Through the use of the various paint brushes available the children are able to create many styles of art work. By using a paint brush children are able to use the paint in ways that they have chosen to do so. It could be put on paper, boxes thickly, thinly in whatever form of painted patterns they feel like at the time of using the paint brush. Holding a paint brush to engage in creating in a painted form is easier for a child to do than using their hands as they develop with age (Somerset, 2000). Allowing a child to engage in painting using a paint brush in their own way and time forms a sense of ownership of the work being an authentic process rather than a pre-determined outcome. Putting the paint in places that they want to with the paint brush makes it an original piece of work where they have freedom of choice. Te Whariki states that children develop "skill and confidence with the processes of art and craft, such as cutting, drawing, collage, painting, printmaking, weaving, stitching, carving and constructing" (Ministry of Education, 1996).
Using the paint brush to engage in painting all forms of creativity allows the children to explore and express their thoughts through this type of medium in low end technology. It gives them an outlet as to how they are feeling and an opportunity to show this in painted form to enable them to tell a story on paper in a way they feel comfortable to show their experiences (Somerset, 2000). Children are learning fine motor skills and hand eye co-ordination through using a paint brush. As the child develops these skills through growth the paintings become more visually clear and start to represent objects clearer.
Observing the children paint using different type of paint brushes was an experience watching their faces seeing how the paint emerged on the paper through the use of a brush. There were children who chose to use big strokes, little strokes and some wanted to mix all the colours of the paint up in one pot. By the expressions on their faces they were amazed at what they could do with the paint brush and how they were putting the paint on the paper. They were taking pride in their work and a sense of ownership of what they were achieving through painting. When a peer came up to see what they were painting the child would happily explain in their own words what they had painted with joy in their voice.
I feel that as long as you put out a different variety of paint brushes and varying colours children are always drawn to the easel or craft table. They enjoy putting paint on and seeing what they can create even if the paint runs down the sheet of paper. Children are just happy to see what they have done with a paint brush and some paint, they have such great imaginations they literally see what they are talking about to their peers and educators, it's just true bliss for them. As an educator this should be encouraged and to let children explore with this enthusiasm they have for paint on a daily basis.
I really like that the children in your centre are able to experience and choose a range of paint brushes as well as materials (boxes, paper, etc.). I totally agree with you when you say that “allowing a child to engage in painting using a paint brush in their own way and time forms a sense of ownership of the work being an authentic process rather than a pre-determined outcome”. This I really believe is important for children when they experience art. The process of art for children is where they express, learn, problem solve and develop an understanding for art and the materials that they are using; making it meaningful to each individual child. As opposed to focus being on the product which does not allow children to truly express themselves, but groups children as the same.
ReplyDeleteTo further extend the children’s enjoyment and pride of their art work the children could make their own art books which display the art work that they have done. This will allow the children to share each piece of art and the story behind it with the friends, teachers and whānau.