Presenters:

Debbie J. Powell
Robin C. Hensley
Charde C. Ferguson
Creative Art:
Process vs Product
Workshop Objectives
aruclpanLs wlll
be able Lo dene
and recognlze
producL arL and
process arL
1.
aruclpanLs wlll
undersLand Lhe
lmporLance of
process orlenLed
arL
2.
aruclpanLs wlll be
able Lo recognlze
Lhe eecLs of
producL orlenLed
arL
3.
aruclpanLs wlll
be able Lo deslgn
a process
orlenLed arL
pro[ecL
4.
aruclpanLs wlll
learn how Lo use
everyday ob[ecLs ln
Lhelr arL pro[ecLs
and where Lo nd
Lhem ln Lhelr
communlLy
3.
Lvery chlld ls an arusL. 1he
problem ls how Lo remaln
an arusL once we grow up.
-ablo lcasso


Quote of the Day
Quote Reflection
Small group dlscusslon

Lvery chlld ls an arusL. 1he problem ls how Lo
remaln an arusL once we grow up.
-ablo lcasso


WhaL was lcasso Lrylng Lo say?
uo you agree or dlsagree?
Why or Why noL?

Do You Know the Difference?
Large group dlscusslon

rocess CrlenLed
ArL
roducL CrlenLed
ArL
Process vs Product
The difference
1he chlldren can make lL any way Lhey wanL, and do noL have a model ln fronL of
Lhem Lo show Lhem Lhe adulL verslon of Lhe acuvlLy.
-reschool 8ehavloral SpeclallsL
rocess orlenLed acuvlues are based on chlldren's lnLeresLs and developlng aL Lhelr own
raLes. 1hey are more chlld-cenLered and reecL hlgher knowledge abouL chlld
developmenL and respecung chlldren. rocess orlenLed acuvlues are Lhose LhaL look aL
whaL Lhe chlldren are gemng from Lhe experlence. lor example, a palnung acuvlLy ls noL
abouL Lhe beauuful plcLure aL Lhe end, lL ls abouL how Lhe chlldren learn Lo hold Lhe
brush, move lL ln dlerenL ways, and make dlerenL colors by mlxlng palnL
-Larly Chlldhood 1eacher
ln a process orlenLed acuvlLy, Lhe chlldren are glven supplles and use Lhelr own
Lhlnklng and problem solvlng skllls Lo creaLe someLhlng LhaL ls unlquely Lhelrs. WhaL
Lhe chlldren are learnlng whlle dolng an acuvlLy ls more lmporLanL Lhan whaL lL looks
llke aL Lhe end.
- CommunlLy College Larly Chlldhood rofessor
Process vs Product
The difference
lf lL Lakes CU longer Lo geL ready for an arL pro[ecL Lhan lL
Lakes 1nLM Lo do lL.Chances are lL ls nC1 process
orlenLed arL
-Llsa Murphy
lf Lhe parenLs come ln, look aL Lhe bulleun board and
whlsper ln your ear, WhaL ls lL?" ?ou are on Lhe rlghL
Lrack!
-Llsa Murphy
[rocess arL ls]nC1 a bulleun board covered wlLh 24 ldenucal
pengulns and you saylng, 8uL l leL Lhem glue Lhe eyes
wherever Lhey wanLed."
-Llsa Murphy
Process vs Product
The difference
roducL orlenLed acuvlues are ones where Lhe Leachers wanL someLhlng ouL of lL. 1he
reason you have Lhe acuvlLy ls because Lhe Leachers wanL klds Lo -be able Lo slng Lhe
alphabeL, -color ln Lhe dlnosaur green, -make a moLher's day card LhaL looks llke everyone
else's.
-Larly Chlldhood 1eacher
ln a producL orlenLed acuvlLy all of Lhe chlldren wlll be expecLed Lo do Lhe same Lhlng and
have Lhe same resulL. lor example, everyone makes Lhe same Lype ower followlng Lhe
dlrecuons of a Leacher.
-CommunlLy College Larly Chlldhood rofessor
roducL orlenLed acuvlues are Lhose LhaL expecL a cerLaln ouLcome aL Lhe end of Lhe
pro[ecL. Such as maklng an "arL" acuvlLy Lo look exacLly llke a model. ?ou wanL Lhe
chlldren Lo make Lhe ob[ecL [usL as you have.
-reschool 8ehavloral SpeclallsL
Process Art vs. Product Art
lndlvldual 8ound AbouL
Can you spoL
Lhe dlerence?
Which is developmentally
appropriate for infants &
toddlers,

