Mom states that her little one was making a "castle". She experimented by rubbing the colors together but was much more interested in using lots of colors! She took the green and made "grass". Teacher Reflection: I don't think children need much inspiration to get started on their artistic endeavors however I have decided to sometimes read a story before we get started. I am interested to see what affect this will have on the children. Will the illustrations in the book influence their own creativity? Is this a good thing? I fall along the lines of sometimes yes and sometimes no.
What's wonderful about an open-ended class is that the little ones don't always find interest in the particular experience set before them. They may make a few marks and then run around the classroom, come back make a few more marks, and then look out a window. This is all good and the freedom to move around as they wish (which I highly respect ) will only inspire their "art" more in the future.
On the other hand...I am always interested to see how some little ones can stay with one activity for an extended amount of time. This mom said that he used many different colors, worked on both sides of the paper, and used the smearing technique.
Having the parents take notes for me was extremely helpful, especially as I reflected upon the experience later! As we take on the role of "researchers of children", it makes what they do all the more important and meaningful. When some people look at the end result of children's artwork they only see a bunch of random "scribbles". However , adding some text that describes the child's experience as well as the child's comments; these random "scribbles" all the sudden become very intentional. Mom's observations: He used both hands to color and particulary seemed to enjoy making circular swirls and up and down zig zags. He discovered he could stamp the pastel down flat to make a print of a circle. He also found delight in putting the pastels back in the tray.
He prefers to have one pastel in each hand. Not important to change colors but instead very important to make many overlapping circles. Mom stated that usually he requests her assistance in drawing but today did not. Could he feel as though he is the expert with this new medium?
He prefers to have one pastel in each hand. Not important to change colors but instead very important to make many overlapping circles. Mom stated that usually he requests her assistance in drawing but today did not. Could he feel as though he is the expert with this new medium?
Children always find new ways of using materials! Using 3 pastels all at the same time is quite a talent!
I fall in line with the "Constructivist" point of view in education that children are NOT empty vessels to be filled up with knowledge from adults. In contrast, they come to us with their own unique ability to construct their own knowledge. Through experimentation and investigation of their environment they can come to their own conclusions. I feel my role as a teacher is one of question asker, problem poser, and documenter of this beautiful process.
As I stated earlier, I find it interesting to see what connections children will make with other materials or people or places. A few of the children noticed that they could build with the pastels. They found delight in stacking them on top of one another and watching the result.
As children become older and more experienced with a medium, they will begin the first stages of representational art or writing. This guy understands that writing contains smaller marks and they are wiggly. While scribbles are still prevalent in his picture, lines and circles are also emerging.
Clay beautiful clay! I have always wanted to present clay to young children in whole block form. I very much hoped to see them climb it and have the lovely experience of squishing their toes into it.
An additional intention to this style of presentation was to expose the children to the idea of working together or at least close by to one another. My own daughter has tremendous difficulty with this idea. While it would be easy to give everyone their own piece of clay, the opportunity for going outside of their comfort zone is missed. Some of the children enjoyed taking a chunk of the clay and taking it to where they could explore it on their own. While other children found enjoyment working on the clay in it's whole block form along side of other children. And still others who found comfort and joy in observing the situation from Mama's lap. As a teacher, I found it very helpful to get a grasp on the various personalities and approaches children have when they are introduced to a new material. All the children reacted in different ways and I find all those ways unique and intelligent and beautiful!
Reflecting on the experience afterwards, I think we may start with some simple tools next class, and we can observe how the children interact with not only the clay but with each other.
Again, I must bring up the idea of children being able to make connections with one experience to another. One of the children held a piece of clay and happily exclaimed "Poopie"! Many others called it playdough. I wonder how further exploration of clay will lead them to investigate how it's properties are different or similar to their experiences with playdough.
As I stated earlier, I find it interesting to see what connections children will make with other materials or people or places. A few of the children noticed that they could build with the pastels. They found delight in stacking them on top of one another and watching the result.
As children become older and more experienced with a medium, they will begin the first stages of representational art or writing. This guy understands that writing contains smaller marks and they are wiggly. While scribbles are still prevalent in his picture, lines and circles are also emerging.
Clay beautiful clay! I have always wanted to present clay to young children in whole block form. I very much hoped to see them climb it and have the lovely experience of squishing their toes into it.An additional intention to this style of presentation was to expose the children to the idea of working together or at least close by to one another. My own daughter has tremendous difficulty with this idea. While it would be easy to give everyone their own piece of clay, the opportunity for going outside of their comfort zone is missed. Some of the children enjoyed taking a chunk of the clay and taking it to where they could explore it on their own. While other children found enjoyment working on the clay in it's whole block form along side of other children. And still others who found comfort and joy in observing the situation from Mama's lap. As a teacher, I found it very helpful to get a grasp on the various personalities and approaches children have when they are introduced to a new material. All the children reacted in different ways and I find all those ways unique and intelligent and beautiful!
Reflecting on the experience afterwards, I think we may start with some simple tools next class, and we can observe how the children interact with not only the clay but with each other.
Again, I must bring up the idea of children being able to make connections with one experience to another. One of the children held a piece of clay and happily exclaimed "Poopie"! Many others called it playdough. I wonder how further exploration of clay will lead them to investigate how it's properties are different or similar to their experiences with playdough.
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