Visual Arts Collection Assignment

Course: ECEP-2002 Preschool Learning Environment Presented to: Mallory Bird Presented by: Brigitte Cusson

Sample 1
Art Experience: 3D Flower Child: L Materials Used: -playdoh Presentation to child: Date of Collection: 02/11/2013 Childs Age: 3 years 4 months

Element(s) of Art: Element of art Texture Form Space Shape Color Value Line Evidence smooth 3D flower which depth, length and width can be measured. It resides in space. All work is contained within one area A geometric shape non-organic Purple Degrees of lightness are incorporated into this art piece No lines present

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 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. 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 -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 Cognitive - 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 Physical - 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

How the experiences address the principles of best practice in the visual arts: Personal expression Working with free forming material gave the child an opportunity to use her own personal expression in the creation of the flower. Process vs product There were no premade designs for the child to follow, there were no molds or size constraints, and the activity was based on the process not the product. Creative Opportunities Having a free form process vs product activity allowed the child to use her own creative thoughts to create her piece of art. Discovery and experimentation Rolling, pinching and pushing were all discovery and experimentation opportunities for the child as they worked through their creative process.

Intrinsically motivating There were no external pressures so the art experience was able to be totally motivated by the childs on interstice motivation.

Success- Oriented

Developmentally Appropriate This open ended activity The use of playdoh in a did not have a desired preschool environment finished outcome the is developmentally end product was a appropriate, in physical, success no matter what social and cognitive the child created. development.

Legitimate Artistic Medium Playdoh is considered a legitimate artistic medium for use in preschool classrooms.

Accessible for all children 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 for ample room for self-exploration and creativity through art.

Active engagement and sustained involvement 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 to produce anything.

Sample 2
Art Experience: Child: L Heart Painting Date of Collection: 02/13/13 Childs Age: 3 years 4 months

Materials Used: Pre-cut heart shape Paint (purple, red and green) Single size of paintbrushes Presentation to child:

Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence Smooth to grainy Clearly defined area heart due to precut shape No negative space, the entire heart is painted making it completely positive in space A geometric shape precut by teacher Primary colour of red with traces of purple Different shades of reds are present, depending on amount of paint on brush and force against paintbrush when painting No lines are present 5

Developmental Theories: When looking at this childs painting we able to relate it to Lowenfeld and Brittains theory 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 Social/Emotional -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, -Develops a stronger sense of self through their own uniqueness Cognitive - Opportunities to continue to explore shape, texture and transformation (colour mixing) through paint. - A chance to increase flexibility in thinking patterns - Opportunities to practice representation and connect relationships -Give thoughts a concrete form - Ability to make connections through art Physical -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

How the experiences address the principles of best practice in the visual arts: Personal expression 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. Process vs product 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. Creative Opportunities There was several colours out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the paint children explored what different brush strokes would do and how different amount of paints would affect their art piece.

Intrinsically motivating Although the shape was pre-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.

Success- Oriented

Developmentally Appropriate In this activity there was The use of paint and the no wrong way to design to paint in was complete the activity. all developmentally Each child was appropriate and successful regardless meaningful for a how how their art preschool class. turned out.

Legitimate Artistic Medium The paint and paintbrushes provided for the preschoolers were all a legitimate artistic medium.

Accessible for all children 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.

Active engagement and sustained involvement The opportunity to create the painting based on their own personal desires created an environment that was engaging and sustained their involvement.

Sample 3
Art Experience: Child: L Painting Date of Collection: 04/02/2013 Childs Age: 3 years 4 months

Materials Used: Paint of several colours Paint Brushes/feathers to paint Sheets of blank paper Presentation to child:

Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence flat There is no form, the painting shows no evidence of 3 dimension There is an equal balance of positive and negative space in this painting Shapes in this image are mostly organic with no clear edges or lines Varying degree of tint and shade. A very light painting. There is a degree of value in this painting with several different colours representing various degrees of light and dark. There are no clear lines.

