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CURRICULUM MODEL/APPROACH: PLAYING TO LEARN

SHERIDAN PLANNING FORM

NAME OF STUDENT Rosette Espenida


DATE OF ACTIVITY September 26, 2016
NAME/FOCUS OF
ACTIVITY Drawing/Painting and Mixing of different colors.
NUMBER OF
CHILDREN 12 AGE RANGE OF CHILDREN 4-5 years

In the morning of Tuesday September 20, 2016 Child A and Child B


were drawing and making cards for their mothers. They really
enjoyed coloring and drawing trees, grass and clouds. Afterwards
ORIGINATING IDEA Child A sat next to me and she arranged the toy vehicles by color.
BASED ON Then I started talking to her about mixing colors different colors
OBSERVATION: together. Child A seemed very interested and grabbed a bunch of
crayons and asked me to teach her to mix colors. The crayons do not
really give off a vibrant color that we wanted so that gave me the idea
of making an activity that will make us draw, paint and mix different
colors together.
HIGH SCOPE KEY
DEVELOPMENTAL DEVELOPMENTAL INDICATOR
SIGNIFICANCE (KDI)
Children will be, presenting
their ideas to others through
drawings(Ontario, 2007,
LEARNING
p.50) They will also be
ANTICIPATED
brainstorming solutions and
(MUST be completed,
outcomes (Ontario, 2007,
according to program
p.48) when it comes to mixing
model/approach)
different colors together.
(REFERENCES
INCLUDED)

36. Exploring art


materials: Children explore
building and art materials.

WHERE WILL THE Kindergarten WHEN IN THE DAILY 3:30-6pm in the


CURRICULUM MODEL/APPROACH: PLAYING TO LEARN

ROUTINE/SCHEDUL afternoon.
ACTIVITY TAKE PLACE
Room E WILL THIS OCCUR (Afterschool)

A set of Coloring Markers and Crayons, 20 Sketch paper, Watercolor


MATERIALS: (Be set, 1 bowl of water, 20 Paper towels, non-toxic washable paint (Red,
Specific) Yellow, Blue and White), 10 Paintbrushes, 2 Long paper (To put over
the table) and 5 Big paper plates, 5 Small paper plates.
CURRICULUM MODEL/APPROACH: PLAYING TO LEARN

BEGINNING

Initially, I will call Child A over to my activity table and tell her that I brought some art materials
and watercolour materials. I will remind her of the playtime that we were doing last week and show
her how different colours mix together. An example would be, the colour red and blue when mixed
together will make purple. I will tell her to gather more of her friends at the table to see the
transformation of the colours. Then afterwards, I will ask them to draw and paint on the plain
paper.

MIDDLE

I anticipate the children would be amazed and the transformation of different colors using the
watercolour set. They would try and mix one colour at a time and mix all the colours together. I
would be sitting at the same table they are in and I will be following their lead. The questions I
might ask are:

I wonder if you mix Red and Blue together, what would happen?
I wonder if you mix Yellow and Red together, what would happen?
What would happen if Blue and Yellow mix together?
What would happen if you mix all the colors together?

I will also comment on their work and give positive response to them. I will sincerely encourage
them with painting/drawing and say You are very artistic and You have a future in painting.
Afterwards, I will ask them to paint and draw anything that they would like in a plain paper.

END/TRANSITION

I will ask them to tidy up their space using the paper towels and put back the markers and crayons
on the shelf. I will ask them to let their drawings dry in another table so that they can bring their
art work home that day or the next day.
CURRICULUM MODEL/APPROACH: PLAYING TO LEARN

REVIEW BY STUDENT

WHAT OBSERVATIONS DID YOU MAKE ABOUT?

At first, the children were not eager about my activity because


they wanted to have a snack first. Some children seemed
interested in painting and rushed to see me, I taught them how to
CHILDRENS BEHAVIOURS
mix primary colors together to get secondary colors like green,
orange and purple. They were in awe when they found out how
to mix colors.

The childrens creativity and fine motor skills were being


developed in this activity. Their skills in exploring art materials
CHILDRENS SKILLS
were also being developed.

They were interested in mixing colors together and being messy


with their hands and the paint and watercolours. They wanted
to make similar artworks that I have done to give to their Moms.
CHILDRENS INTERESTS They showed interest in symmetrical artwork, which is putting
paint in the middle of the paper and folding it to make a
butterfly or abstract painting.

Child A had an idea of imprinting his hands on the paper and


had a lot of fun flicking the brush to make rain on the paper. I
CHILDRENS IDEAS was happy to see him find a painters technique with brushes to
make abstract painting without me teaching him.

SELF REFLECTION

I feel good about imparting my knowledge about mixing


different colors and my passion for art and painting. I feel that
the children had fun and learned a lot from this activity, their
WHAT DO YOU FEEL GOOD
creativity and imagination was shown in this activity.
ABOUT?

WHAT DID YOU STRUGGLE


WITH? I struggled with making sure they were not making too much of a
mess, but when I was sitting there and seeing the smiles on their
faces, I knew that they were playing and learning at the same
time. I did not worry about cleaning up afterwards because I
know it was worth it.
CURRICULUM MODEL/APPROACH: PLAYING TO LEARN

I only put three colors on the activity table, which was the
primary colors, rather than putting all the rainbow colors. I
made sure they knew how to mix colors together to create
another new color. My strategy was for them to individually
HOW WERE YOUR make the colors themselves and let them know that they are
STRATEGIES EFFECTIVE? capable of doing creative things as well. I let them make
(WHAT WORKED?) symmetrical abstract works rather than, the children imitating
my work. Their original creativity was greatly shown in this
activity.

HOW COULD YOUR I could have advertised my activity earlier and tell the children
STRATEGIES BE MORE that there will be a painting activity on my table that afternoon,
EFFECTIVE? (WHAT so that more children will be able to experience creative painting
COULD HAVE WORKED and art.
BETTER?)

I can take this experience to another level by advertising my


activity beforehand so that they will have an idea and interest in
my activity table. I will paint pictures and show them samples of
HOW CAN I TAKE THIS my work so that they will gain interest and inspiration from my
EXPERIENCE TO ANOTHER artwork.
LEVEL?
CURRICULUM MODEL/APPROACH: PLAYING TO LEARN

OBSERVATIONS BY SUPERVISING TEACHER

Supervisin
g Teacher
INITIALS
The planning sheet was submitted in accordance with the agency
expectations
The experience was well prepared, with materials for each child readily
available.
Active learning was supported throughout the activity.
Consistent guidelines and student educator support were evident.
Both student educator and children were involved in clean-up.
Both student educator and children were involved in transition.

Comments of Supervising Teacher:

Signature of Supervising Teacher:

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