ACTIVITY: Aboriginal Style Art
DATE IMPLEMENTED: 14/5/13
MATERIALS REQUIRED: Primary coloured painted to continue theme, black and white also for experimentation with mixing and shading.
GROUPINGS/SPACE: Table of utensils and plates next to standing paint easel.
SUPERVISION: Guidance by an educator to help with name writing, putting art smocks on and taking finished paintings to the drying rack.
LEARNING EXPERIENCE:
This activity allows an opportunity for children to explore using different mediums. Rather than the painting thick strokes and dabbing, children are encouraged to paint dots, thin lines, and the choice of paints are not only bold and correlate to the aboriginal theme, but also provoke colour blending of recognisable secondary colours. Recycled plastic objects that stamp circles are also placed to learn another technique, and also to explore colouring inside and outside a space.
Following on from learning about the country in which we live, this activity also follows from the children’s shown interest of colour mixing in a subtle way. this can be explored further more obviously later.
RELATION TO EYLF PRINCIPLES AND PRACTICES:
EYLF OUTCOMES:
REFLECTION:
EVALUATION:
OBSERVATIONS:
WHAT NEXT:
It would be good to find an activity that obviously shows the how primary colours make secondary colours when combined. This could be shown through colouring sand, or simply providing primary colours only, and thick brushes where more paint will be applied and the likelihood of the colours blending is more so.
DATE IMPLEMENTED: 14/5/13
MATERIALS REQUIRED: Primary coloured painted to continue theme, black and white also for experimentation with mixing and shading.
GROUPINGS/SPACE: Table of utensils and plates next to standing paint easel.
SUPERVISION: Guidance by an educator to help with name writing, putting art smocks on and taking finished paintings to the drying rack.
LEARNING EXPERIENCE:
This activity allows an opportunity for children to explore using different mediums. Rather than the painting thick strokes and dabbing, children are encouraged to paint dots, thin lines, and the choice of paints are not only bold and correlate to the aboriginal theme, but also provoke colour blending of recognisable secondary colours. Recycled plastic objects that stamp circles are also placed to learn another technique, and also to explore colouring inside and outside a space.
Following on from learning about the country in which we live, this activity also follows from the children’s shown interest of colour mixing in a subtle way. this can be explored further more obviously later.
RELATION TO EYLF PRINCIPLES AND PRACTICES:
EYLF OUTCOMES:
REFLECTION:
EVALUATION:
OBSERVATIONS:
WHAT NEXT:
It would be good to find an activity that obviously shows the how primary colours make secondary colours when combined. This could be shown through colouring sand, or simply providing primary colours only, and thick brushes where more paint will be applied and the likelihood of the colours blending is more so.