throughout the day, children experience a wide range of feelings and emotions. Often children do not know how to express themselves and result in acting out in inappropriate behaviors. This lesson will help the children how to express and react to their feelings and emotions. Th e children have already learned how to mix primary colors (red, yellow and blue) to get secondary colors (orange, purple, and green.) The students have already reviewed emotions.
Concepts: The students will review what emotions are. The children will be introduced to how colors coincide with their emotions. They will be taught how to better understand and express their emotions. The students will be given the opportunity to share with their peers their feelings.
NYS Common Core Learning Standards :
Self Concept and Self Awareness (pg.15)
e) Compares and/or contrasts self to others (e.g., physical characteristics, preferences, feelings, abilities).
f) Identifies the range of feelings he/she experiences, and that his/her feelings may change over time, as the environment changes, and in response to the behavior of others.


Self-Regulation (pg.15)
a) Expresses feelings, needs, opinions and desires in a way that is appropriate to the situation.
b) Appropriately names types of emotions (e.g., frustrated, happy, excited, sad) and associates them with different facial expressions, words and behaviors.
c) Demonstrates an ability to independently modify his/her behavior in different situations.
Adaptability (pg.16)
7. c) Adjusts behavior as appropriate for different settings and /or events.
d) Uses multiple adaptive strategies to dope with change (e.g., seeking social support from and adult or peer, taking deep breaths, engaging in another activity).
Representing (pg,18)
4. a) Uses facial expressions, body language, gestures, and sign language to express ideas
d) Reviews and reflects on his/her own representations.
Visual Arts (pg. 34)
1. a) Experiments with a variety of mediums and methods of using art materials (such as using a big brush to paint broad strokes, combining colors, etc.).
b) Shows an interest in what can be created with tools, texture, color and technique.
c) Uses materials to build and create "pieces" that represent another item (blocks become a