Imagining The World Through The Arts: Drama And Puppetry Essay


Discuss about the Imagining the World through the Arts for Drama and Puppetry.


Talking in the context of the children the creative arts refers to the practices and the forms of arts which nourishes the creativity in each of the children during their early childhood. The examples of such art forms are dancing, art and crafts, music, drama and puppetry. These types of art forms initiate and shape a child’s imagination and open several exclusive possibilities for each and every child. The creative arts are another way to teach the children that it is not right to emphasize only on the results rather than the method or the way by which a person reaches the conclusion is far more significant. Creative arts open up several domains and foster flexibility in the minds of the children.

The types of Creative Arts judge the knowledge, competencies, and values, of the children developed by them after learning the various types of creative arts. Each of the genres of the art ( like dance, art and crafts, visual arts and music) is formed around four strands which are inter-related with each other. The four strands are: Understanding the context of the art, gaining the practical knowledge of the art form, the ability creates in arts, the ability to interpret and communicate the various forms of arts. Understanding the theme of art helps learning to acknowledge the power of arts to shape the entire world(Durden, Escalante & Blitch, 2015).To enquire about the evolving nature of art over a period of time, the forms of art have been constantly changing and adapting with the evolving emotional state of the human beings. This also helps to find out the interrelation between tarts and the contemporary forms of art in the creative industry.

The function of the next strand is to develop the practical skills required to master a particular form of art and to connect them (Russell-Bowie, 2012). This form teaches exploration and experimentation of the methods of the art forms, learning and using different structures, technologies and processes related to the arts and also engaging with others who are interested in these forms of art and to interact and learn from them. It also makes one to apply new techniques in the practical application of the arts.

The students develop the ability to put forward creative ideas with the help of various types of creative art forms and in this way, they also develop a creative power (Wilkinson et al., 2017). By going through the process of arts and making up different ideas to create a new form of it. Building confidence and expressing one’s emotions and feelings through the forms of creative art, sharing the ideas of development with others for further learning, creating unique artwork reflecting the knowledge gained from the learning and practice.

Communicating and interpreting in the arts helps to promote and refine the chances of the children and also to share and convert the meaning of the creative forms by presenting their own form of art using the contemporary forms of art (Ewing, 2010 ). Viewing the works done by others from a critical point and to respond to such art works. Challenging oneself and others to practice a different form of learning the new ways of the art forms. To understand the ideas related to various forms of art and practicing various forms of the same.

The benefits and significance of creative arts in the early childhood include the physical and the all-round mental development of the children; it helps to reduce stress and also at the same time enhances emotional stability. One may easily question that how the creative arts can help in the development of motor skills in the children, but the answer is rather a simple one. While drawing or creating crafts the children develops their ability to hold things and utilize them as per their necessity enhances their physical movement skills (Hopkins, Geangu & Linkenauger, 2017). Although people take, their ability to work and function for granted but everyone has adapted with their motor skills since their childhood, and these skills are developed in the stages of early childhood. The different types of activities help to build the ability to function properly in the children. For example, at the time when a child tries to draw something or try to grab something using their hand then it enhances the eye co-ordination with the hand (Formosinho & Formosinho, 2017). While dancing, playing the children the children engages into various physical movements, which also increases their physical abilities. All these skills later help in the future proper body function when children grow into an adult.

Obviously, the creative arts provide an outlet to the youngsters to investigate and take up control over their feelings, as well (Stoll, 2015). The expressions of the humans have dependably been believed to be an enthusiastic and expressive diversion, and this remains constant for kids too, despite the fact that in a way unique in relation to for more established people (McPherson, 2015). For instance, while human expressions enable grown-ups to show sentiments they may in some way or another experience issues communicating. The show of the human experience helps the children to explore their own feelings, and this helps them to become better furnished to manage the high points and low points that will end up being a part of their lives as they grow up.

As told by the scientists, the form of creative arts help the kids to learn about subjectivity of a thing (Duffy, 2006). As per Lev Vygotsky, such ways help the children to learn certain new things, the children learn by trying to understand the meaning of the actions they see in their surroundings and they then start copying the same. Besides, according to him the social interaction of the kids was very important for this particular process, calling it "platform," where a child with a very limited knowledge base expands his/her aptitude level by copying an individual with a bigger and better learning base, like a grown-up (Moore, 2017). For instance, if a kid with low motor skills see that another child is doing good at painting then the other one will try to imitate the child will better abilities and will learn in the process.

The direction of activity is the example of a suitable pedagogical principle, which helps in the intellectual, and the aesthetic development of the children. The children copy the activities from others and they learn in the process (Stoll, 2015). This process is now mostly followed in the primary schools where the teachers perform various activities, the children follow and in turn. While selecting these activities the teacher needs to be careful and follow certain sub principles (Singer, 2017). The learning objectives and the learning procedures should be similar in every way. Activities make the children learn a lot of things and they carry this knowledge further into the future when they grow up. Thus, direction of activities is one of the most important principles for all round development

Reference List:

Durden, T. R., Escalante, E., &Blitch, K. (2015). Start with us! Culturally relevant pedagogy in the preschool classroom. Early Childhood Education Journal, 43(3), 223-232.

Formosinho, J., &Formosinho, J. (2017). Pedagogy development: transmissive and participatory pedagogies for mass schooling. In Assessment and Evaluation for Transformation in Early Childhood (pp. 31-53). Routledge.

Hopkins, B., Geangu, E., &Linkenauger, S. (Eds.). (2017). The Cambridge encyclopedia of child development. Cambridge University Press.

McPherson, G. E. (Ed.). (2015). The child as musician: A handbook of musical development. Oxford University Press.

Moore, R. C. (2017). Childhood's domain: Play and place in child development (Vol. 6). Routledge.

Singer, E. (2017). Child-care and the psychology of development. Routledge.

Stoll, L. (2015). Three greats for a self-improving school system: pedagogy, professional development and leadership: teaching schools R&D network national themes project 2012-14: Spring 2015.

Wilkinson, I. A., Reznitskaya, A., Bourdage, K., Oyler, J., Glina, M., Drewry, R., ...& Nelson, K. (2017). Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms. Language and education, 31(1), 65-82.

Australian Curriculum assessment and reporting Authority (ACARA) 2017 retrieved from Early years learning framework, (belonging, being and becoming). (Department of education, employmentandworkplace),2009

Ewing, R, 2010. The Arts and Australian education: realising potential. retrieved from

Russell-Bowie, D. 2012: MMADD about The Arts: An introduction to primary Arts education (3rd ed.).

Duffy, B. (2006). Supporting creativity and imagination in the early years
Sharp, C. 2004. Developing young children's creativity: what can we learn from research? National Foundation for Educational Research, 32, 5-12

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