ecep 2002 visual arts collection - (brigitte cusson)

8/13/2019 ECEP 2002 Visual Arts Collection - (Brigitte Cusson)

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Visual Arts Collection AssignmentCourse: ECEP-2002 Preschool Learning Environment

Presented to: Mallory Bird

Presented by: Brigitte Cusson


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Sample 1Art Experience:3D Flower Date of Collection: 02/11/2013

Child: L Childs Age: 3 years 4 months

Materials Used:

-playdoh

Presentation to child:

Element(s) of Art:

Element of art Evidence

Texture smooth

Form 3D flower which depth, length and width can be measured. It resides in space.

Space All work is contained within one area

Shape A geometric shape non-organic

Color Purple

Value Degrees of lightness are incorporated into this art piece

Line No lines present


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Developmental Theories:

According to Brown and Stokrocki, Ls sculpture of a flower falls within the pre-schematic stage. Ls

flower has several recognizable forms and includes pieces are attached. L could be seen sharing with

friends while completing this activity and exchanging viewpoints with other students. ( ELECT 1.1 Making

Friends). During this activity L also is experimenting with the idea of peer group entry (ELECT 1.3). L wasnot the first one at the table and stood back and observed her fellow student before she sat down and

started working on her own materials. L worked through the activity and stayed focused (ELECT 2.5)

despite other activities and children in the classroom. L was able to converse with her peers discussing

her flower to several of the students at her table as she worked (ELECT 3.4). Ls flower was a true to life

representation of a flower showing that she is beginning to demonstrate representation (ELECT 4.3). Ls

ability to exercise fine motor abilities is in line with what is expected in the continuum of development.

What did/could you say when talking to the child about their art?

1. Thats a beautiful flower!

2. Do you have flowers like that in a garden at home?

3. I really like these jewels here, what are they?

4. You made a very thick edge here, I love it!

5. Your flower is my favorite colour; do you have a favorite colour?

6. Did you roll these balls all by yourself?

Potential experience(s) to support and scaffold the childs artistic development through playdoh

Social/Emotional Cognitive Physical

-Observes peers and sustaining

play through inviting peers into

play

- Peer entry; observing children

playing with art material before

entering

- Learning cultural

representations of peers through

artistic design

- An opportunity to externalize

self through artistic medium,

-developing identity formation,

making mistakes and using

courage to try new things

- opportunities to explore shape

texture and transformation

through art

- Ability to problem solve and

produce several different ideas

- Opportunities to practice

representation and connect

relationships

-Understanding transformation

of transforming one thing into

another

- Ability to make connection

between created objects

- movements of the entire arm

(pull, stretching, rolling)

-Pincer movements while

piercing holes, pulling and

pinching.

-Continuing to refine hand-eye

coordination and refining fine

motor skills

-Using fine motor with tools to

manipulate material


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How the experiences address the principles of best practice in the visual arts:

Personal expression Process vs product Creative Opportunities Discovery and

experimentation

Working with free

forming material gave

the child an opportunity

to use her own personal

expression in the

creation of the flower.

There were no pre-

made designs for the

child to follow, there

were no molds or size

constraints, and the

activity was based on

the process not the

product.

Having a free form

process vs product

activity allowed the

child to use her own

creative thoughts to

create her piece of art.

Rolling, pinching and

pushing were all

discovery and

experimentation

opportunities for the

child as they worked

through their creative

process.

Intrinsically motivating Success- Oriented Developmentally

Appropriate

Legitimate Artistic

Medium

There were no external

pressures so the artexperience was able to

be totally motivated by

the childs on interstice

motivation.

This open ended activity

did not have a desiredfinished outcome the

end product was a

success no matter what

the child created.

The use of playdoh in a

preschool environmentis developmentally

appropriate, in physical,

social and cognitive

development.

Playdoh is considered a

legitimate artisticmedium for use in

preschool classrooms.

Accessible for all children Active engagement and sustained involvement

This art activity is accessible to all children. It is

safe to leave on a low shelf or an activity center

table for children to work at on their own pace

free of limitations or guidelines which allow forample room for self-exploration and creativity

through art.

Children are required to be active and engaged in

the materials to produce their desired end

product. Without active engagement or sustained

involvement the child would not be able toproduce anything.


