Making Experience - Exploring Paints
Learning Plan
Age group: intended for 3-5 year olds
Learning outcomes the activity is going to address:
Outcome 4: Children are confident and involved learners
- - Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
- - Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
Outcome 5: Children are effective communicators
- - Children engage with a range of texts and gain meaning from these texts
- - Children express ideas and make meaning using a range of media
- - Children begin to understand how symbols and pattern systems work
Resources required/what you will need:
Art smocks for the children if necessary
Different kinds of tools than usual to paint with e.g.:
combs * spools * tooth brushes * sticks * rag strips * cooking utensils * q-tips * pine cones * scrub brushes * straws * string * medicine droppers * deodorant roll-top bottles * corncobs * feathers * potatoes mashers * tongue depressors * dental floss * marbles * rubber spatulas * fly swatters * spray bottles * golf balls * large beads * cotton balls * plastic play animal ‘feet’ (prints) * wheels * old mascara brushes * pipecleaners * corks * bubble wrap * etc.
Anything that you would not normally use to paint with. Also some paper choices, such as newsprint, manila, giftwrap, waxed paper, old newspapers, typing paper and butcher paper to name a few. You will need some different types of paint such as tempera and oil etc.
You will need to cover the area the children will be working with newspaper, or a plastic tablecloth to prevent the paint going everywhere. Alternatively you could lay down a big sheet and so that when the children are finished with their paintings the 'mess' left on the sheet could be hung up.
Activity:
- Allow the children to pick the paper they want to do their artwork on.
- Put out a variety of paint colours, and different paints, e.g. tempera and oil where all the children can reach.
- Have the tools to paint with in an accessible place where the children can see and reach all of them.
- Inform the children that they are allowed to do anything they like with the tools and paints to create their artworks, and ensure that they know that nothing is right or wrong.
- Sit back and watch as the children begin to create unique, individual pieces of work.
- Allow the children to go on for as long as possible. Let them know they are allowed to use more than one sheet of paper and that they can change the papers if they wish.
- If you have to pack up - leave the papers and sheet out for them to add to it the next day.
Teacher Input:
What will the teacher be doing to support and scaffold the learning of the children?:
Ask questions such as:
"Do you have a story you want to tell me about your picture?"
"Would you like me to write something on your picture?"
Some other phrases you could use are:
Say "Tell me about it"
"I see circles in your picture."
"You filled up the whole paper."
"Tell me about how you made the blue lines so smooth."
"I feel happy when I look at your picture. The colours are very bright."
"I can see you worked hard on that."
"You used red, yellow and orange in your picture."
"You’ve got all kinds of lines in your picture."
Talking to the children in this way allows them to reflect and consider what they have created and why they have depicted certain things in different ways.
How students will meet the EYLF Outcomes mentioned above:
In participating in this activity children will explore and express dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity, as they are not forced to conform to the standard paintings, and they can experiment to create a completely unique piece of work. They are able to manipulate the various tools to create a variety of patterns and textures. This activity can help the children develop a range of skills and processes such as problem solving, as the children may have to figure out how to use certain tools, to make the paint work. Children express ideas and make meaning using a range of media. This is evident as the children are encouraged to put whatever they want on their page. It could be something representational, but could also be the expression of their thoughts and feelings and other desires that they have not been able to express.
In closing these videos highlight young children exploring with paint and tools, essentially what this activity is about in order to allow children to discover the wonders of paint.
Age group: intended for 3-5 year olds
Learning outcomes the activity is going to address:
Outcome 4: Children are confident and involved learners
- - Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
- - Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
Outcome 5: Children are effective communicators
- - Children engage with a range of texts and gain meaning from these texts
- - Children express ideas and make meaning using a range of media
- - Children begin to understand how symbols and pattern systems work
Resources required/what you will need:
Art smocks for the children if necessary
Different kinds of tools than usual to paint with e.g.:
combs * spools * tooth brushes * sticks * rag strips * cooking utensils * q-tips * pine cones * scrub brushes * straws * string * medicine droppers * deodorant roll-top bottles * corncobs * feathers * potatoes mashers * tongue depressors * dental floss * marbles * rubber spatulas * fly swatters * spray bottles * golf balls * large beads * cotton balls * plastic play animal ‘feet’ (prints) * wheels * old mascara brushes * pipecleaners * corks * bubble wrap * etc.
Anything that you would not normally use to paint with. Also some paper choices, such as newsprint, manila, giftwrap, waxed paper, old newspapers, typing paper and butcher paper to name a few. You will need some different types of paint such as tempera and oil etc.
You will need to cover the area the children will be working with newspaper, or a plastic tablecloth to prevent the paint going everywhere. Alternatively you could lay down a big sheet and so that when the children are finished with their paintings the 'mess' left on the sheet could be hung up.
Activity:
- Allow the children to pick the paper they want to do their artwork on.
- Put out a variety of paint colours, and different paints, e.g. tempera and oil where all the children can reach.
- Have the tools to paint with in an accessible place where the children can see and reach all of them.
- Inform the children that they are allowed to do anything they like with the tools and paints to create their artworks, and ensure that they know that nothing is right or wrong.
- Sit back and watch as the children begin to create unique, individual pieces of work.
- Allow the children to go on for as long as possible. Let them know they are allowed to use more than one sheet of paper and that they can change the papers if they wish.
- If you have to pack up - leave the papers and sheet out for them to add to it the next day.
Teacher Input:
What will the teacher be doing to support and scaffold the learning of the children?:
Ask questions such as:
"Do you have a story you want to tell me about your picture?"
"Would you like me to write something on your picture?"
Some other phrases you could use are:
Say "Tell me about it"
"I see circles in your picture."
"You filled up the whole paper."
"Tell me about how you made the blue lines so smooth."
"I feel happy when I look at your picture. The colours are very bright."
"I can see you worked hard on that."
"You used red, yellow and orange in your picture."
"You’ve got all kinds of lines in your picture."
Talking to the children in this way allows them to reflect and consider what they have created and why they have depicted certain things in different ways.
How students will meet the EYLF Outcomes mentioned above:
In participating in this activity children will explore and express dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity, as they are not forced to conform to the standard paintings, and they can experiment to create a completely unique piece of work. They are able to manipulate the various tools to create a variety of patterns and textures. This activity can help the children develop a range of skills and processes such as problem solving, as the children may have to figure out how to use certain tools, to make the paint work. Children express ideas and make meaning using a range of media. This is evident as the children are encouraged to put whatever they want on their page. It could be something representational, but could also be the expression of their thoughts and feelings and other desires that they have not been able to express.
In closing these videos highlight young children exploring with paint and tools, essentially what this activity is about in order to allow children to discover the wonders of paint.
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