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

Potential experience(s) to support and scaffold the childs artistic development through painting Social/Emotional -Observation of 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, -Develops a stronger sense of self through their own uniqueness Cognitive - Opportunities to continue to explore shape, texture and transformation (colour mixing) through paint. - A chance to increase flexibility in thinking patterns - Opportunities to practice representation and connect relationships -Give thoughts a concrete form - Ability to make connections through art Physical -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

How the experiences address the principles of best practice in the visual arts: Personal expression A blank paper allowed the child to create a representation of any design that reflected her own personal expressions. Process vs product Children were not guided how or when to paint. There were no instructions or desired outcome. The child was able to focus on their own process and not worry about the product. Creative Opportunities There were several colours out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the paint children explored what different brush strokes would do and how different amount of paints would affect their art piece.

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Intrinsically motivating A blank piece of paper with no instructions allowed children to use their internal desires to complete the painting experience in their own way.

Success- Oriented

Developmentally Appropriate In this activity there was The use of paint and the no wrong way to feathers as tools was complete the activity. developmentally Each child was appropriate and successful regardless meaningful for a how their art turned preschool class. out.

Legitimate Artistic Medium The paint and paintbrushes and feathers provided for the preschoolers were all a legitimate artistic medium.

Accessible for all children 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.

Active engagement and sustained involvement 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 4
Art Experience: Child: A Mark Making Date of Collection: 03/04/2013 Childs Age: 3 years and 7 month

Materials Used: Paper Markers Presentation to child:

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Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence No texture present A shape drawing, there is no form elements The drawing occupies both positive and negative space. The figure is surrounded by negative space. Geometric shapes are used and are defined by edges A mix of primary and secondary colours, a very light picture with high intensity A relative degree of lightness is present There are several lines in the picture, a visible starting point moving through space

Developmental Theories: 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 expression she 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. What did/could you say when talking to the child about their art: 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 Social/Emotional - 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, -Develops a stronger sense of self through their own uniqueness Cognitive Physical

- Opportunities to continue to -Ability to use fine motor skills explore shape and texture to further refine ability to make - A chance to increase flexibility in simple geometric shapes. thinking patterns -wrist actions while creating - Opportunities to practice shapes representation and connect -Hand eye coordination relationships experience -Give thoughts a concrete form - Ability to make connections through art -An experience to work on representation through art How the experiences address the principles of best practice in the visual arts: Personal expression A blank paper allowed the child to create a representation of any design that reflected her own personal expressions. Process vs product 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. Creative Opportunities There were several colours out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the markers children explored what different strokes would do and how different amount of pressure on their markers would affect their art piece.

Intrinsically motivating A blank piece of paper with no instructions allowed children to use their internal desires to complete the drawing experience in their own way.

Success- Oriented In this activity there were no wrong ways to complete the activity. Each child was successful regardless how their art turned out.

Developmentally Appropriate The use of markers and paper are appropriate and meaningful for a preschool class.

Legitimate Artistic Medium Paper and ink are all legitimate artistic mediums for preschoolers to use.

Accessible for all children 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..

Active engagement and sustained involvement The opportunity to create a drawing based on their own personal desires created an environment that was engaging and sustained their involvement.

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Sample 5
Art Experience: Mark Making Child: L Materials Used: Markers Paper Presentation to child: Date of Collection: 01/30/14 Childs Age: 3 years 3 months

Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence There is no texture present There are no elements of form the picture is flat 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 Geometric shapes are present and are defined by edges A mix of primary and secondary colours There is a relative degree of lightness to this picture There are lines present. With clear starting and ending points in space.

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Developmental Theories: 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 expression she is in the pre-schematic stage of development. L 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. 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. What did/could you say when talking to the child about their art: 1. Can you tell me more about your picture? 2. Wow, who are all these people? 3. This person looks very tall who 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!