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Sample 2Art Experience: Heart Painting Date of Collection:02/13/13


Materials Used:

Pre-cut heart shape

Paint (purple, red and green)

Single size of paintbrushes


Element(s) of Art:


Texture Smooth to grainy

Form Clearly defined areaheartdue to precut shape

Space No negative space, the entire heart is painted making it completely positive in space

Shape A geometric shape precut by teacher

Colour Primary colour of red with traces of purple

Value Different shades of reds are present, depending on amount of paint on brush and

force against paintbrush when painting

Line No lines are present


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When looking at this childs painting we able to relate it to Lowenfeldand Brittainstheory of stages of

drawing. Currently this child is showing that she able to make controlled scribbles, we can see that the

marks throughout the paint are smaller, comprised of repetitive motions and while observing L do her

painting I could see her wrist movements throughout the activity. We can see several lines and swirles in

her painting. We can also see through her drawing that she is using makes of tools (ELECT 5.3) to carry

out fine motor skills and also developing her self-esteem through free form art ( ELECT 2.3). This heart

activity gave her the opportunity to demonstrate personal expression (ELECT 2.4) and the ability to

make her own representation of a heart (ELECT 4.3)

What did/could you say when talking to the child about their art:

1. What a great looking heart youve made!

2. I love the way you added some purple over here!

3. Are you going to use any other colours?

4. What is this little spot of purple of here?

5. You were really concentrating on this painting!

6. What an interesting way to use the paintbrush!

Potential experience(s) to support and scaffold the childs artistic development through painting




play



entering

- Learning cultural

representations of peers throughartistic design



-Develops a stronger sense of self

through their own uniqueness

- Opportunities to continue to

explore shape, texture and

transformation (colour mixing)

through paint.

- A chance to increase flexibility in

thinking patterns


representation and connectrelationships

-Give thoughts a concrete form

- Ability to make connections

through art

-using entire arm involved in

making painting strokes

-wrist actions in dripping and

swirling paint

-Hand eye coordination

experience and fine motor

refinement while painting


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experimentation

Although the shape was

not free form, the child

was given paint to and

allowed to create a

representation of a

heart through paint that

reflected the childs own

personal expressions.

Children were not

guided how to paint

their heart or what the

outcome was supposed

to look like, the child

was more involved in

the process than the

product.

There was several

colours out for the

children to create their

own patterns, colour

combinations and

representations

allowing for


child to be creative.

While working with the

paint children explored

what different brush

strokes would do and

how different amount

of paints would affect

their art piece.


Appropriate

Legitimate Artistic

Medium

Although the shape waspre-cut the child was

able to use their own

internal desires to

complete the painting

experience in their own

way. Some children

made small marks on

the heart other

coloured it all in

depening on their in

own motivations.

In this activity there wasno wrong way to

complete the activity.

Each child was

successful regardless

how how their art

turned out.

The use of paint and thedesign to paint in was

all developmentally

appropriate and

meaningful for a

preschool class.

The paint andpaintbrushes provided

for the preschoolers

were all a legitimate

artistic medium.


The painting activity could be completed by all

children regardless of skill level. The activity was

set up 2 painting easel stations which children

could access as they chose.

The opportunity to create the painting based on

their own personal desires created an

environment that was engaging and sustained

their involvement.


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Sample 3Art Experience: Painting Date of Collection: 04/02/2013


Materials Used:

Paint of several colours

Paint Brushes/feathers to paint

Sheets of blank paper



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Element(s) of Art:


Texture flat

Form There is no form, the painting shows no evidence of 3 dimension

Space There is an equal balance of positive and negative space in this painting

Shape Shapes in this image are mostly organic with no clear edges or lines

Colour Varying degree of tint and shade. A very light painting.

Value There is a degree of value in this painting with several different colours representing

various degrees of light and dark.

Line There are no clear lines.


