Process-oriented art experiences in early childhood special education as a venue for teaching the recognition of emotions.

摘要

In this thesis, Process-oriented art experiences in early childhood special education as a venue for teaching the recognition of emotions, I propose a curriculum for children with special needs. The goal is to teach and reinforce the recognition of emotions such as anger through process-oriented art making for children with mental retardation. It is influenced by my own examinations of relevant artworks in monotype and multi-media/collage as well as the theories of the child-centered/progressive movement of Art Education popular in the United States from the 1920's through 1960's. The theories I investigate allow me to explore how former practices contribute to current needs in special education. Extensions of the curriculum address a range of emotions as well as the needs of students with varying diagnoses such as ADHD, autism, sensory loss and learning disabilities as well as mental retardation across ages and abilities.