Lesson Plan 4- Experimenting With Painting Mediums
Age: 3-5 years.
Location: Indoors on a table in a wet area or designated art space.
Lesson duration: 30 minutes.
Number of children: Individual or small group of 2-4 children.
Rationale: Introduce children to painting with different colours and mediums through exploration and experimentation with different materials and media. Exploration with paint and different mediums provides a number of beneficial learning skills:
Objectives:
Lesson:
Introduction:
Provide children with smocks and set up a table in an area where it is safe to make paint messes. Provide children with paper, four different coloured paints, and a variety of different materials for the children to paint with, for example, brushes, sponges, corks, spoons, leaves, branches, a potato masher and other household items or natural materials.
Explain to the children, "We are going to learn about different ways of painting. Rather than painting with just a brush and then moving it across your paper. Today, we'll explore different ways to paint." A demonstration should then be given of how to use different materials with paint, by picking a medium, covering it in paint and finally pressing it on to paper in order to make different patterns. Explain that different colours can be used or mixed together to create special effects (concept of primary and secondary colours).
Main Component of Lesson:
Invite children to pick a medium and experiment making prints on paper, designing different patterns and exploring different colours and colour combinations. The concept of mixing primary colours to produce secondary colours could be discussed.
Help the child press the medium into the paint, making sure it is evenly coated, and then press on the paper. Ask children to think what type of design is left behind? Encourage the child to experiment with creating patterns and designs on the paper, promoting hand-eye coordination and independent creative thinking.
Do not let children paint too long on one paper so they do not end up with a indecipherable picture . If the child finishes early, give them a new sheet of paper to start a new painting. Set a time limit or monitor closely so children do not over-paint. Part of being an artist is knowing when to quit.
Conclusion:
Discuss what concepts have been learned and any questions or further ideas the children might have. Dry finished artwork and display for others to see.
Key events:
Discussion questions:
Possible questions to discuss with the children:
What kind of patterns did certain mediums create?
What colours did certain paint combinations produce?
What kind of shapes were created?
Resources:
A safe space indoors for painting.
Table.
Paint/Brushes.
Jars for water.
Newspaper to cover the table.
4 Smocks.
White paper.
Household or natural materials, such as brushes, sponges, corks, spoons, leaves, branches, a potato masher etc.
Assessment:
Observe the children during the activity and listen carefully, assessing their speech and behaviour to note their understanding of the task and the work they are producing. An indication is the physical work produced and use of art terminology and vocabulary. Does the child:
Note whether the child shares resources alongside other children and seems to understand and respond to the task at hand, picking up on instructions and demonstrating understanding of key concepts. Note social interactions for indication of social skill levels, such as polite manners, waiting patiently and taking turns.
Observe the children as they manipulate the paint mediums to assess their fine motor-control skills and note the progression of their cognitive skills, for example, the ability to paint different patterns. Collect a sample painting from each child, on which you write the date for storage in their portfolio.
Extension Activity:
Experiment using different paints such as water colour. Water-colour painting techniques are to be introduced, such as wet-on-wet (creating a wash), wet-on-dry (wet paint on dry paper) and dry-on-dry (dry brush on paper). Then students will experiment with these techniques on small squares of water-colour paper. Children will
observe the qualities of water-colour paints and basic water-colour techniques, as well as learn new vocabulary.
Links to framework: (VEYLDF 2009).
Outcome 1: Identity- Communicate ideas, concepts, observations, feelings and/or experiences.
Outcome 2: Community- Use play to investigate, project and explore new ideas.
Outcome 3: Wellbeing- Seek out and accept new challenges, make new discoveries, and celebrate their own
efforts and achievements and those of others.
Outcome 4: Children are confident and involved learners- Children are curious and enthusiastic participants in their learning. Use play to investigate, imagine and explore ideas.
Outcome 5: Children are effective communicators- Children respond verbally and non-verbally to sensory exploration . Use language and representations from art to share and project meaning.
Age: 3-5 years.
Location: Indoors on a table in a wet area or designated art space.
Lesson duration: 30 minutes.
Number of children: Individual or small group of 2-4 children.
Rationale: Introduce children to painting with different colours and mediums through exploration and experimentation with different materials and media. Exploration with paint and different mediums provides a number of beneficial learning skills:
- Opportunities for advancing physical abilities including fine motor skills, hand-eye coordination and visual perception.
- Provide an engaging and educational sensory learning experience and means for self expression.
- Cognitive development through experimentation and exploration of cause-and-effect relationships, critical thinking skills, and visual discrimination.
- Opportunities to learn about colours, shapes, sizes, textures, categorisation and numeracy.