According to Brown and Stokrocki, Ls sculpture of a flower falls within the pre-schematic stage. Lsflower has several recognizable forms and includes pieces are attached. L could be seen sharing with

friends while completing this activity and exchanging viewpoints with other students. ( ELECT 1.1 Making

Friends). During this activity L also is experimenting with the idea of peer group entry (ELECT 1.3). L was

not the first one at the table and stood back and observed her fellow student before she sat down and

started working on her own materials. L worked through the activity and stayed focused (ELECT 2.5)

despite other activities and children in the classroom. L was able to converse with her peers discussing

her flower to several of the students at her table as she worked (ELECT 3.4). Ls flower was a true to life

representation of a flower showing that she is beginning to demonstrate representation (ELECT 4.3). Ls

ability to exercise fine motor abilities is in line with what is expected in the continuum of development.


1. This shape is beautiful!

2. Can you tell me more about your picture?

3. Which colour is your favourite?

4. I notice you made an A, it looks fantastic!

5. Did you use the feathers and the paintbrushes?

6. Did you mix these colors?


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Appropriate

Legitimate Artistic

Medium

A blank piece of paper

with no instructions

allowed children to use

their internal desires to

complete the painting


way.

In this activity there was

no wrong way to


Each child was


how their art turned

out.

The use of paint and the

feathers as tools was

developmentally

appropriate and

meaningful for a

preschool class.

The paint and

paintbrushes and

feathers provided for

the preschoolers were

all a legitimate artistic

medium.









their involvement.


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Sample 4Art Experience: Mark Making Date of Collection: 03/04/2013

Child: A Childs Age: 3 years and 7 month

Materials Used:

Paper

Markers



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Element(s) of Art:


Texture No texture present

Form A shape drawing, there is no form elements

Space The drawing occupies both positive and negative space. The figure is surrounded by

negative space.

Shape Geometric shapes are used and are defined by edges

Colour A mix of primary and secondary colours, a very light picture with high intensity

Value A relative degree of lightness is present

Line There are several lines in the picture, a visible starting point moving through space


According to Kellogg A exhibits signs of being at the shape stage. Gestalts are being used to represent

thing and turned into diagrams. The human figures has limbs and a torso. According to Lowenfeld and

Brittain we can see that A has meaning associated to her drawing and is beginning to have and

increasing control of her own artistic expressionshe is in the pre-schematic stage of development. A is

drawing geometric shapes and has random placement and sizes for her objects drawn. During her work

we can also see that (ELECT 4.3) she has begun to show representations through her drawing and is

gaining confidence in herself (ELEC 2.3) and her abilities. As I listened to A work through this activity I

also noted her vocabulary expanding (ELECT 3.3) linking her experiences with her vocabulary.


1. Who is that in your drawing?

2. I love how big your smile is!

3. I like that your person has 2 arms and 2 legs!

4. The persons smile is purple, what a great colour to use!

5. You are really good at drawing circles!

6. Wow, the arms are different colours, great idea I love all the colours!


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Potential experience(s) to support and scaffold the childs artistic development




entering- Learning cultural


artistic design



-Develops a stronger sense of self


-


explore shape and texture

- A chance to increase flexibility inthinking patterns



relationships



through art

-An experience to work on

representation through art

-Ability to use fine motor skills

to further refine ability to make

simple geometric shapes.-wrist actions while creating

shapes


experience



experimentation

A blank paper allowed

the child to create a

representation of any

design that reflected

her own personal

expressions.

Children were not

guided how or when to

colour. There were no

instructions or desired

outcome. The child was

able to focus on their

own process and not

worry about the

product.

There were several

colours out for the



combinations and

representations

allowing for




markers children

explored what different



of pressure on their

markers would affect

their art piece.


Appropriate

Legitimate Artistic

Medium

A blank piece of paper

with no instructions



complete the drawing


way.

In this activity there

were no wrong ways to


Each child was



out.

The use of markers and

paper are appropriate

and meaningful for a

preschool class.

Paper and ink are all

legitimate artistic

mediums for

preschoolers to use.


The coloring activity was set up at an activity

center table with plenty of markers and paper on

the table making it accessible to all children who

wished to work on this art experience..

The opportunity to create a drawing based on



their involvement.


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Sample 5Art Experience: Mark Making Date of Collection:01/30/14


Materials Used:

Markers

Paper


Element(s) of Art:


Texture There is no texture present

Form There are no elements of form the picture is flatSpace There is very little negative space in this picture, most of it is positive representing a

great deal of activity on the paper with little space around or between subjects

Shape Geometric shapes are present and are defined by edges

Colour A mix of primary and secondary colours

Value There is a relative degree of lightness to this picture

Line There are lines present. With clear starting and ending points in space.