Potential experience(s) to support and scaffold the childs artistic development Social/Emotional - 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, -Develops a stronger sense of self through their own uniqueness Cognitive - Opportunities to continue to explore shape and texture - A chance to increase flexibility in thinking patterns - Opportunities to practice representation and connect relationships -Give thoughts a concrete form - Ability to make connections through art -An experience to work on representation through art Physical -Ability to use fine motor skills to further refine ability to make simple geometric shapes. -wrist actions while creating shapes -Hand eye coordination experience

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How the experiences address the principles of best practice in the visual arts: Personal expression A blank paper allowed the child to create a representation of any design that reflected her own personal expressions. Process vs product 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. Creative Opportunities There were several colours out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the markers children explored what different strokes would do and how different amount of pressure on their markers would affect their art piece.

Intrinsically motivating A blank piece of paper with no instructions allowed children to use their internal desires to complete the drawing experience in their own way.

Success- Oriented In this activity there were no wrong ways to complete the activity. Each child was successful regardless how their art turned out.

Developmentally Appropriate The use of markers and paper are appropriate and meaningful for a preschool class.

Legitimate Artistic Medium Paper and ink are all legitimate artistic mediums for preschoolers to use.

Accessible for all children 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.

Active engagement and sustained involvement The opportunity to create a drawing based on their own personal desires created an environment that was engaging and sustained their involvement.

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Sample 6
Art Experience: Painting Child: L Date of Collection: 02/19/2013 Childs Age: 3 years 4 months

Materials Used: Paint Paper Presentation to child:

Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence Smooth to grainy Little form flat surface no evidence of 3D Painting is occupying positive space surrounded by lots of negative space. There is little to no (at some points) negative space between designs Mostly organic shapes with what appears to be attempts geometric shapes Vibrant colours, yellow and pink present. Different shades are present, depending on amount of paint on brush and force against paintbrush when painting Several lines visible 18

Developmental Theories: 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 expression she 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) What did/could you say when talking to the child about their art: 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? Potential experience(s) to support and scaffold the childs artistic development Social/Emotional -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, -A chance to externalize self and make choices promoting independence Cognitive - Opportunities to continue to explore shape, texture and transformation (colour mixing) through paint. - A chance to increase flexibility in thinking patterns - Opportunities to practice representation and connect relationships -Give thoughts a concrete form - Ability to make connections through art - Seeking out differences and similarities. Physical -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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How the experiences address the principles of best practice in the visual arts: Personal expression 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. Process vs product 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. Creative Opportunities There were several colours out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the paint children explored what different brush strokes would do and how different amount of paints would affect their art piece.

Intrinsically motivating 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.

Success- Oriented

Developmentally Appropriate In this activity there was Non-toxic paint and no wrong way to thick paint brushes with complete the activity. a no drip container Each child was provided for a successful regardless developmentally how their art turned appropriate painting out. experience

Legitimate Artistic Medium The paint and paintbrushes provided for the preschoolers were all a legitimate artistic medium.

Accessible for all children 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.

Active engagement and sustained involvement 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 7
Art Experience: Child: A Gluing Jewels Date of Collection: 02/20/2013 Childs Age: 3 years 8 months

Materials Used: Paper Glue Jewels Presentation to child:

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Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence Slightly raised from beads and bumpy Jewels are not 3D as they do not have depth There is one corner of the paper which occupies positive space the rest of the creation is negative space Clearly defined shape arch Various colours and hue varying by gems used A Varying degree of lightness depending tint and shades of gems No lines present

Developmental Theories: 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 forms we 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 outcome as she used a multitude of shape to make her drawing, however the shapes arent combined in one as it is not a drawing so I wouldnt be able to state confidentially that this was her correct stage of development according to Kellogg but 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 stick more glue! (ELECT 4.2)

What did/could you say when talking to the child about their art: 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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Potential experience(s) to support and scaffold the childs artistic development Social/Emotional Cognitive Physical

