Self-expressionin children occurs in many ways, most of the common forms ofself-expression in children are related to arts, such as dramaticplays and creative self-expression (Striker, 2001). Through thisforms of art, children learn to express their emotions as well ascognitive ability. This self-expression project aims at allowingchildren to express themselves in the form of drawing.
3.Crayons and Markers
4.A learning material of the learner`s choice
Thechild is invited to make some artistic drawing on the paper thechild is advised to make any kind of drawing that they prefer.
Thechild is then given freedom to explore the artwork on their ownwithout any adult intervention and advice
Theadult steps aside and watches the child without offering anyintervention in form and comments and direction.
Howthe project allows for self-expression
Bybeing free to draw what the child wants to draw, the learnerexpresses himself or herself in the form of art. They are able todraw any object or situation, as they believe such objects appearbest and express their opinion on the matter. The project trains achild`s mind to be in a position to depict any object as they wishin their imaginations thus trains their imaginative skills andability show their opinions to the world by way of art expression.Through the project, a child can express their emotions of concerningthe environment, objects, people, and situations. Through suchmanifestation of self-identity and knowledge of the environment, achild has a chance to show their cognitive abilities (Kohl, 2004).
Theactivities if putting crayon on paper requires a child to offer fullconcentration to the ability to concentrate and come up with imagesand pictures that represent their imaginations. This alone allows thechild to involve in physical and emotional selves, which contributesto the whole personality of the child.
Whilethe kid is in the course of coming up with the drawing, the childuses cognitive abilities to conceive an image that the childrenbelieve they are best skilled in drawing. This is a mental image inthe child brain, which they can use their cognitive selves totranslate into a tangible object. Motors skills are necessary forthis stage when the child need to coordinate the movements of theirhands from their brains in bringing a mental image into reality, theyequally make decisions on which lines comes first and the extent oftheir sizes so that image appear as close as possible to theirimagination. At this stage, the child majorly depends on thecognitive self.
Theinteraction of the child and the picture is a representation ofemotions, the level of attachment to the object drawn is fullyunderstood when the child explains what they just drawn. Often,children will tend to draw thing they like to appear dutiful andappealing and to the eye, they equally manifest such opinions whenexplaining the beauty of result picture. Emotions of dislike areevidenced by situation in which the child does not give keen detailto the work, they tend to draw such objects with superficialattachments and often laughs at the drawing and can even go to theextent of describing their negative emotions on the subject.
Socially,the project allows a child to express their inner feelings and aboutsocial issues and ideas, they interact with on numerous occasions.Children do not come with creative images of totally unique thingsbut pick an image from the surrounding and situation that they findthemselves in social set up (Koml, 2012).
Thephysical self-benefits when a child depicts the physical situationsin which they find themselves while playing or interacting with thephysical environment. A child can depict a situation of play in aseesaw and how they enjoy it most. On the other hand, difficultmoments such as bullying are equally possible for a child to expressin drawing when they show a violent situation between them andcolleagues.
Making the project creative to children
Whileself-expression in form of artwork may allow children to expresstheir ideas, there are conditions that permit a properself-expression based purely on the child and not the adult. Theadult creating an environment with maximum freedom meets this. Acommon rule that the adult must observe is that the student shouldmake their individual decision without any direction. Any guidance ofwhat the child needs to do or to direct the entire process must beavoided as the child will tend to mimic what the instructor advices,therefore, losing the sense of self-expression.
Thesecond rule that must be observed to ensure that the entire processof self-expression is effective is allowing the child to give anexplanation to the artwork. The adult should not as questions thatsuggest a definition to the art instead, they should leave thequestions to be open ended in such a way that the child can explainwhat the image depicts without
Whileit may be necessary, it may be necessary to give hints and objectiveto the child, such interventions have a detrimental impact on the waychildren may be willing to express themselves. The choice of materialfor a self-expression test needs to be chosen based on learning aims.Children may order for certain materials that may relate to what theymay be willing to sketch. As a result, offering a child any othermaterial that does not rhyme with what they wanted to picture maydeny them a chance for self-expression.
Formaximum benefits during a self-expression exercise, the adult shouldcheck keenly for signs that the child is expressing a unique idea.This may include signs, such as labeling, use of emotional words todescribe the artwork or giving titles. The activity for which thechild is not involved should not be one that demands a specificprocedure to observed, as it would hinder the child`s potential forself-expression.
Inconclusion, this paper provided a discussion on self-expression inchildren and argued that children express themselves in forms of art,such as dramatic plays and creative self-expression. With an aim ofdiscussing a model that allowed children to express themselves indrawing, the paper provided the project materials, project steps, anda discussion on how the project allowed self-expression. While theproject, allowed a child to express his/her emotions concerning theenvironment, objects, people and situations, the benefits of themodel included development of motor skills and expression of emotionsto different occasions.
Kohl, M. (2004). Preschool Art: It`s the Process Not the Product. New York: Gryphone House.
Koml, M. (2012). First Art for Toddlers and Twos: Open-Ended Experience. New York: Gryphone House.
Striker, S. (2001). Young at Art: Teaching Toddlers Self Expression, Problem Soling Skills and an Apprecition for Art. New York: Holt Paperbacks.