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According to Kellogg L exhibits signs of being at the shape stage. Gestalts are being used to represent

thing and turned into diagrams. The human figures have limbs and a torso. According to Lowenfeld and

Brittain we can see that L has meaning associated to her drawing and is beginning to have and

increasing control of her own artistic expressionshe is in the pre-schematic stage of development. L isdrawing geometric shapes and has random placement and sizes for her objects drawn. During her work

we can also see that (ELECT 4.3) she has begun to show representations through her drawing and is

gaining confidence in herself (ELEC 2.3) and her abilities. When talking to L about her drawing she was

able to use descriptive language to with an expanding vocabulary (ELECT 3.5) to tell me about her

drawing. We can also see through the other objects in Ls drawing, that L is trying to seek out new ways

to represent her ideas and her environment.


1. Can you tell me more about your picture?

2. Wow, who are all these people?

3. This person looks very tallwho is?

4. The circle you drew are very nice!

5. What are the blue markings on the top? They look very nice!

6. You choose some great colours to put into your work!





entering

- Learning cultural


artistic design


self through artistic medium,-Develops a stronger sense of self



explore shape and texture

- A chance to increase flexibility

in thinking patterns



relationships

-Give thoughts a concrete form- Ability to make connections

through art

-An experience to work on

representation through art

-Ability to use fine motor skills to

further refine ability to make

simple geometric shapes.

-wrist actions while creating

shapes


experience


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experimentation





her own personal

expressions.

Children were not

guided how or when to

colour. There were no




own process and not

worry about the

product.

There were several

colours out for the



combinations and

representations

allowing for




markers children

explored what different



of pressure on their

markers would affect

their art piece.


Appropriate

Legitimate Artistic

Medium

A blank piece of paperwith no instructions



complete the drawing


way.

In this activity therewere no wrong ways to


Each child was



out.

The use of markers andpaper are appropriate

and meaningful for a

preschool class.

Paper and ink are alllegitimate artistic

mediums for

preschoolers to use.


The coloring activity was set up at an activity

center table with plenty of markers and paper onthe table making it accessible to all children who

wished to work on this art experience.

The opportunity to create a drawing based on

their own personal desires created anenvironment that was engaging and sustained

their involvement.


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Materials Used:

Paint

Paper


Element(s) of Art:



Form Little formflat surface no evidence of 3DSpace Painting is occupying positive space surrounded by lots of negative space. There is

little to no (at some points) negative space between designs

Shape Mostly organic shapes with what appears to be attempts geometric shapes

Colour Vibrant colours, yellow and pink present.

Value Different shades are present, depending on amount of paint on brush and force

against paintbrush when painting

Line Several lines visible


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According to Lowenfeld and Brittain we can see that L has meaning associated to her painting and is

beginning to have and increasing control of her own artistic expressionshe is in the pre-schematic

stage of development. L is painting geometric shapes and has random placement and sizes for her

objects painted. We can also relate to Lowenfeld and Brittains theory in this painting because we can

see very controlled marks that are smaller and we can see from the drawing that she used delicate wrist

movements to complete these shapes. We can also see through her painting that she is making use of

tools (ELECT 5.3) to carry out fine motor skills and also developing her self-esteem through free form art

(ELECT 2.3). Having a blank piece of paper and paint gave her the change to show how she can

demonstrate personal expression (ELECT 2.4). While L and I spoke about her painting I could also see

how she has started the ability to listen to others (ELECT 3.6) and is has a solid grasp on conversing with

adults (ELECT 3.4)


1. Wow I see two very nice shapes

2. Can you tell me more about this yellow shape?

3. Beautiful colors, I love pink!

4. Why did you decide to add some pink over here? I like it!

5. This line is very well done

6. What paint brushes did you use to make this?





play



entering

- Learning cultural


artistic design



-A chance to externalize self and

make choices promoting

independence




through paint.





relationships



through art

- Seeking out differences and

similarities.




swirling paint





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experimentation

The design was blank

and gave the child an

opportunity to use the

paint on the paper to

express their own

feelings thoughts and

representations.