-Observes peers and sustaining - Opportunities to continue to -Practice pincer grip while placing play through inviting peers into explore shape, texture and gems on paper play transformation -wrist actions in applying glue - Peer entry; observing children - A chance to increase flexibility -Hand eye coordination playing with art material before in thinking patterns experience while placing gems on entering - Opportunities to practice paper - Learning cultural representation and connect representations of peers through relationships artistic design -Give thoughts a concrete form - An opportunity to externalize - Develops aesthetic appreciation self through artistic medium, - Seeking out differences and -A chance to externalize self and similarities. make choices promoting independence How the experiences address the principles of best practice in the visual arts: Personal expression The design was blank and gave the child an opportunity to use the gems on the paper to express their own feelings thoughts and representations. Process vs product 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. Creative Opportunities There were several colours out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the paint children explored what different brush strokes would do and how different amount of paints would affect their art piece.

Intrinsically motivating The amount of gems and placement of gems were al intrinsically motivating, there were no guidelines or examples to follow

Success- Oriented The environment was set up that each child would be able to successfully complete the experience without failure.

Developmentally Appropriate Gems used were an appropriate size for preschool aged children to exercise their pincer grip.

Legitimate Artistic Medium Gems, glue and paper are all legitimate artistic mediums.

Accessible for all children 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.

Active engagement and sustained involvement Children are the guides of their own activities. Having this freedom to create their own designs results in active engagement and sustained involvement. 23

Sample 8
Art Experience: Child: A Painting Date of Collection: 02/25/13 Childs Age: 3 years 1 month

Materials Used: Paint Paper Presentation to child:

Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence Smooth to grainy Little form flat surface no evidence of 3D Painting is occupying positive, there is little to no (at some points) negative space between designs Organic shapes Vibrant colours; yellow, red, brown, pink green and purple present Different shades are present, depending on amount of paint on brush and force against paintbrush when painting there is a relative degree of lightness No clear lines

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Developmental Theories: 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 as her 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 stage there 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) What did/could you say when talking to the child about their art: 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! Potential experience(s) to support and scaffold the childs artistic development Social/Emotional -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, -A chance to externalize self and make choices promoting independence Cognitive - Opportunities to continue to explore shape, texture and transformation (colour mixing) through paint. - A chance to increase flexibility in thinking patterns - Opportunities to practice representation and connect relationships -Give thoughts a concrete form - Ability to make connections through art - Seeking out differences and similarities. Physical -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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How the experiences address the principles of best practice in the visual arts: Personal expression 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. Process vs product 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. Creative Opportunities There were several colours out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the paint children explored what different brush strokes would do and how different amount of paints would affect their art piece.

Intrinsically motivating 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.

Success- Oriented

Developmentally Appropriate In this activity there was Non-toxic paint and no wrong way to thick paint brushes with complete the activity. a no drip container Each child was provided for a successful regardless developmentally how their art turned appropriate painting out. experience

Legitimate Artistic Medium The paint and paintbrushes provided for the preschoolers were all a legitimate artistic medium.

Accessible for all children 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.

Active engagement and sustained involvement 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 9
Art Experience: Painting Flowers Child: B Date of Collection: 04/02/2013 Childs Age: 3 year 7 months

Materials Used: Paint Paintbrushes Egg Cartons Pencil Presentation to child:

Element(s) of Art:

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Element of art Texture Form Space Shape Colour Value Line

Evidence The egg cartoon are bumpy and the crayon is smooth These cube type forms have height width and depth All the space positive there is no negative space present The shape is organic Various colours in the flower and pipe cleaners A relative degree of lightness is present in the design No lines present

Developmental Theories: 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 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. 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,). What did/could you say when talking to the child about their art: 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! Potential experience(s) to support and scaffold the childs artistic development Social/Emotional -Observes peers and sustaining play through inviting peers into play - Peer entry; observing children playing with art material before entering - Learning cultural Cognitive - Opportunities to continue to explore shape, texture and transformation - A chance to increase flexibility in thinking patterns - Opportunities to practice representation and connect Physical -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 and 28

representations of peers through artistic design - An opportunity to externalize self through artistic medium, -A chance to externalize self and make choices promoting independence

relationships -Give thoughts a concrete form - Ability to make connections through art - Seeking out differences and similarities.

