Art
area is a perfect place for learning technology. Children explore ideas,
materials, and the environment through using different technology in arts
(Ministry of Education, 1996). In our art area, we
have a special screen painting stand.
Here is how you use it:
1. Put a piece of paper on the bench.
2. Cut up a few small pieces of paper and lay them on the big paper.
3. Put the screen down.
4.
Put some paint on the screen.
5.
Use the roller to spread the paint all over the screen.
7.
Take the small pieces of paper off and put them into the rubbish bin.
8.
Dry the picture and done!
Here's some samples of children's work.
We
can do painting with all kinds of tools including brushes, marble, stamp,
sponge and many more. This screen painting is another innovation for me. It
made me realise that painting is not just about putting paint onto papers at a
table. Not only the tools can me changed, the settings can be change as well! Different
tools and equipments come with different technologies. The technologies
included here in screen painting are all non-digital. There are tools being
used to cut, cover, and roll. Children practice a series of manipulative skills
by using a variety of technologies exploring the screen painting (Ministry of
Education, 1996). The reason I found screen painting festinating is that it contains
three-dimensional technology. Different from commonly painting two-dimensional
patterns, the technology fitted three two-dimension (screen, small pieces of
paper, big piece of paper) objects together and put them into layers (Ministry
of Education, 1996). The paint will be on the screen first. It won’t all go on
your final picture. You won’t have the straight image of what you picture would
be like. The technology also brings the element of surprise. Through this
technology, children may develop a range of outcomes, including three-dimension
concept, technological models of the painting process, and planning the patterns.
As
Smorti (1999) said, it is the ‘doing’ that is important, rather than the ‘product’.
If a child was rolling paint on the screen, he wouldn’t be thinking about how
this is going to influence the pattern on the paper. He would be enjoying the
smooth process of the paint’s flow. And this would be how he learns about the
technology of using the roller to spread out the paint nicely without getting
any on his hands. This is how non-digital technologies provide children with one
of the many ways to be creative and expressive (Ministry of Education, 1996). The
important thing is that children are exploring and creating in the activity.
Teachers may use different strategies like praising, empowering to foster
children to enjoy the process and think about the technologies used
(MacNaughton, 2004).
Doing
painting also allows children to explore ideas, materials, and the environment
through the arts (Ministry of Education, 1996). It provides children with the
opportunity to develop knowledge particular to technological enterprises and
environments and understandings of how and why things work (Ministry of
Education, 2003). Different methods of painting can help children develop fine motor
skills, problem-solving skills alongside with abilities to use technology in early
childhood settings. Understanding of technology gives them the strength and
skills to generate and explore ideas in creative ways (Ministry of Education,
1996). Studies also proof that as our hands touch and play upon surfaces of outer
reality, we internalize and inwardly fabricate a personalized tapestry in our
mind (Auer, 2001). Doing painting using diverse technology provides children
with hands-on experience with different materials and equipments. Therefore, it
also enhances children’s brain/intellectual development.
References:
References:
Auer,
A. (2001). Hand Movements Sculpt
Intelligence. New Hampshire, America: Research Institute for Waldorf
Education
MacNaughton,
G., & Williams, G (2004). Techniques for teaching young children:
Choices in theory and practice (2nd Ed). New South Whales, Australia:
Pearson Prentice Hall.
Ministry of Education. (2007). The New Zealand curriculum. Wellington, New Zealand: Learning Media.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
I am interested in your three-dimensional technology concept, your reflection gave me an awareness of one kind of visual art. I will practice it in my practicum. Your activity made the opportunities to children become creative, imaginative, and enjoyable, and can also develop their skills in art area. Your activity provided an opportunity to the children to express themselves in the different ways, experience enjoyment and enrichment in their lives by involve them in the expressive arts. I think the children had fun, which stimulated children’s learning and exploring in a smooth method. In one of my practicum, I saw my AT used some animals’ patterns to do ink painting with rollers, the result was similar with your one. However, using rollers with ink is harder, which is a good physical challenge to children. If you want, you can try it.
ReplyDeleteIt is interesting to see that children approach other types of painting media and experience in you centre. I did not have any experience with using this screen painting before; I think it is very good for children to experience. From using screen painting, children could explore other views of technology. As what you said that screen painting includes three-dimension concept, technological models of the painting process, and planning the patterns.
ReplyDeleteI agree with you that ‘doing’ that is important, rather than the ‘product’. For young children, the process of creating is what most important, not is what they actually create (Dodge & Colker, 1998). The important thing is that children are exploring and creating in the activity Understanding of technology gives them the strength and skills to generate and explore ideas in creative ways (Ministry of Education, 1996).
In addition, I think this technology of screen painting enables children to express themselves, appreciate beauty, and have fun. I could image that children would be very excited to see the final picture, as it would be different with what they pictured before.
Well done Sunny. Screen painting is a very interesting tool for children to use. Children can use it to create and explore different ways to do their painting. In my teaching practicum, they also had this screen painting material, and they used it every day. As I found that many children love to play with it. With screen painting, children can find their individual ways to create their own artworks, like they could use spoon, brush, and toothbrush. As you said, doing painting also allows children to explore their ideas, materials and the environment through arts; screen painting provided an opportunity for children to develop their skills and express their ideas in creative ways.
ReplyDeleteI think, as a teacher, we should provide more materials for children to learn and explore. In addition, Te Whariki says that “children learn through play by doing, by setting up theories or ideas about how things work and trying them out, and by the purposeful use of resources” (Ministry of Education, 1996, p.82).
I have to say this is my favorite reflection of the non-digital technology teaching. That’s really funny and interesting. Children can develop their motor skills. In one experience, children practiced their cutting, rolling and covering by these tools. It’s really good. At the same time, children also experienced a wonderful artwork of screen painting.
ReplyDeleteI think you got a good planning for your activity that inspired my thinking. If I were you, I will also ask children to take pictures of this experience. I mean, I can ask children to take photos of their peers, and laminated them together with the teachers. I think it’s a good idea to give more opportunities for children to develop their technology skills (both of non-digital technology and digital technology).
It says that “empowering to foster children to enjoy the process and think about the technologies used” (MacNaughton, 2004). That means children always get knowledge from their own experience, they like receiving direct or first-hand experience. It’s more meaning and effective for them to get the knowledge from the others. It’s really true that teachers should provide a nutrient, supportive and safe environment for children’s development. Tumeke, Sunny!