Children were not

guided how to paint or

what the outcome was

supposed to look like,

the child was focused

on the involvement in

the process and not the

product.

There were several

colours out for the



combinations and

representations

allowing for









their art piece.

Intrinsically motivating Success- Oriented DevelopmentallyAppropriate

Legitimate ArtisticMedium

All of the painting

activities on blank

paper resulted from an

internally motivated

source. The children

were free to create

their own shapes forms

colours and details.


no wrong way to


Each child was



out.

Non-toxic paint and

thick paint brushes with

a no drip container

provided for a

developmentally

appropriate painting

experience

The paint and

paintbrushes provided



artistic medium.









their involvement.


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Sample 7Art Experience: Gluing Jewels Date of Collection:02/20/2013

Child: A Childs Age: 3 years 8 months

Materials Used:

Paper

Glue

Jewels



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Element(s) of Art:


Texture Slightly raised from beads and bumpy

Form Jewels are not 3D as they do not have depth

Space There is one corner of the paper which occupies positive space the rest of the

creation is negative space

Shape Clearly defined shapearch

Colour Various colours and hue varying by gems used

Value A Varying degree of lightness depending tint and shades of gems



While looking at this picture we can apply Brown and Stokrockis theory of pre-schematic art. During this

phase we would expect children to make recognizable formswe can see a recognizable rainbow in As

art example. There is no evidence to suggest that A may be in the schematic stage of Lowenfelds

theory as there is no evidence of a skyline and still random placement of the arc. There seems to be no

relationship between the arc and the hearts placed around the corner, so we would say that A is still in

the pre-schematic stages of art. According to Kellogg we may say that A is beginning to combine shapes

to make her desired outcomeas she used a multitude of shape to make her drawing, however the

shapes arent combined in one as it is not a drawing soI wouldnt be able to state confidentially that this

was her correct stage of development according to Kelloggbut there is evidence that it is emerging! A

was very active with her peers while she completed this activity (ELECT 1.1) and made effective use of

problem solving skills when she had trouble getting all the gems to stickmore glue! (ELECT 4.2)


1. Wow that I a great arch

2. There are 4 hearts in your picture

3. This pink gem is very sparkly

4. Your shape is in the right bottom corner

5. How did you choose which gem to use?

6. What is this blue gem in the center?


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play- Peer entry; observing children


entering

- Learning cultural


artistic design





independence



transformation- A chance to increase flexibility




relationships


- Develops aesthetic appreciation


similarities.

-Practice pincer grip while placing

gems on paper

-wrist actions in applying glue-Hand eye coordination

experience while placing gems on

paper



experimentation




gems on the paper to

express their own


representations.

Children were not







product.

There were several

colours out for the



combinations and

representations

allowing for









their art piece.


Appropriate

Legitimate Artistic

Medium

The amount of gems

and placement of gems

were al intrinsically

motivating, there were

no guidelines or

examples to follow

The environment was

set up that each child

would be able to

successfully complete

the experience without

failure.

Gems used were an

appropriate size for

preschool aged children

to exercise their pincer

grip.

Gems, glue and paper

are all legitimate artistic

mediums.


Gems and glue are kept in a clear container on a

low shelf with a paper station nearby. Children are

able to use the materials as they wish.

Children are the guides of their own activities.

Having this freedom to create their own designs

results in active engagement and sustained

involvement.


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Child: A Childs Age: 3 years 1 month

Materials Used:

Paint

Paper


Element(s) of Art:



Form Little formflat surface no evidence of 3D

Space Painting is occupying positive, there is little to no (at some points) negative space

between designs

Shape Organic shapes

Colour Vibrant colours; yellow, red, brown, pink green and purple present

Value Different shades are present, depending on amount of paint on brush and force

against paintbrush when paintingthere is a relative degree of lightness

Line No clear lines


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Relating to Lowenfeld and Brittans theory in this picture we can see controlled marks that are

comprised of repetitive slow motions. The strokes are organized by colour which would suggest to me

that A is no longer in the random scribbling phase, clearly this child was not looking away or randomly

swinging her arm as she painted this piece. I would suggest that A is in the named scribbling phase asher strokes are all purposely placed. A was certainly drawing with intent and made her marks for

pleasure. According to Kellogg, A is in the placement stagethere are no clear defined shapes however

each stroke had an appropriate placement stage. We can also see through her drawing that she is using

makes of tools (ELECT 5.3) and that her self-esteem to take risks through are is developing (ELECT 2.3).

