This week, we introduced a new art work- water color. Although children are very familiar with easel painting, using water color paints with a fine brush takes quite different skills than painting with tempera paints at an easel.
For instance, the water color painting takes a few steps to paint; placing a water color paper on the tray, dipping a brush into water, applying paint on a brush, and drawing. Repeat.
In this sense, painting with water color teaches the children the logical thinking process and the sequence of the activity. Moreover, using a fine paint brush helps them to develop eye-hand coordination by controlling precise brush strokes. Easel painting, on the other hand takes only two steps (dip and paint) is more appropriate for developing large motor skills.
Another development we started to observe through water color painting is children's symbolic thinking skills. Many children have begun to talk about their art work.
For instance, the water color painting takes a few steps to paint; placing a water color paper on the tray, dipping a brush into water, applying paint on a brush, and drawing. Repeat.
In this sense, painting with water color teaches the children the logical thinking process and the sequence of the activity. Moreover, using a fine paint brush helps them to develop eye-hand coordination by controlling precise brush strokes. Easel painting, on the other hand takes only two steps (dip and paint) is more appropriate for developing large motor skills.
Another development we started to observe through water color painting is children's symbolic thinking skills. Many children have begun to talk about their art work.
Their abilities to abstract the meanings from their art work, or any play such as building with blocks, are intimately related to literacy skills. This is because, in reading and writing, children need to be able to assign meanings to each of the letters and words, which is the same process that our children are doing when they make sense of their art work.
"That's air plane. All fly in the sky." by B.
“That’s tunnel. I am making a train tunnel.” by J.
"I made a circle." by E.
"Circle" by P.
“That’s tunnel. I am making a train tunnel.” by J.
"I made a circle." by E.
"Circle" by P.
Parent Conferences are this week. We are looking forward to sharing your child progress with you!