Tuesday, December 16, 2008

Expressive & Aesthetic Task

page 4

The experience I chose to observe was using droppers instead of brushes with paint. The paint droppers where a new experience to the children that week. In previous weeks they had become accustomed to using brushes or stamps. I saw this as an opportunity to observe how the children coped with this change. The child I observed was one who I had previously noted working well at the paint table, he likes to spend time creating his pictures and is adamant about taking them home.

I therefore deducted that he would spend time trying to figure out how to use the droppers to create a picture he would like to take home.


Page 7

The observation aside from the fact that I participated in a non-participation narrative, was very successful. I noted D.R. adaption of his schemata from using a brush (6-10) through using it like a quill pen (11-12) to his discovery of the more conventional method of using a dropper(17-21).

On top of this, the situation D.R. got himself into by literally piling on the paint(26-28) leading to my intervention(29). Inspired my next step of creating symmetrical prints after using a separate piece of paper to spread the paint between the 2 pages(31-33)


page 8

Following on from the new experience of using droppers with paint. I saw the opportunity of introducing the concept of creating symmetrical prints (butterfly prints). I drew a butterfly and a nature scene with a central tree in perfect symmetry photo-copying off 50 sheets of each.

The opportunities offered by this exercise are as follows,

1.It makes it easy for the children to create something beautiful. The nature of the task means that children who are generally quite messy or uninspired can still create a painting that is pleasing to the eye. This can build their confidence and self-esteem.
2.The technical nature of folding the paper allows the children to exercise their fine-motor skills as well as introducing them to the concept of a 'half' and their ability to follow instructions and mimic.
3.The results of the exercise will offer a visual feast of patterns and colour to stimulate the right side of the brain along with symmetry to get the left side working.
4.It will build on this weeks introduction of the droppers offering those who have tried the droppers something new and hopefully attract those who have yet to try the droppers. Exercising and creating new fine-motor skills.
5.As a handy side effect, it will ensure that the mounds of paint stay on the paper rather than drip off onto the floor.

Page 9

Features of Learning:
1.develop confidence and self-esteem. (E,P,SD)
2.pay attention to instructions from an adult. (C, L)
3.visual stimulation; recognise pattern and colour; introduction of mathematical concepts ('half' and 'symmetry'); awareness of everyday technology (dropper). (K, U)
4.Investigate and use a variety of media and techniques. (E, AD)
5.develop increasing control of the fine movements of hands and fingers; practice in the use of tools. (PD, M)

My Role:
I will create simple symmetrical drawings to photocopy, I will then show the children how to create the symmetrical print. I will continue to support and encourage them until I feel that a few children have the technique and can therefor model the technique to any other children who missed my demonstration.

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