Planning And Implementing Art Learning Activities For Early Childhood Development

The first stage is done in computer hall from where the kids are introduced to computer and made to interact with the gadgets. Due to the fragile nature of the computers and ICT materials, the kids are guided and closely monitored. Moving to computer room introduces a new environment for the kids which reduce monotony. The reflective session is held at the class where kids are required to name one tool used during lesson.

LESSON DURATION (MINUTES)

5 minute to interact with computers. The experience of ICT was carried for 25 minutes; children were required to draw different images and letters on the computer gadget offered throughout the day.  10minutes will be utilized for recapitulation and reflective session to discuss different graphics.

 IDENTITIY

Learning Outcome 1.0 – Children acquire knowledge and skills on ICT drawing on the areas that interests them e.g. graphics and letters.

Learning Outcome 1.1– Children develop skills to draw graphics, letters, and paint simple pictures.

During this experience, the kids have the chance to show their prowess in drawing different letters, simple painting are done and the kids are allowed to exercise on what interests them. It is expected that during the reflective session, teacher to guide the children in appreciating and becoming aware of their fellow experiences. Positive feedback is expected from all parties involved including parents.

COMMUNITY

Learning Outcome 2.0 – Children respond to  technological gadgets with care

Through such experience the children develop the sense of grasping images of different items including living things and respond to them positively. Children have the opportunity to notice differences and react positively through art and discussion.

Prerequisite knowledge and/or links to previous/future lessons:

The ICT drawing was made to complement the art drawing that was done in the previous session. This came as a result of the children showing interest in computers and technological devices introduced to them by their parents and relative. Kids had used computers to play computer games and so could switch on or off the gadgets. The pupils had the ability to open a new template (Laura Hetrick, 2010)..

Resources required:

Several pro wise computers for kids are required to draw images and letters.

I assessed the kid’s involvement in the ICT drawing by observing their paintings and letterings.  Apart from observation, the children will be assessed through parent’s ratings, computer tasks, drawings, tasks such as naming letters and images, artwork among others. The kids were eager to make their turns and it was really exciting.

During the reflective session, kids shared their drawing templates saved on the pro wise computers and discussed how to arrive at each freely.

The children exchanged the drawing templates and it was fun how each got excited by their fellow graphics, paintings and lettering.

Every child wanted to take home their graphics or share amongst themselves (Justin P. Sutters, 2017).

Lesson Introduction (whole group focus)

The children were introduced to the day’s programme of ICT drawing. Throughout the experience, each kid was given an opportunity to make their individual paintings, lettering on the computer template (Arthur, Barnes and Ortlipp, 2011).

Main Component of Lesson

Two computers were provided and two kids invited at a time to carry out their lettering and paintings on the template.

 Every child took part in the encounter with most expressing zest in their computer paintings and drawings.

I closely guided and monitored the kind of graphics they were making.

Children made the best out of themselves, with some drawing letters, other painting animal images etc.

I guided the kids on how move to the next page when need arose.

Each child took a maximum of 5 minutes.  

All kids had an opportunity to take their turn (Hopper, 2010).

The activity will take place on the playing field. The pupils will assume the nature of different animals e.g. hedgehog, porcupine, and rabbit.  

The reflective session is held at the class where kids are required to name number legs the assumed animals have

LESSON DURATION (MINUTES)

2 minutes to identify each kid with a given animal. The kids’ yoga to take place for 30 minutes with different kids playing the role of the various animals. 8 minutes will be utilized for reflective session and recapitulation on the animals.

Title of lesson:

Kids Yoga – The kids assume the role of the various animals mentioned earlier. So each kid is required to act and behave like the animal. The pupils will reflect upon and share their experiences.  

 IDENTITIY

Learning Outcome 1.0 – Children develop knowledge about various animals.

Learning Outcome 1.1– Children acquire positive attitude towards animals.

During this experience, the kids have the chance to act and behave like the assumed animals, and the children are allowed to produce all sorts of sounds made by the animals. The kids finally to make dollies representing the animals.

Learning Outcome 2.0 – Children respond positively to the animals around them.

Through such experience children develop sense of environmental awareness and the importance or value of animals. Children have the opportunity to notice differences among animals such as their moving and eating habits.

