1. Henry Paints Stephanie Thiele North Seattle Community College August 16, 2010 CCE 195: Art for Young Children

2. Workshop 1 I met Henry tonight, and he was very ready to be an artist! I was interested to see what he would do with all of the experiences in art. When it was time to paint, we gave the children white and black paint, and white and black paper to experiment with. Henry began right away with black paint on white paper, and seemed to enjoy the contrast.

3. Workshop 1 I gave Henry a mixing tray, and he began experimenting with mixing black and white paints. You can see from his palette that he was methodical about adding more black to each new mixture, and ended up with four shades of gray. Henry seems to enjoy mixing his colors all at once, and then trying them all out on paper.

4. Workshop 1 You can see on Henry’s paper that he incorporated his new colors into his painting. He also experimented at the top with mixing grays together, and with the process of his art. For him, it wasn’t just about making a nice painting, but about becoming familiar with the concepts and the materials, and looking at art in an almost scientific way.

5. Workshop 2 Henry came back to art class tonight, and was eagerly anticipating our experiences in art. When it was time to paint, we gave the children blue, red, and yellow paint, spoons, and a mixing tray to experiment with. Henry began right away with making new colors, and chose a new combination of two each time. Once again, Henry was methodical about mixing his colors first, before going on to trying them on paper. He approached the paints like: “Let’s see what color this makes”, rather than: “I’ll try to make green.” He reminded me of a chemist, mixing ingredients in a scientific way.

6. Workshop 2 After Henry had made several new colors in his palette, he went to his paper. His experience this time was all about his senses, and not necessarily on painting a real object or scene. He tried his new colors thickly and thinly on the paper, and commented on the colors he could see on the paper. A very dark purple shade turned out to be lighter and richer when it was thinned out on the paper. He put the colors next to each other, so that he could see them in contrast.

7. Workshop 2 I noticed that Henry had painted a symmetrical painting. I asked him about it, and he not only knew the term “symmetrical”, but had painted it this way “on purpose.”

8. Workshop 3 For painting this week, we gave the children watercolor paints to try. We first introduced oil pastels, and then told the children that they could try painting their pastel drawings to see what might happen. Henry listened closely to the demonstration, chose three colors, and began mixing watercolor right away. He tried painting on his pastel drawing, and made several new colors.

9. Workshop 3 Henry took more blank paper when offered and mixed and painted much as he did last session, mixing for the experiment of it, and painting abstract shapes to see what color he had created.

10. Workshop 3 When Henry heard that you could use oil pastels to write a secret message, only to be revealed by paint, he got to work. This is what he came up with, with two new colors of paint that he mixed:

11. What it Means Henry, you are an artist. I watched as you listened to the art introductions, and then as you sat down and got to “work.” You were ready, and you dove right in. That told me that you are a confident artist. You know that you have ideas for what to create and represent. You know that art means that there is no “wrong” art, but just whatever your brain, your eye, your hand and wrist, and your materials can create. Art is a part of you. And you are an artist. You are also a scientist. You enjoyed mixing paints to make new colors, and had a scientific way of trying new combinations of colors. You listened closely to the explanations, you focused on your mixing, and you painted with your new colors to see what changes had occurred to the paint. You are learning about cause and effect, primary and secondary colors, shades and tones of color, and how to use tools that make you an artist.

12. Opportunities and Possibilities Henry already has a confident and inquisitive approach to art. I see him as having the possibility of an artist and a scientist, learning about his world and then documenting his learning by making art representations of his experiences. Henry can make art wherever he goes. He would most likely enjoy having a sketchpad and a good drawing pen to take with him places, so that he can draw what he sees around him. Henry can explore more with black and white paint. He could explore lines by painting with various thicknesses of paintbrushes, feathers, toothpicks, and twigs. He could also try exploring the idea of painting a negative image. For example, he could paint a snowman at night using only white paper and black paint. He could also try painting a silhouette or a shadow. Henry enjoys mixing paints to make new colors. For this he will need mixing cups or trays, and access to the primary colors of paint. He could also paint when he is feeling a specific emotion, to see what colors capture his mood. He can also paint his sketches, to further explore what he knows about elements of his world. Henry might like to visit an art museum, to see what other artists have created using the media that he has experimented with.

13. Responses