Aluminum Foil Painting

Being eager to engage in classroom learning activities is an important indicator of a child’s approach and disposition towards learning. Additionally engaging in visual arts is recognized as an important building block of early literacy. The goals of this lesson included showing a keen interest in the activity, and furthermore for students to experiment with properties of paint and explore visual art representation by painting on aluminum foil. Children must first engage in an exploration phase of art materials. “In the exploration phase, teachers challenge the children to develop a greater awareness of the properties and possibilities in the material….These explorations are in themselves a type of construction of understanding, namely understanding what materials can do and how one can make them do it” (Haigh, Scheinfeld, & Scheinfeld ). In addition to planned learning goals some children surpassed expectations, using paint to represent their ideas and labeled it by verbalizing what they had painted. According to Developmentally Appropriate Practice “at around age 3, children realize that pictures serve as symbols, they begin to draw as an artistic expression (Golomb 2004)—perhaps not in any greatly recognizable form in the beginning. But to themselves at least, the drawing depicts a recognizable shape, and that is what matters” (Copple & Bredekamp, 2009, p.134).

Engaging in Visual Representation

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Photo, work sample, or record of children’s words

Narrative description/Interpretation (Typically 1-2 paragraphs)

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Photo, work sample, or record of children’s words

Narrative description/Interpretation (Typically 1-3 paragraphs)

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Photo, work sample, or record of children’s words

Narrative description/Interpretation (Typically 1-2 paragraphs)
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Photo, work sample, or record of children’s words

Narrative description/Interpretation (Typically 1-2 paragraphs)

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Photo, work sample, or record of children’s words

Narrative description/Interpretation (Typically 1-2 paragraphs)

What Did the Children Learn?
Succinctly interpret the learning event and explain to readers (e.g., consider families of young children, administrators, and colleagues outside of early childhood education to be your audience. By reading this documentation, they will learn something about young children and how they learn). Refer to your lesson learning goals and objectives (planned and those that may have emerged), and cite evidence provided in the documentation provided above. You may also comment on learning dispositions you believed were strengthened.

Links to Standards List the state standards you believe were addressed in the activities (the reader will see evidence of these in the documentation above)