Prerequisite knowledge and/or links to previous/future lessons

The teacher has in the previous lessons introduced the kids to various animal drawings, paintings, and dolls. The current lesson is an opportunity for more adventure. Some kids have these animals as pets at home e.g. a rabbit.

Resources required:

The lesson requires among others mats and soft ground to avoid injuries.

I assessed the kid’s involvement in field by observing their actions and behaviour. Apart from observation, the children will be assessed through interviews, communication with the family, drawings, and tasks such as naming various animals, artwork among others. The children were excited to make their turns and it was really exciting.

During the reflective session, kids shared their views on different animals and discussed behaviours of such animals.

Every kid took part in the adventure and it was really fun to identify themselves with a variety of these animals (Hedges and Cullen, 2012).

Lesson Introduction (whole group focus)

The children were introduced to the kid’s yoga. Throughout the experience and adventure, each kid had an opportunity to make their individual choice of an animal, and exhibit similar behaviours made by the animal.

Main Component of Lesson

The kids walked to the grassed field with their resource that would facilitate animal’s imitations.

 Every child took part in the encounter. Those who assumed the rabbit role were seen to running very fast, porcupine kids were witnessed emitting quills.

I closely guided and monitored their actions to avoid injuries and unexpected excitement.

Children made the best out of themselves, and an exciting event that most want done on daily basis.

The activity took place for 30 minutes without any interruptions (Peers and Fleer, 2013).  

Initially the teacher guides the kids to the flower garden to observe various flowers. The children are required to discuss on the various flowers, pick ones with beautiful colours. The teacher guides the kids on the process of picking to avoid destroying them. Various tools are used to make artificial flowers based on the nature of the picked flowers.

LESSON DURATION (MINUTES)

10 minutes to walk and interact with flowers. The experience of constructing various flowers with aid of the teacher was approximately 20 minutes.  10minutes utilized for reflective session to discuss different flowers constructed.

Learning Outcome 1.0 – kids develop the skills to make different types of flowers.

Learning Outcome 1.1– Children acquire knowledge on how to differentiate primary colours.

During this experience, the pupils will reflect upon different paints and use it to paint the flowers and share their experiences. During the reflective session, the teacher will guide the children in displaying the flowers at the shop. The kids have positive experience in designing different flowers.

Learning Outcome 2.0 – Children respond to various colours that clothes and other items bear.

Through such experience, the children develop the sense of differentiating colours, and appreciating their impact in the surrounding. Children have the opportunity to notice differences and react positively through art and discussion.

Prerequisite knowledge and/or links to previous/future lessons:

Most of the kids have participated in planting flowers at school and at home. Majority of them have been awarded flower gifts and cards during their birthday parties and on Christmas day celebration.

To assess the kids, I observed them make flowers by cutting and painting pieces of tissue paper. Apart from portfolios, the children will be assessed through interviews, communication with the family, drawings, and tasks such as naming various colours, artwork among others. It was awesome how the kids were actively involved in flower making and the general exercise at large. The kids were eager to design the shop flowers and it was really exciting.

During the reflective session, kids shared their artificial flowers and discussed on how they managed to make such exciting flowers. The children exchanged the flowers and assisted each other in displaying them in the shop (Pamela G. Taylor, 2017).

Lesson Introduction (whole group focus)

The kids got to know different types of flowers, how they are structured with an aim of designing the artificial ones. Throughout the experience, each kid was given an opportunity to make flowers and every contribution made counted.

Main Component of Lesson

The kids with the teacher walked to the garden to pick flowers of different sizes, shapes, and colours. The children with the guidance of the teacher used various tools to design their flowers. Each kid participated in making the lesson a success. Exchange of the limited resources was done without issues.

I closely guided and monitored the kids in painting and avoiding unnecessary colouring.

Children made the best out of themselves, with some designing rose flowers, bougainvillea flowers among others (Millei and Sumsion, 2011). 

Lesson Conclusion

During the reflective session, the pupils reflected upon different flowers and shared their sweet experience. The kids appreciated use of different flowers in setting up a flower shop (Marian and Jackson, 2016).