This activity gave A chance to demonstrate her own personal expression (ELECT 2.4) and the ability to

make her own representations (ELECT 4.3)


1. Can you tell me about this green part?

2. Wow look at all the different colours, beautiful!

3. Did you use different paint brushes?

4. I like these swirls you used

5. Look how you blended the red and brown very nice!

6. These lines go all the way to the top!





play



entering

- Learning cultural


artistic design





independence




through paint.





relationships



through art


similarities.




swirling paint





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experimentation




paint on the paper to

express their own


representations.

Children were not







product.

There were several

colours out for the



combinations and

representations

allowing for









their art piece.


Appropriate

Legitimate Artistic

Medium

All of the paintingactivities on blank

paper resulted from an

internally motivated

source. The children

were free to create

their own shapes forms

colours and details.

In this activity there wasno wrong way to


Each child was



out.

Non-toxic paint andthick paint brushes with

a no drip container

provided for a

developmentally


experience

The paint andpaintbrushes provided



artistic medium.


The painting activity could be completed by allchildren regardless of skill level. The activity was



The opportunity to create the painting based ontheir own personal desires created an


their involvement.


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Sample 9Art Experience: Painting Flowers Date of Collection:04/02/2013

Child: B Childs Age: 3 year 7 months

Materials Used:

Paint

Paintbrushes

Egg Cartons

Pencil


Element(s) of Art:


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Texture The egg cartoon are bumpy and the crayon is smooth

Form These cube type forms have height width and depth

Space All the space positive there is no negative space present

Shape The shape is organic

Colour Various colours in the flower and pipe cleanersValue A relative degree of lightness is present in the design



According to Brown and Stokrocki, Ls art piece of a flower falls within the pre-schematic stage. Ls

flower has several recognizable forms and includes pieces that are attached. L could be seen sharing

with friends while completing this activity and exchanging viewpoints with other students. ( ELECT 1.1

Making Friends). L worked through the activity and stayed focused (ELECT 2.5) despite other activities

and children in the classroom. L was able to converse with her peers discussing her flower to several ofthe students at her table as she worked (ELECT 3.4). Ls flower was a true to life representation of a

flower showing that she is beginning to demonstrate representation (ELECT 4.3). Ls ability to exercise

fine motor abilities is in line with what is expected in the continuum of development. We can also relate

this art piece to Lowenfeld and Brittain pre-schematic stage as the paint on the flower is haphazard and

follows no clear understanding of space ( stem insertion, bulbs, leaf,).


1. How does your flower smell?

2. Do you have any flowers like this one at home

3. The stem is a great colour, do you like green?

4. How many flowers did you make?

5. Did you use the paintbrush to make these marks?

6. Can you tell me about this flower here its very tall!





play



entering

- Learning cultural



transformation








swirling paint



refinement while painting and


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artistic design





independence

relationships



through art


similarities.

inserting pipe cleaner



experimentation

Each child was given the

opportunity to paint the

flower however they

choose and to choose

whichever pipe cleanertheyd like. The flower

was a representation of

their own thoughts.

Children were not

directed to make the

flower look like a

realistic flower (colour,

shape size) and wereallowed to concentrate

on the end product and

not the process.

There were several

colours out for the



combinations andrepresentations

allowing for







how different amountof paints would affect

their art piece.


Appropriate

Legitimate Artistic

Medium

Some children didnt

paint the flower others

put a lot of paint, it wasall motivated by their

own internal desired

and not forced in

anyway.


no wrong way to

complete the activity.Each child was



out.

Non-toxic paint and

thick paint brushes with

a no drip containerprovided for a

developmentally


experience

The paint and

paintbrushes as well as

the pipe cleanersprovided for the

preschoolers were all a

legitimate artistic

medium.


This painting activity could be completed by all


set up at an art station which children rotated to

as they chose.

