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Judith Burton's article "exploring paint and learning the elements" provides some ideas for incorporating paint into literacy lessons. Children can explore mixing colors and learning that different combinations can be grouped.
Judith Burton's article "exploring paint and learning the elements" provides some ideas for incorporating paint into literacy lessons. Children can explore mixing colors and learning that different combinations can be grouped.
Judith Burton's article "exploring paint and learning the elements" provides some ideas for incorporating paint into literacy lessons. Children can explore mixing colors and learning that different combinations can be grouped.
A&HA 4078 Journal #3 Exploring Paint Exploring Paint & Learning the Elements I closed my eyes and felt the paintbrush, as an extension of my arm, touch the paper. As I explored the feeling of the paintbrush and the many ways the paint can go on the paper, I thought about how important it is to give children this low-risk, enjoyable time to simply explore what painting feels like. As Smith (1993) discussed, children are very much motivated by their pleasure in the feel of paint, by their interest in the mysterious phenomenon of making colors change, and by making marks appear where none were before, all which come out of the experimentation with the material (p.18). Instead of it becoming a task: paint thisour work with paint was truly an explorationof line, shape, texture, and color, just as we hope it will be for children. When we create experiences with paint that are open-ended and explorative, children have agency and are able to construct their own meaning with the material. As Smith (1993) said it, beautifully, One of the profoundest rewards of young childrens work with paint is their developing sense of themselves as active and competent agents, able to interact and be effective in the world (p.31). As teachers, we can create these exploratory, pleasurable experiences for children that lead to their own discoveries about art elements, design and expression, as well as teach self-reflection and thoughtful attention to craft (Smith, 1993).
Curriculum Ideas for Paint
This weeks excerpt by Judith Burton (2004) has grown my thinking around planning curriculum, specifically lesson objectives. As teachers, we often hear the word objective and we think about the skill or content we hope to teach children. While this is important and necessary, Burton (2004) reminds us that we also want our objective to be rich enough to provoke additional issues, ideas, extensions, and questions which act as a spur to curiosity, imagination and invention (p.31). To do the latter is a much greater challenge, but critical for children we teach. Burton (2004) provides some examples of focused and fundamental objectives that I plan to incorporate in my literacy teaching. For example, children can explore mixing combinations of color and learn that different combinations can be groupedin a painting based on: different places, a scary story, weather, mood, atmosphere (Burton, 2004, p.35). I imagine teaching these ideas to my students as a reading or writing lesson, as we learn how authors show setting, mood and theme. Children could explore this as both readers of books, as well as writerswhen they are the authors of their own stories. Burton (2004) also gives an example objective that students can learn that shapes and colors can depict feelings or relationships in a painting. I would use such an objective with students, considering characters feelings and relationships, again within reading or students own writing, through the exploration of paint.
References: Burton, J. M. (2004). Refining the objective. A Guide for Teaching and Learning. pp. 30-44. Smith, N. (1993). Experience and Art. New York: Teachers College Press. pp. 17-39.