Initially, the children are required to trap some butterflies using basket traps. The process will take place in the garden. Because the lifecycle of a butterfly is a little bit complex, the teacher will use existing specimen stored in the labs. Various tools  used to trap butterflies will be provided

LESSON DURATION (MINUTES)

5 minutes to walk and catch butterflies. The experience of spring lifecycle of the butterfly will be provided to the kids. The exercise will take 30minutes.  5 minutes utilized for recapitulation session to discuss different the life of a butterfly.

Title of lesson:

Spring and Lifecycle of a Butterfly – The kids observe graphics, images or specimen on the development stages of a butterfly. The kids are also involved in drawing and painting graphics on different development stages.

 IDENTITIY

Learning Outcome 1.0 – children acquire knowledge on development cycle of a butterfly.

Learning Outcome 1.1– the children acquire skills to draw and paint different development stages of a butterfly

During this experience, the pupils will reflect on different development stages of a butterfly. During the reflective session, the teacher will ask pupils to name various stages learned or observed.

 COMMUNITY

Learning Outcome 2.0 – kids find out that some life processes undergo different developmental stages.

Through such experience, the children will understand the development stages that are involved in butterfly’s life cycle and most insects at large.

Prerequisite knowledge and/or links to previous/future lessons:

The children have learned about various types of insects in previous sessions. They have been to a garden to observe some of the insects including butterflies. They have learned of the different insects’ characteristics including how they come to being (Hopper, 2010).

Resources required:

Trapping nets, charts displaying pictures of butterflies, trapped live butterflies.

I assessed the kids by giving tasks; standardized tests, artwork and observing them identify the different development stages of a butterfly from the charts and their own graphics.

I took video tapes of the kids trap the butterflies from flower garden, and they were very excited for the adventure.

The kids were eager to draw pictures that represent butterfly stages of development and comparing their work with other.

 During the reflective session, kids shared their ideas on the development and were able to mention them in front of others (Krieg, 2011).

Main Component of Lesson

The kids with the teacher walked to the flower garden to catch butterflies. The children with the guidance of the teacher used basket and net traps to catch butterflies.

 The kids observe graphics, images or specimen on the development stages of a butterfly. The kids are also involved in drawing and painting graphics on different development stages (Justin P. Sutters, 2017).

The activities take place in the nearby school field. The children are required to pick some grass to be used in making bird nests. Further with the guidance of the teacher, the kid identifies few birds around the school.  Tissues and paintings will be used to supplement the activity.

LESSON DURATION (MINUTES)

10 minutes to walk and pick some grass. The experience of constructing different bird nests will take approximately 35 minutes with the guide of the teacher. 5 minutes will be used for recap and identification of various birds.  

Title of lesson:

Birds – The kids use the available materials to make bird nests. The children are also expected to identify and name birds found within the compound.

Prerequisite knowledge and/or links to previous/future lessons

Children have previously learned about the various birds and their habitats. This was done through birds images in books and also through physical interaction of the birds in the school compound. They have observed weaver birds make nests around the school and at homes (Barros Araújo, 2015).

Resources required:

Resources such as colour paints, tissue paper, marbles,

I assessed the activity using educator’s ratings and observing the kids make bird nests by knitting together grass and tearing tissue papers and using feathers to make the nests more natural than artificial. Apart from observation, the children will be assessed through interviews, communication with the family, drawings, and tasks such as naming various birds, artwork among others. The pupils also used small spherical marbles as bird eggs and placed them inside the nests. Most of them were very excited using sticks to hang the nests on the classroom windows.

During the reflective session, kids identified different nests with different birds and it was interesting that the kids were able to achieve all that.

Lesson Introduction (whole group focus)

The kids got different types of materials including grass and tissue papers to construct nests. Throughout the experience, each kid is expected to make nests of their own and present to the class.

Main Component of Lesson

The children in company of their teacher visit the nearby school field from which grass can be extracted. They use razor blades to trim grass in the process of nest making. Tissue papers and feathers are died to match the interests of various kids. The marbles are placed inside the nests to represent eggs. The kids are required to identify nests and their respective birds.  During the recap the kids are required to name different birds (Cross, 2010).