- Encourage discussion of art terminology, qualities of the paint, order, direction, location and spatial relationships.
- Children will use different mediums to create lines, patterns, shapes, and textures; experiment showing value and form; and explore how different media and tools can help them express ideas and feelings.
Objectives:
- Developing manipulation and motor skills through sensory exploration with a range of different materials and media.
- Learning the elements of design, primary colours, shapes, patterns and lines. Exploring art materials/media, appreciating a variety of art techniques through experimenting with different mediums.
- Communicate ideas, feelings, experiences and vocabulary related to media, techniques, processes, tools, and equipment (e.g. paint with a brush, squishy paint, curvy lines etc).
- To acquaint children with unmixed primary colours (red, yellow, blue).
Lesson:
Introduction:
Provide children with smocks and set up a table in an area where it is safe to make paint messes. Provide children with paper, four different coloured paints, and a variety of different materials for the children to paint with, for example, brushes, sponges, corks, spoons, leaves, branches, a potato masher and other household items or natural materials.
Explain to the children, "We are going to learn about different ways of painting. Rather than painting with just a brush and then moving it across your paper. Today, we'll explore different ways to paint." A demonstration should then be given of how to use different materials with paint, by picking a medium, covering it in paint and finally pressing it on to paper in order to make different patterns. Explain that different colours can be used or mixed together to create special effects (concept of primary and secondary colours).
Main Component of Lesson:
Invite children to pick a medium and experiment making prints on paper, designing different patterns and exploring different colours and colour combinations. The concept of mixing primary colours to produce secondary colours could be discussed.
Help the child press the medium into the paint, making sure it is evenly coated, and then press on the paper. Ask children to think what type of design is left behind? Encourage the child to experiment with creating patterns and designs on the paper, promoting hand-eye coordination and independent creative thinking.
Do not let children paint too long on one paper so they do not end up with a indecipherable picture . If the child finishes early, give them a new sheet of paper to start a new painting. Set a time limit or monitor closely so children do not over-paint. Part of being an artist is knowing when to quit.
Conclusion:
Discuss what concepts have been learned and any questions or further ideas the children might have. Dry finished artwork and display for others to see.
Key events:
- Demonstration of using different paints and mediums to create different patterns and designs.
- Children then experiment with paints using the techniques demonstrated by the teacher.
- Discussion of concepts and techniques introduced and learned during the lesson.
Discussion questions:
Possible questions to discuss with the children:
What kind of patterns did certain mediums create?
What colours did certain paint combinations produce?
What kind of shapes were created?
Resources:
A safe space indoors for painting.
Table.
Paint/Brushes.
Jars for water.
Newspaper to cover the table.
4 Smocks.
White paper.
Household or natural materials, such as brushes, sponges, corks, spoons, leaves, branches, a potato masher etc.
Assessment:
Observe the children during the activity and listen carefully, assessing their speech and behaviour to note their understanding of the task and the work they are producing. An indication is the physical work produced and use of art terminology and vocabulary. Does the child:
- Investigate the principles of design such as colour, shape, line, and texture.
- Has an awareness of the principles of design in both nature (e.g., veins on leaves) and constructed materials (e.g. holes in a sponge).
- Awareness of colour mixing combinations (red and yellow makes orange).
Note whether the child shares resources alongside other children and seems to understand and respond to the task at hand, picking up on instructions and demonstrating understanding of key concepts. Note social interactions for indication of social skill levels, such as polite manners, waiting patiently and taking turns.
Observe the children as they manipulate the paint mediums to assess their fine motor-control skills and note the progression of their cognitive skills, for example, the ability to paint different patterns. Collect a sample painting from each child, on which you write the date for storage in their portfolio.
Extension Activity:
Experiment using different paints such as water colour. Water-colour painting techniques are to be introduced, such as wet-on-wet (creating a wash), wet-on-dry (wet paint on dry paper) and dry-on-dry (dry brush on paper). Then students will experiment with these techniques on small squares of water-colour paper. Children will
observe the qualities of water-colour paints and basic water-colour techniques, as well as learn new vocabulary.
Links to framework: (VEYLDF 2009).
Outcome 1: Identity- Communicate ideas, concepts, observations, feelings and/or experiences.
Outcome 2: Community- Use play to investigate, project and explore new ideas.
Outcome 3: Wellbeing- Seek out and accept new challenges, make new discoveries, and celebrate their own
efforts and achievements and those of others.
Outcome 4: Children are confident and involved learners- Children are curious and enthusiastic participants in their learning. Use play to investigate, imagine and explore ideas.
Outcome 5: Children are effective communicators- Children respond verbally and non-verbally to sensory exploration . Use language and representations from art to share and project meaning.