2. 1
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.
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.
3. 2
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.
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.
4. 3
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
“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.”
FOCUS STATEMENT
Sit at the tables with the
children
Use vocabulary
Support children
PLANNED TEACHING
STRATEGIES
What can you tell me about your
artwork?
Does the straw make you think of
anything else?
How did you make that?
OPEN ENDED QUESTIONS
5. 4
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.
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.
6. 5
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
“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.