inserting pipe cleaner

How the experiences address the principles of best practice in the visual arts: Personal expression Each child was given the opportunity to paint the flower however they choose and to choose whichever pipe cleaner theyd like. The flower was a representation of their own thoughts. Process vs product Children were not directed to make the flower look like a realistic flower (colour, shape size) and were allowed to concentrate on the end product and not the process. Creative Opportunities There were several colours out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the paint children explored what different brush strokes would do and how different amount of paints would affect their art piece.

Intrinsically motivating Some children didnt paint the flower others put a lot of paint, it was all motivated by their own internal desired and not forced in anyway.

Success- Oriented

Developmentally Appropriate In this activity there was Non-toxic paint and no wrong way to thick paint brushes with complete the activity. a no drip container Each child was provided for a successful regardless developmentally how their art turned appropriate painting out. experience

Legitimate Artistic Medium The paint and paintbrushes as well as the pipe cleaners provided for the preschoolers were all a legitimate artistic medium.

Accessible for all children This painting activity could be completed by all children regardless of skill level. The activity was set up at an art station which children rotated to as they chose.

Active engagement and sustained involvement The opportunity to create a flower based on their own personal thoughts and feelings created an environment that was engaging and sustained their involvement.

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Sample 10
Art Experience: Easter Bunny Craft Child: C Materials Used: Foam bunny cut-out Pompoms Gems / googly eyes Construction paper cutouts Stickers Presentation to child: Date of Collection: 03/29/13 Childs Age: 3 year 10 months

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Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence Bumpy and smooth Has a clearly defined area Art has both positive and negative space Very little shape, mostly organic ( besides precut shape) Several colours and hues visible; blue, green, pink, purple and red A relative degree of lightness can be seen No lines present

Developmental Theories: 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 forms we 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) What did/could you say when talking to the child about their art: 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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Potential experience(s) to support and scaffold the childs artistic development Social/Emotional -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, -A chance to externalize self and make choices promoting independence Cognitive - Opportunities to continue to explore shape, texture and transformation - A chance to increase flexibility in thinking patterns - Opportunities to practice representation and connect relationships -Give thoughts a concrete form - Ability to make connections through art - Seeking out differences and similarities. Physical -wrist actions in swirling glue onto bunny -Hand eye coordination experience and fine motor refinement gluing gems onto the bunny

How the experiences address the principles of best practice in the visual arts: Personal expression Each child was given the opportunity to decorate the bunny however they wanted to with a variety of different materials the bunny was a true representation of their own personal expressions. Process vs product Children were not given an example or told how to place the material they were to focus on their own process and had no pressure for the end product. Creative Opportunities There were several mediums out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the 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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Intrinsically motivating The children used many different material to create a bunny that they found intrinsically motivating. There were no bunnies that looked alike.

Success- Oriented

Developmentally Appropriate In this activity there was The Easter theme and no wrong way to the tool used were all complete the activity. developmentally Each child was appropriate for the successful regardless class. The activity how their art turned allowed the children to out. create something they were proud of and could share with their peers.

Legitimate Artistic Medium The gems, cutouts, eyes, and pompoms were all a legitimate artistic medium.

Accessible for all children This bunny activity could be completed by all children regardless of skill level. The activity was set up at an art station table which children rotated to as they chose.

Active engagement and sustained involvement The opportunity to create a bunny based on their own personal thoughts and feelings created an environment that was engaging and sustained their involvement.