The opportunity to create a flower based on their

own personal thoughts and feelings created an


their involvement.


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Sample 10Art Experience: Easter Bunny Craft Date of Collection: 03/29/13

Child: C Childs Age: 3 year 10 months

Materials Used:

Foam bunny cut-out

Pompoms

Gems / googly eyes

Construction paper cutouts

Stickers



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Element(s) of Art:


Texture Bumpy and smooth

Form Has a clearly defined area

Space Art has both positive and negative space

Shape Very little shape, mostly organic ( besides precut shape)

Colour Several colours and hues visible; blue, green, pink, purple and red

Value A relative degree of lightness can be seen




phase we would expect children to make recognizable formswe can see a recognizable bunny with

eyes and what appears to be buttons in Bs art example. There is no evidence to suggest that B may be

in the schematic stage of Lowenfelds theory as there is no evidence of a skyline and besides the eyes

and ears, there are still random placement of the gems. There seems to be no relationship between the

heart and the buttons, so I feel confident to say that B is still in the pre-schematic stages of art. Bs

representation of the bunny is accurate enough to suggest that he is starting to demonstrate

representation (ELECT 4.3). B is able to make effective use of problem solving skills when while trying to

understand how to get the glue to come up the shaft after he used it all! (ELECT 4.2)


1. Do you have a bunny at home?

2. What colour are his eyes?

3. What colour are your eyes?

4. Youre bunny has a heart do you know where your heart is?

5. These pompoms down the center are beautiful

6. How did you stick all these gems onto the bunny?


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-Observes peers and sustainingplay through inviting peers into

play



entering

- Learning cultural


artistic design





independence

- Opportunities to continue toexplore shape, texture and

transformation





relationships



through art


similarities.

-wrist actions in swirling glueonto bunny



refinement gluing gems onto the

bunny



experimentation

Each child was given the

opportunity to decorate

the bunny however

they wanted to with avariety of different

materials the bunny

was a true

representation of their

own personal

expressions.

Children were not given

an example or told how

to place the material -

they were to focus ontheir own process and

had no pressure for the

end product.

There were several

mediums out for the


own patterns, colourcombinations and

representations

allowing for




material children were

discovering the

properties of glue,experimenting with

what materials stuck

best and discovering

their inner thoughts of

what a bunny should

look like.


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Appropriate

Legitimate Artistic

Medium

The children used many

different material to

create a bunny that

they found intrinsically

motivating. There were

no bunnies that looked

alike.


no wrong way to


Each child was



out.

The Easter theme and

the tool used were all

developmentally

appropriate for the

class. The activity

allowed the children to

create something they

were proud of and

could share with their

peers.

The gems, cutouts,

eyes, and pompoms


artistic medium.


This bunny activity could be completed by allchildren regardless of skill level. The activity was

set up at an art station table which children

rotated to as they chose.

The opportunity to create a bunny based on theirown personal thoughts and feelings created an


their involvement.


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Sample 11Art Experience: Easter basket with thumbprints Date of Collection: 03/29/13

Child: B Childs Age: 3 years 5 months

Materials Used:

Washable inkpad

Paper

Fingers



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Element(s) of Art:


Texture Smooth surface area



Shape Very little shape, mostly organic

Colour Pink and purple





phase we would expect children to make recognizable formswe can see that A chooses to use her

finger prints as recognizable eggs in a basket, making her intention easily recognizable by others. The

objects appear to float, however they do not appear to be randomly placed. According to Brown and

Stokrocki A may be starting to explore the schematic stage, as we can see and the bottom of the paper

she is making letter to write her name, exploring the idea that she may start making letters to name

important people in her life. In completing this activity A showed her ability to accurately represent

easter eggs in a basket (ELECT4.3) and her ability to generate her own ideas. A was ability to reson

logically as she understood that the hard she pressed on the ink pad the deeper her finger prints would

look on the paper (ELECT4.9). A also showed that she has begun seriating by placing her objects in a

continuum. (ELECT4.11)


1. What is your favorite part of Easter?

2. Wow, did you write your name all by yourself?

3. I see you made a pattern with your eggs pink, blue, pink, blue!

4. Can you count with me how many Easter eggs you made?

5. Which Easter egg is your favourite?

6. Do you see how this one has a little bit of pink and blue mixed together thats really neat!


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play- Peer entry; observing children


entering

- Learning cultural


artistic design





independence



transformation- A chance to increase flexibility




relationships



through art


similarities.


experience

- Fine motor refinement whilepressing fingertip onto ink pad

and paper.



experimentation

The child was able to

create whatever they

wanted in the basket

with ink pads. The way

the child organized the

eggs and the coloursthey choose were all

personal expressions.

