Bubble Art

By

Melissa BrackenOpen Ended Art ActivityReady Springs KidzKount/Head Start27 March 20159:30 AM

EVALUATION

WHAT HAPPENED?

As the first group of four children settled around the table, I began to explain the activity while setting their spaces

up and answering their questions. I first gave them a sheet of paper and asked them to write their names on

the paper, offering words of encouragement to those whom said they did not know how. After they

attempted I wrote their names on the paper if they could not. After they wrote names down the children were asked which color they would like to use from

the preselected colors set out. After color(s) were selected, it was poured into a small clear plastic

cup and set in front of the children so they could reach and explore the paint. I then handed them

regular flexible drinking straws that had the flexible part cut off. As I handed the children the straws I continued to explain the activity

“We will use the straws to lightly suck the paint up, being careful to not drink the paint”. The children immediately took their straws, placing one end in their mouths and then grabbed their cup of paint

and began to draw the paint into the straw. They then moved the cup and let the paint fall from the straw to the

paper, watching it “spill and expand” across the paper. Some began to blow the paint across the paper, while

others “scratched” the paint with the straws into the paper. One of the children even dumped the paint onto their

paper and began to use the cup to make circles. At one point, a female child exclaimed with excitement “I’m

doing bubbles painting!”

All the materials for this activity were used equally because each material was dependent upon the other to complete the activity.

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The boy pictured drew in too much paint and was trying to clean his mouth with his hands. He said, “This is yucky!” After drawing in too much paint, he adjusted his technique and began to help explain how to do the activity to other classmates.

Meanwhile the girl pictured chose to use only one color and ultimately poured her paint onto her paper and blew it around until she was satisfied.

CONFLICTS/PROBLEMS

I believe there were no conflicts between the children due to my diligence in keeping the activity sanitary. Each child was given their own set of materials: 1 piece of paper, one straw, and 1-4 color(s) in individual cups since they were using their mouths to draw the paint into straws and then blow it onto the paper. However, we did have a few problems with the materials such as the paper ripping from too much paint, some difficulty pulling the paint lightly to avoid “drinking’ it, and the cups running low on paint making it difficult to draw the paint. As the problems arose adaptations were quickly made to ensure all the children were satisfied with their activity. When the papers ripped, I offered a new sheet of paper and a smaller amount of paints. When the child had a difficult time drawing, the paint I offered an alternative method. When the paint ran low, I offered advice on tilting the cups slightly and then drawing the paint.

CHANGES

I had to adapt the activity for the children who were struggling with drawing the paint properly. I offered a solution for this by saying they could dump the paint and blow rather than drawing the paint into the straw and then blowing.

WHAT WENT WELL?

The children immediately engaged themselves into the activity.

Changing materials for each child went smoothly and allowed them choice of color preference.

WHAT COULD HAVE GONE BETTER?

I could have given myself a little more time to set up the activity.

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This boy started with a plan. He knew what he wanted to do and jumped in before I could explain it. He sat waiting patiently and watching the others as they finished their activities.

“I just blew it all the way over here.”

He claimed dragging his finger from where the paint was dropped on the paper to where it ran as he blew upon the puddled paint on his paper.

REFLECTIONS

I feel as though I effectively used my focusing statement each time a new child came to the table to participate in the activity. I also feel as though the children responded well as most just jumped into working on their activities, only a few had some questions.

I used every one of my planned strategies, from sitting in one of the chairs at the table to assisting the children and guiding them into finishing their activities. I talked to the children answering all their questions related to and not related to the activity. The kids enjoyed and actively participated in the conversation of the table frequently asking questions. On several occasions, I showed the children how to slightly tilt their cups to acquire more paint without having to give them more, which would of lead to more papers being ripped due to oversaturation.

I used many open-ended questions, even though I forgot to use my second

question listed here. Every question asked was responded with some quick

responses. Some of the children described every little detail and others

gave simple answers

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FOCUS STATEMENT

“Today we will be making bubble art. We’ll do this by gently (lightly) sucking the paint into the straws and then blowing the paint onto the paper.”

PLANNED TEACHING STRATEGIES

Sit at the tables with the children

Use vocabulary Support children

OPEN ENDED QUESTIONS

What can you tell me about your artwork?

Does the straw make you think of anything else?

How did you make that?

DRDP

Measure 27 - Cause and Effect

Building -Female Student 1 was talking about mixing the colors and

how they would change in a particular pattern based on the

colors used. “If I mix this here with this I’ll get this color.” This child

seemed to enjoy the experimentation with the colors and appeared to have a good understanding of the

cause and effects of her mixed colors.

Exploring - Male Student 1 was mixing colors and reading the results. He exclaimed on many occasions he

had made the color green from other colors but could not explain how or make predictions about his actions.

Measure 30 - Curiosity and initiative

Integrating -Male student 2 jumped right into the activity drawing in paint as soon as he was given all the materials. He drew in too much originally and corrected

himself. After he had learned his own technique, he began to guide his peers in how to do the activity without drinking the paint. “Do it like this, guys.”

Exploring - Female student 2 sat at the table and requested pink paint. She then grabs a straw and tried to draw the paint through the straw. She had a difficult time with

drawing the paint into the straw and ended up with some in her mouth. Applying the suggestion of the site supervisor, I modified the activity and offered in alternative method.

She then poured the paint in blue around her paper. She chose to use just one color and play with their materials while watching the other students.

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In this picture, the girl is contemplating what she is going to do. She ultimately decided to pour the paint onto the paper and then chose to use the straw to scratch the paint into the paper.

Meanwhile the boy pictured here drew the paint into the straw, then blowing and kept at it until he was done.

FUTURE PLANNING

This art activity can be expanded upon or made new on a day-to-day basis to cross over on many subjects while keeping it fun and interesting.

HOW TO EXPAND OR MAKE “NEW”

Different straw sizes can be used on different days to compare the paint splatter.

Different colors can be given

Dark and Dark

Light and Light

Dark vs. Light

Different paper

Weights

Textures

Soap could be added to make bubbles

Glitter and glue could be added to change the consistency

A thinned Tempura paint could be used to compare the consistency

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“I made green!” exclaimed the girl in this picture. She was so overjoyed with the effects of the colors mixing that she continued to mix colors and began to predict the outcomes on her own.

Meanwhile the boy in the yellow sweater pushed his paint puddles around with the straw and his fingers. He ultimately rubbed a hole into the middle of his paper before running off to play with other children in the class.