It is 9:42am on April 7, 2016 at Indian Trail Elementary in preschool room 2. Julia is 4 years and 6 months old, Libby is 4 years and 8 months old, and Savannah is 5 years and 6 months old. All three of these children are peers in the classroom of 8 students. Along with this, there is 1 lead teacher, 2 assistant teachers, and me as a block I student. On this early Tuesday morning, the children are having work and play time. I pull Libby, Julia, and Savannah aside and ask them if they would like to complete an art activity with me. They agreed and so I took them all out into the hallway where I had a table set up with 3 clay boards, 1 wire cutter, a bowl of water, and a piece of clay on each board. I explained to them that they could experiment
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During the expressive arts experience that I observed previously, Julia was able to focus on an activity with deliberate concentration despite distractions. Julia focuses very intensely on her painting by squinting her eyes and staring at it for a long period of time. There are lots of distractions around the room since it was work and play time. Many children were playing a game right beside her and it didn’t affect her work whatsoever. During the morning meeting observation, Julia was able, with modeling and support, to demonstrate understanding that rules play an important role in promoting safety and protecting fairness. As I observed circle time, some of the kids were standing and jumping around. The teacher explained to them that this was not safe and someone could get hurt if they didn’t stop. Julia understood what the teacher was asking and sat down right away. After observing these specific areas, I understood Julia’s artistic and social perspective. Although I didn’t observe Savannah and Libby in this aspect, I believed that they would be interesting to incorporate them into my learning …show more content…
I’m sure the students were impacted immensely through artistically and socially. The children that I completed this experience with learned that clay was not only a great sensory experience, but also a constructive experience. They learned all about the clay as well. For example, they learned what clay was made of along with knowledge about the smell, texture, feeling, etc. Along with this, they learned many things about themselves. For example, they learned that with much open-ended time, they could create anything they wanted without the teacher directing them. They learned that they could express their own ideas to each other without being judged or laughed at. The students also learned a lot about sharing and how they can get along better when they just ask. They are now knowledgeable of how to build off of one-another/their ideas. I learned that children are much more willing to work together if it is during an open-ended activity that they are engaged in. Lastly, I learned that they are much more excited about their work when no one is directing them. The students are also capable of helping each other learn new things and come up with new
During the expressive arts experience that I observed previously, Julia was able to focus on an activity with deliberate concentration despite distractions. Julia focuses very intensely on her painting by squinting her eyes and staring at it for a long period of time. There are lots of distractions around the room since it was work and play time. Many children were playing a game right beside her and it didn’t affect her work whatsoever. During the morning meeting observation, Julia was able, with modeling and support, to demonstrate understanding that rules play an important role in promoting safety and protecting fairness. As I observed circle time, some of the kids were standing and jumping around. The teacher explained to them that this was not safe and someone could get hurt if they didn’t stop. Julia understood what the teacher was asking and sat down right away. After observing these specific areas, I understood Julia’s artistic and social perspective. Although I didn’t observe Savannah and Libby in this aspect, I believed that they would be interesting to incorporate them into my learning …show more content…
I’m sure the students were impacted immensely through artistically and socially. The children that I completed this experience with learned that clay was not only a great sensory experience, but also a constructive experience. They learned all about the clay as well. For example, they learned what clay was made of along with knowledge about the smell, texture, feeling, etc. Along with this, they learned many things about themselves. For example, they learned that with much open-ended time, they could create anything they wanted without the teacher directing them. They learned that they could express their own ideas to each other without being judged or laughed at. The students also learned a lot about sharing and how they can get along better when they just ask. They are now knowledgeable of how to build off of one-another/their ideas. I learned that children are much more willing to work together if it is during an open-ended activity that they are engaged in. Lastly, I learned that they are much more excited about their work when no one is directing them. The students are also capable of helping each other learn new things and come up with new