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