tempera with water acrylic paint finger paint—this can be purchased or you can make a thick form of home-made paste. whenever possible, use finger paint directly on a white table top rather than on paper. This gives lots of room and emphasises experimenting with paint and fingers. paper—firm paper; try offering different sizes and shapes brushes—size and width of brushes influences children to experiment; fine brushes encourage more detailed work rollers, pads, cotton buds, string—these offer alternatives but do be aware that over reliance on these tools may inhibit creativity. When you are offering tools to children for painting always ask first: would an artist use this? Experiences As with drawing, the provision of painting experiences is only limited by your imagination. Some for you to consider are: colours and how many—an idea is to start with a limited amount of colours and increase the choice as you observe the children’s preferences and interests. colour mixing—let children explore the mixing of primary colours to create secondary colours; use to make pastel colours painting from observation—as for drawing mixed media—combine painting with collage paintings on murals on large rolls of paper can be collaborative and ongoing projects. All can be used in various forms and with varying tools to create different consistency and effects. Activity 7 Modelling Modelling can take various forms Clay In the resource book Clay and Children: More than making Pots, Ursula (1997, p 3) states: Claywork is as essential for symbol making as drawing and painting. But expressing an idea in three dimensions is different from expressing it on paper. Clay enables children to depict an object in the round—with a and as well as a and even an and ‘back’ ‘sides’ ‘front’ ’inside’ ‘underneath’.
tempera with water acrylic paint finger paint—this can be purchased or you can make a thick form of home-made paste. whenever possible, use finger paint directly on a white table top rather than on paper. This gives lots of room and emphasises experimenting with paint and fingers. paper—firm paper; try offering different sizes and shapes brushes—size and width of brushes influences children to experiment; fine brushes encourage more detailed work rollers, pads, cotton buds, string—these offer alternatives but do be aware that over reliance on these tools may inhibit creativity. When you are offering tools to children for painting always ask first: would an artist use this? Experiences As with drawing, the provision of painting experiences is only limited by your imagination. Some for you to consider are: colours and how many—an idea is to start with a limited amount of colours and increase the choice as you observe the children’s preferences and interests. colour mixing—let children explore the mixing of primary colours to create secondary colours; use to make pastel colours painting from observation—as for drawing mixed media—combine painting with collage paintings on murals on large rolls of paper can be collaborative and ongoing projects. All can be used in various forms and with varying tools to create different consistency and effects. Activity 7 Modelling Modelling can take various forms Clay In the resource book Clay and Children: More than making Pots, Ursula (1997, p 3) states: Claywork is as essential for symbol making as drawing and painting. But expressing an idea in three dimensions is different from expressing it on paper. Clay enables children to depict an object in the round—with a ‘back’ and ‘sides’ as well as a ‘front’ and even an ’inside’ and ‘underneath’.