Birth to Two Year old

Responding to Visual Arts

Intended age group: focusing on children from 10 months- 24 months. At 10-18 months children develop their first
recognisable words and at 14-24 months children develop their first multiword utterances, which makes it possible
for them to participate in the responding activity.
Learning Outcomes addressed:
Outcome 1: Children have a strong sense of identity
o Dot point 1: Children feel safe, secure and supported (discussing their ideas and suggestions)
Outcome 4: Children are confident and involved learners
o Dot point 4: Children resource their own learning through connecting with people, place,
technologies and natural and processed materials (experiencing shared learning experience through
group discussions)
Outcome 5: Children are effective communicators
o dot point 1: Children interact verbally and non-verbally with others for a range of purposes (Visual
Thinking Strategies)
o Dot point 2: Children engage with a range of texts and gain meaning from these texts (viewing
printed visuals)
Resources required:
Large print out of the photograph or artwork
A white board or easel to put the print out on
Paper/whiteboard and a marker
Activity to be undertaken:
Discussing visual arts using Visual Thinking Strategies (VTS)
1. Put up the print out of the photograph
or the artwork up on either the
whiteboard or easel for all children to
see easily.
2. With a small group of children, sit
them down on a mat or comfortable
area, facing the image.
3. Ask them to look at the image closely
for a minute.
4. Ask the children three open ended
questions as outlined by the VTS
guideline strategies
a. Whats going on in this
picture?
b. What do you see that makes
you say that?
c. What more can we find?
5. Using the whiteboard/paper and a
marker, document what the child has
responded to the image with their
name next to it. (Parents can then see
what they have done for the day).
(I have chosen this image above by Paula Zinsmeister for the theme of nature and printmaking, however this activity
can be adapted to any artwork and any theme.)
Assessment: rather than assessing, an observation could be done for each child in regards to any aspect of the
activity such as interaction as well as language development.
Opportunities to scaffold learning: in regards to the VTS, you can scaffold the childrens learning by paraphrasing
their comments neutrally, point to the area being discussed, link and frame childrens comments, back up childrens
ideas with comments, praise and encourage.




























Birth to Two Year old
Making Visual Arts
Intended age group: focusing on children from 8 months- 2 years as at 8 months develop strength to sit without
assistance and grasp objects.
Learning Outcomes addressed:
Outcome 1: Children have a strong sense of identity
o Dot point 2: Children develop their emerging autonomy, interdependence, resilience and sense of
agency (open to new challenges and discoveries)
Outcome 2: Children are connected with and contribute to their world
o Dot point 4: Children become socially responsible and show respect for the environment (using play
to investigate, project and explore new ideas as well as exploring and gaining knowledge and respect
for the natural environment.)
Outcome 3: Children have a strong sense of wellbeing
o Dot point 2: Children take increasing responsibility for their own health and physical wellbeing
(combined use of gross and fine motor skills)
Outcome 5: Children are effective communicators
o Dot point 3: Children express ideas and make meaning using a range of media (use of creative arts
and experimenting with expression of ideas through a range or media

Resources required:
Paper (various sizes depending on whether the children are working on a table, in a high chair or on the
floor)
Acrylic paint (various colours- preferably natural/earthy colours for this activity)
An assortment of natural materials (such as rocks, pebbles, leaves, sticks, bark, gum nuts, pine cones etc.
Note: must have enough for each child to have an assortment)
Smock
Activity to be undertaken:
1. To prepare, collect an assortment of natural materials then put a small amount of each colour paint into
trays.
2. Prepare children by putting on a smock and rolling up their sleeves.
3. Then put them in either a high chair, in a chair or on the floor depending on the age of the children and
space.
4. Put paper down in front of the child along with natural materials and paint.
5. Allow them to explore the various textures as they please.
Assessment: rather than assessing, an observation could be done for each child in regards to any aspect of the
activity such as interaction and participation or the use of materials as well as the product could be used as a
learning story.
Opportunities to scaffold learning: young children could be guided as to exploring the materials or putting your
finger in the paint and onto the paper to show how it works. Each child should be individually encouraged and
praised as well as talked with about the visual arts aspects that appear within their artwork such as the art elements
and principles.