Process Art
OR
Product Art?
Large Croup ulscusslon
1he lmporLanL goals of early chlldhood arL are
Lhe lnvolvemenL, movemenL, and Lhe dlscovery
of self accompllshmenL. ln oLher words, Lhe
process, noL Lhe producL ls Lhe goal.
-Cherry & nlelsen, 1999
Why Process Art?
rocess ls en[oymenL and compleuon ln and of self

naLural source of learnlng

rocess ArL provldes Lhe opporLunlLy Lo:
Learn how Lo use arusuc Lools & medla
roblem Solve
Lnhance cognluve, moLor, language, physlcal and soclal/emouonal developmenL
Lxpress experlences, feellngs & LhoughLs
SumulaLe & develop lmaglnauon & crlucal Lhlnklng
8ene cognluve & creauve skllls
losLer success and masLery because Lhere ls no one rlghL way requlred
Learn how Lo Lhlnk orlglnally
Lnhance chlldren's self-esLeem

*ldeas Laken from Mayesky, 2006
Ladybug Drawing
lndlvldual & Croup ulscusslon
lnsLrucuons:
2. 1he bug has 8 legs, grouped ln palrs wlLh 4 legs on Lhe le and 4 on Lhe
rlghL. ln Lhe palrs, one leg ls longer Lhan Lhe oLher.
1. 1he bug ls round.
3. 1he bug has Lwo eyes on Lop of Lhe body.
4. 1he bug has Lwo squlggly anLennas.
3.1he bug has Lwo pea-pod shaped wlngs.
6. 1he bug has a spoL nexL Lo each wlng.
7. 1he bug has a Lrlangular sunger on Lhe bouom of Lhe body.
8. 1he bug has Lwo feelers on each fooL-one longer
Lhan Lhe oLher, boLh comlng from Lhe same slde of
Lhe leg.
9. 1he bug has a round mouLh, placed beLween
Lhe Lwo eyes.
10. 1he bug lald ve square eggs Lo Lhe rlghL of Lhe
sunger.
Why Early Childhood & Product Art
Dont Mix?

noL age or developmenLally approprlaLe
lnfanLs & Loddlers don'L have Lhe skllls Lo make producL arL
Lowers self-esLeem
AdulL-cenLered NC1 ch||d-centered
Causes some chlldren Lo rush Lhe creauve process ln order Lo
recelve pralse/recognluon
8ely on exLernal reward lnsLead of lnLernal
reward

Sues orlglnallLy and lndependence
oLenual Lo creaLe remalns dormanL wlLhouL pracuce. WlLh pracuce, Lhe
poLenual Lo creaLe becomes a reallLy".
revenLs chlldren from explorlng arusuc Lools and medla ln
order Lo masLer Lhelr funcuons
noL sensory rlch
* ldeas Laken from Schlrrmacher & lox, 2009

Why Early Childhood & Product Art
Dont Mix?
Create Your Own
Process Oriented Art Project
Small Croup AcuvlLy
!"#$%&& #"(%)*%+ ,"*--

allows chlldren Lo
exp|or|ng arusuc Lools
& medla.

ls a sensory-r|ch
experlence.

ls ch||d-centered.

oers chlldren Lhe
opporLunlLy Lo engage ln
tr|a| & error.

requlres chlldren Lo be
acnve and hands-on.
ls exper|ence dr|ven,
nC1 producL drlven.

Vincent van Gogh
- alnLer

- used models as sub[ecLs of some hls
palnungs

- used palnung Lo express hls feellngs
brlghL colors when happy
dark colors when angry & sad

- used a loL of palnL
Lhlck layers

- uldn'L boLher mlxlng palnLs, used
Lhem rlghL ouL of Lube
lay happy up/beaL
muslc and Lhen sad/
slow muslc whlle Lhe
chlldren palnL. ulscuss
Lhe dlerence ln Lhe
palnungs.
Pablo Picasso
- alnLer, drawer, pouery maker, cosLume &
scenery deslgner

- 8lue erlod: alnLed wlLh loLs of blue

- 8ose erlod: alnLed happy scenes (ex. clrcus)

- Cublsm: palnLed sub[ecLs uslng cubes
- alnLed people's eyes, noses, and chln ln
wrong places