Children were not given

an example or told how

to place the eggs -they

were to focus on their

own process and had no

pressure for the endproduct.

Children were using

their finger prints as

tools, this was a

creative experience for

them and they could

use their toolhowever they choose

some made rain, some

made eggs others used

it as paint brushes a

great creative

opportunity.

Children were

experimenting and

discovering what would

happen if they stamped

their hands into an ink

pad, they were alsodiscovering their finger

prints!


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Appropriate

Legitimate Artistic

Medium

Children were

motivated by their own

enjoyment and create

their own experience

with their own body.

There were no external

pressures to create a

design in a certain way.


no wrong way to


Each child was



out.

The Easter theme and

the mediums used were

all developmentally

appropriate for the

class. The activity

allowed the children to

create something they

were proud of and

could share with their

peers.

Ink and paper are

legitimate artistic

medium.


This Easter basket activity could be completed byall children regardless of skill level. The activity

was set up at an art station table which children

rotated to as they chose.

The opportunity to work with their own fingerprints based on their own personal thoughts and

feelings created an environment that was

engaging and sustained their involvement.


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Sample 12Art Experience: 2D shape gluing Date of Collection:04/03/2013

Child: A Childs Age: 3years 6 months

Materials Used:

Glue

Paper

Pre-cut Shapes


Element(s) of Art:

Element of art EvidenceTexture Smooth surface area



Shape Geometric shapes are present from precut elements

Colour Various colours are present in the art piece including primary and secondary colours




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We can relate this college to Lowenfeld and Brittains theory of pre-schematics. We can see that there

seems to be random placement of the objects (no grouped by size or colour), and the objects appear to

float without relationship. We can see that her sequence of painting with the glue (as opposed to

putting glue on the college pieces) confirms that the placement of objects is random. We can also relate

to Kellogg that A is still in the shape stage as she just glued the items onto the paper and it appears

there is no attempt to combine the shapes into aggregates. When A was finished she counted to herself

all the shapes, showing her growing ability to count (ELECT 4.12).A has an understaning of shapes (ELECT

4.17) as we talked about all the different shapes in her collage. We were also able to talk about which

ones were bigger and longer showing that A is starting to understand length, measurement and capacity

(ELECT 4.19)


1. Do you know what shape this is?

2. Can you show me where the heart is?

3. Do you have a favourite shape?

4. What part of your work do you like best?

5. I like where you put this rectangle!

6. Do you see anything thats the colour red?





play



entering

- Learning cultural

representations of peers throughartistic design





independence



transformation





relationships-Give thoughts a concrete form


through art


similarities.


experience

- wrist coordination while using

glue


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experimentation





her own personal

expressions.

Children were not

guided how or where to

glue. There were no




own process and not

worry about the

product.

There were several

colours of shapes out

for the children to

create their own

patterns, colour

combinations and

representations

allowing for




shapes and glue

children explored what

would happen with

different amounts of

glue and how they

could make objects

from shapes.


Appropriate

Legitimate Artistic

MediumAlthough the shapes

were pre-cut the child

was able to use their

own internal desires to

complete the art


way gluing and

constructing

patterns/shapes as they

wished. There were not

external pushingfactors.


no wrong way to


Each child was



out.

The use of shape cut

outs and glue were all

developmentally

appropriate and

meaningful for a

preschool class.

The glue, shapes and

paper were all

legitimate artistic

mediums.


The gluing could be completed by all children

regardless of skill level. The activity was set at a sit

down art station that any child could use.

The opportunity to create the design on blank

piece of paper, based on their own personal

desires created an environment that was engaging

and sustained their involvement.

ecep 2002 visual arts collection - (brigitte cusson)

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