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Sample 11
Art Experience: Child: B Easter basket with thumbprints Date of Collection: 03/29/13 Childs Age: 3 years 5 months

Materials Used: Washable inkpad Paper Fingers Presentation to child:

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Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence Smooth surface area Has a clearly defined area Art has both positive and negative space Very little shape, mostly organic Pink and purple A relative degree of lightness can be seen No lines present

Developmental Theories: 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 forms we 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)

What did/could you say when talking to the child about their art: 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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Potential experience(s) to support and scaffold the childs artistic development Social/Emotional -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, -A chance to externalize self and make choices promoting independence Cognitive - Opportunities to continue to explore shape, texture and transformation - A chance to increase flexibility in thinking patterns - Opportunities to practice representation and connect relationships -Give thoughts a concrete form - Ability to make connections through art - Seeking out differences and similarities. Physical -Hand eye coordination experience - Fine motor refinement while pressing fingertip onto ink pad and paper.

How the experiences address the principles of best practice in the visual arts: Personal expression The child was able to create whatever they wanted in the basket with ink pads. The way the child organized the eggs and the colours they choose were all personal expressions. Process vs product 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 end product. Creative Opportunities Children were using their finger prints as tools, this was a creative experience for them and they could use their tool however they choose some made rain, some made eggs others used it as paint brushes a great creative opportunity. Discovery and experimentation Children were experimenting and discovering what would happen if they stamped their hands into an ink pad, they were also discovering their finger prints!

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Intrinsically motivating 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.

Success- Oriented

Developmentally Appropriate In this activity there was The Easter theme and no wrong way to the mediums used were complete the activity. all developmentally Each child was appropriate for the successful regardless class. The activity how their art turned allowed the children to out. create something they were proud of and could share with their peers.

Legitimate Artistic Medium Ink and paper are legitimate artistic medium.

Accessible for all children This Easter basket activity could be completed by all children regardless of skill level. The activity was set up at an art station table which children rotated to as they chose.

Active engagement and sustained involvement The opportunity to work with their own finger prints based on their own personal thoughts and feelings created an environment that was engaging and sustained their involvement.

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Sample 12
Art Experience: Child: A Materials Used: Glue Paper Pre-cut Shapes Presentation to child: 2D shape gluing Date of Collection: 04/03/2013 Childs Age: 3years 6 months

Element(s) of Art: Element of art Texture Form Space Shape Colour Value Line Evidence Smooth surface area Has a clearly defined area Art has both positive and negative space Geometric shapes are present from precut elements Various colours are present in the art piece including primary and secondary colours A relative degree of lightness can be seen No lines present 38

Developmental Theories: 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) What did/could you say when talking to the child about their art: 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? Potential experience(s) to support and scaffold the childs artistic development Social/Emotional -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, -A chance to externalize self and make choices promoting independence Cognitive - Opportunities to continue to explore shape, texture and transformation - A chance to increase flexibility in thinking patterns - Opportunities to practice representation and connect relationships -Give thoughts a concrete form - Ability to make connections through art - Seeking out differences and similarities. Physical -Hand eye coordination experience - wrist coordination while using glue

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How the experiences address the principles of best practice in the visual arts: Personal expression A blank paper allowed the child to create a representation of any design that reflected her own personal expressions. Process vs product Children were not guided how or where to glue. There were no instructions or desired outcome. The child was able to focus on their own process and not worry about the product. Creative Opportunities There were several colours of shapes out for the children to create their own patterns, colour combinations and representations allowing for opportunities for the child to be creative. Discovery and experimentation While working with the shapes and glue children explored what would happen with different amounts of glue and how they could make objects from shapes.

Intrinsically motivating Although the shapes were pre-cut the child was able to use their own internal desires to complete the art experience in their own way gluing and constructing patterns/shapes as they wished. There were not external pushing factors.

Success- Oriented

Developmentally Appropriate In this activity there was The use of shape cut no wrong way to outs and glue were all complete the activity. developmentally Each child was appropriate and successful regardless meaningful for a how their art turned preschool class. out.

Legitimate Artistic Medium The glue, shapes and paper were all legitimate artistic mediums.

Accessible for all children 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.

Active engagement and sustained involvement 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.

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