Heading into the 2nd Class, I was very interested in seeing how the social dynamic of the classroom was developing. I know this is not a very "art" related topic of study but I see it as a critical element to the class experience! After all, a class experience consists of a class, not just a student.Toddlers are known for being very egocentric and "caveman" like. My question is this: Can toddlers move past this stage into a more collaborative style with repeated exposure to group experiences? Well... this week I did not present any experiences as a whole group. Everything was presented on an individual basis. I wondered if the children would feel more comfortable with this arrangement, or would some "test" this arrangement and investigate turning the experiences into a partnership?? Also, on a side note...would the caregivers feel more at ease with this more individualized arrangement? Hmmm....
Now, of course, we have some wonderings about the "art" development as well...Here are the questions I posed to our group regarding the oil pastels.How do the children begin with this new presentation of materials? (Oil pastels with Small Black and White Paper)
Do the smaller sheets of paper influence his/her markings? In what ways?
I also put out the black and white pastels so the children could investigate black on black and white on white and vice versa.
Mom wrote that her guy immediately noticed the black and white pastels. He stated "I love black". She said he preferred the white paper and made smaller lines and waves than last week.
Mom stated that her guy refused to draw on the white paper. Instead he used every single color one at at time on the black sheet. He started with pink as he did last week. He made shorter marks than last week as well.
Mom stated that she was more interested in drawing this week instead of putting a "label" on her work as she did last week. She immediately went for the pink pastel on the white paper.
Mom observed him starting with orange and yellow just as he did last week. Then he switched to the black and white pastels. He had previous experience with using black and white paper with b+w crayons. He was already aware that the white is difficult to see on the white paper.
She found enjoyment in drawing on both sheets at the same time. This week Mom noticed her making more dots than lines. The black paper attracted her at first but in the end she used the white paper equally.
Here we begin the story of H. As you see she begins our journey sitting in her chair by herself. She explores the oil pastels and the black paper and even discovers the table itself is a new medium :)
But...she is very interested in making this experience a shared one with a friend. She tries sitting with her neighbor at first. But her neighbor doesn't embrace this idea. With a little help from the adults, we all figure out a way to help her achieve her goal. We place another chair right beside her friend and they both seem content in this new arrangement.
This one formed a partnership with his mom by using her hand to explore the paint. He declared, "A mess!" After the paint was smeared, he asked, "where's the zig zag?"
Here again begins the partnership that H. is looking for. They did the paint solo for a bit but now they will test their theory of could it be more fun to do it together?
When American educators first went to Reggio Emilia, Italy to observe and learn from the schools there, they were often shocked to see children mark and draw on a different child's work. Americans found this to be quite a violation and the adults should step in and protect the children from this behavior. The Italians understood this way of "American" thinking to be indicative of our strong right for "independence". But they explain from their point of view, when a child draws on another's piece, so begins a conversation or even an arugument, but it can also lead to understanding and collaboration. I am curious to discover how the children and parents approach this idea...
Mom notices that he uses the paint very neatly. He dips his fingers in very similar to how he dips his food in ketchup. He also drew as he would with crayons.
Last week, the clay was offered as a whole group experience. This week, I wanted to observe two things: how the children would use simple tools in their exploration of the clay and how would their interest level in the clay change by offering it individually?
Many of the children connected the clay to a "foodlike" substance. I wonder about this connection and where it comes from? Was the action of the sticks cutting into the clay a reminder of knives cutting food or stirring food? Was it the texture of the clay itself that seemed "foodlike"? How could this action and pretending with the clay lead to using the clay for sculpture?
This one decorates his cake and uses the sticks as candles. He sang "happy birthday" to himself and blew out the candles before cleaning up.
Last week, he was more hesitant with the clay. This week he seemed to enjoy working solo. Mom noticed him working very intently and observes that he sticks his tongue out while concentrating.
He was more interested in the balls initially but we were able to intrigue him to the clay with the stick tools.
It helps being able to bring along the favorite ball!
Starting off having fun solo sticking the tools into the clay. But then her interest begins in other's clay. Now, I wonder is she interested in only the social aspect or also in testing her theory of : are the other children having the same experience I am with the clay?
Mom uses a wonderful word to describe her daughter's level of interest in comparison to last week...she is "fiercely" interested!
Perhaps, making a connection with ther neighbor she is also making a cake with candles. However, her "candles" are the bottlecaps and she uses the sticks as "knives".
Mom observed him starting with orange and yellow just as he did last week. Then he switched to the black and white pastels. He had previous experience with using black and white paper with b+w crayons. He was already aware that the white is difficult to see on the white paper.
She found enjoyment in drawing on both sheets at the same time. This week Mom noticed her making more dots than lines. The black paper attracted her at first but in the end she used the white paper equally.
Here we begin the story of H. As you see she begins our journey sitting in her chair by herself. She explores the oil pastels and the black paper and even discovers the table itself is a new medium :)
But...she is very interested in making this experience a shared one with a friend. She tries sitting with her neighbor at first. But her neighbor doesn't embrace this idea. With a little help from the adults, we all figure out a way to help her achieve her goal. We place another chair right beside her friend and they both seem content in this new arrangement.To be cont...
For some of the children, fingerpainting is a wonderful sensorial experience that they relish! For others, they are almost shocked by what they encounter and want to quickly wash hands.
This one formed a partnership with his mom by using her hand to explore the paint. He declared, "A mess!" After the paint was smeared, he asked, "where's the zig zag?"
Here again begins the partnership that H. is looking for. They did the paint solo for a bit but now they will test their theory of could it be more fun to do it together?
When American educators first went to Reggio Emilia, Italy to observe and learn from the schools there, they were often shocked to see children mark and draw on a different child's work. Americans found this to be quite a violation and the adults should step in and protect the children from this behavior. The Italians understood this way of "American" thinking to be indicative of our strong right for "independence". But they explain from their point of view, when a child draws on another's piece, so begins a conversation or even an arugument, but it can also lead to understanding and collaboration. I am curious to discover how the children and parents approach this idea...
Mom notices that he uses the paint very neatly. He dips his fingers in very similar to how he dips his food in ketchup. He also drew as he would with crayons.
Last week, the clay was offered as a whole group experience. This week, I wanted to observe two things: how the children would use simple tools in their exploration of the clay and how would their interest level in the clay change by offering it individually?
Many of the children connected the clay to a "foodlike" substance. I wonder about this connection and where it comes from? Was the action of the sticks cutting into the clay a reminder of knives cutting food or stirring food? Was it the texture of the clay itself that seemed "foodlike"? How could this action and pretending with the clay lead to using the clay for sculpture?
This one decorates his cake and uses the sticks as candles. He sang "happy birthday" to himself and blew out the candles before cleaning up.
Last week, he was more hesitant with the clay. This week he seemed to enjoy working solo. Mom noticed him working very intently and observes that he sticks his tongue out while concentrating.
He was more interested in the balls initially but we were able to intrigue him to the clay with the stick tools.
It helps being able to bring along the favorite ball!
Starting off having fun solo sticking the tools into the clay. But then her interest begins in other's clay. Now, I wonder is she interested in only the social aspect or also in testing her theory of : are the other children having the same experience I am with the clay?
Mom uses a wonderful word to describe her daughter's level of interest in comparison to last week...she is "fiercely" interested!
Perhaps, making a connection with ther neighbor she is also making a cake with candles. However, her "candles" are the bottlecaps and she uses the sticks as "knives".
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