- alnLed sub[ecLs as lf Lhey were chlseled ouL
of sLone (llke sLaLues)
CuL consLrucuon
paper lnLo
squares & Lhe
chlldren can
make a collage
Andy Warhol
Drawer, painter, movie maker, silk screener

Used bright (sometimes neon colors)

Used popular everyday items as subject

Drew subjects in pencil then went over pencil lines with
ink
Then before the ink dried pressed a sheet of clean
paper down on the wet ink drawing = blotted line
look

Drew a few illustration using shoes as the subject

Decorated department store windows, greeting cards,
and suns/clouds/raindrops for weather reports

Painted subject with a white blank background

Photo-silk screening
Made movies of everyday life
Clve Lhe chlldren
shoes Lo palnL wlLh
- alnLer

- 8lg on self porLralLs, more Lhan any oLher
arusL

- used famlly members has models
- Someumes palnLed smooLhly oLher umes
plled on Lhe palnL

- 8esL known for palnung people

- alnLed scenes ln whlch scenery was mosL
lmporLanL-landscapes
used lLems he collecLed ln hls palnungs
Rembrandt van Rijn
Add non-
breakab|e m|rrors
& severa|
d|erent type of
art too|s to the art
center and a||ow
the ch||dren to
exp|ore.
Leonardo da Vinci
- alnLer, drawer, lnvenLor, sculpLor, and
archlLecLure

- urew plcLures of planLs, lnsecLs, owers, anlmals
& blrd- nA1u8L

- Worked wlLh anoLher arusL Lo compleLe several
arL pleces
- LxperlmenLed wlLh maklng own palnL/palnL
colors
- alnLed on walls
- Some palnLs are wrlnkled because of mlxed Loo
much oll ln Lhe palnL

- CuL up own palnung ln order Lo x lnLo a frame
or Lo make lnLo a Lable Lop
G|ve the ch||dren hnger
pa|nt and perm|t them
to pa|nt on the tab|e
Michelangelo Buonarroti
Sculptor, forced to become a painter

Sculpted 3-D statues from stone

Lots of drawings & sketches

Used water colors on wet plaster walls

Painted on ceiling

Used cross-hatching (vertical, horizontal, &
diagonal lines crossing one another) to create a
shading effect
1ape paper underneaLh Lhe
Lable and Lhe chlldren can
lay on Lhelr backs and draw
on Lhe celllng".
A Quote for Thought
ArL acuvlLy cannoL be lmposed buL musL come
from a splrlL wlLhln. 1hls ls noL always an easy
process, buL Lhe developmenL of creauve
ablllues ls essenual ln our socleLy, and Lhe
youngsLer's drawlng reecLs hls creauve
growLh boLh ln Lhe drawlng and ln Lhe process
of maklng Lhe arL form.
-Lowenfeld & 8rlualn, 1987
References

Cherry, C., & nlelsen, u.M. (Ld.). (1999). !"#$%&# $"( )*" (+# ,#&#-*./01 2+/-,.
new ?ork: McCraw-Plll.

Lowenfeld, v., & 8rlualn, W. L. (1987). !"#$%&# $0, 3#0($- 1"*4(+ *) (+# 2+/-,
(8
Lh
ed.). new ?ork: Macmlllan.

Mayesky, M. (2006)5 !"#$%&# $2%&/%#6 )*" 7*801 2+/-,"#0 (8
Lh
ed.). new ?ork:
1homson uelmar.

Schlrrmacher, 8., & lox, !. L. (2009). ArL & creauve developmenL for young
chlldren (6
Lh
ed.). 8elmonL, CA: uelmar.

References
venezla, M. (1988). Cemng Lo know Lhe world's greaLesL arusLs: lcasso. Chlcago:
Chlldren's ress.

venezla, M. (1988). Cemng Lo know Lhe world's greaLesL arusLs: 8embrandL.
Chlcago: Chlldren's ress.

venezla, M. (1988). Cemng Lo know Lhe world's greaLesL arusLs: van Cogh.
Chlcago: Chlldren's ress.

venezla, M. (1989). Cemng Lo know Lhe world's greaLesL arusLs: ua vlncl. Chlcago:
Chlldren's ress.

venezla, M. (1996). Cemng Lo know Lhe world's greaLesL arusLs: Andy Warhol.
Chlcago: Chlldren's ress.

venezla, M. (2006). Cemng Lo know Lhe world's greaLesL arusLs: Mlchelangelo.
Chlcago: Chlldren's ress.