Noticing that the students have limited emotions vocabularly and don't always understand that it's okay to
Provocation: Set up an art museum with different art forms. Ask students to consider: 1. What materials may have been used to create each piece of art? 2. What might the artist have been trying to tell us through his/her art piece? 
Ideas for Provocation with 2D Art: stamping, acrylics, painting, cave art --> set up different spaces to offer opportunities of seeing these forms of art.
Afternoons in the Mud Kitchen: Students discovered clay in the ground. We harvested it and made pinch pots. Students have continued to enjoy this so we brought out more tools for discovery. This could easily turn into a clay or 3D exploration.
17 Nov. Evidence: Children have been exploring 2D art forms. Asked, "What is art?" EY5A Responses: art is collecting things, drawing, painting, building, (no music or dancing), --> looking more at materials. EY4B looked at slides & went to gallery in tukul to elicit more: it's art if it's colorful & is painting/picture. Maya: Ballet is beautiful but it's not art; Online Ss: "What do you see?" Responses: noted colors, objects. ; Radhika and Ada identified art / decoration. No others -- Analysis: Thinking art is when it's beautiful or personal to self, art is old, "a gallery is a kind of museum", not recognizing that art expresses something unless it's not written or verbal. Many kids using feeling words like "scary" when seeing art.
17 Nov. Response: Use abstract (i.e. art piece of dots with different shapes (Ivana example) to have kids explain their perspective (I see ___) PE: Focus on music, movement, dance
Online: Looking at art in storybooks; will examine Mo Willams art and others. Ryan also to make music & movement activities for Toddle. Repeat family dancing by having caregivers teach traditional dancing.
Nov. 24Kandinsky art: what does the artist want to express and communicate. First thoughts: dots, then, images. Children then observed each others' art. Children were respecting the children's ideas about each others work with each other. We are continuing to mix colors and process art. Introduced white tint and shades. Mixing primary colors to discover what comes. Some are controlling this themselves, others it is a sensory experience. We guide these activities to help scaffold, then set them free.
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outcomeswith clay, with mixing, and other materials, some children are showing regulation others are still exploring freely and teachers are scaffolding experiences to help them. This is something to pay attention to during the documentation process.
cave artchildren are telling stories in the cave, others are exploring.
Mr Ryan Children had scarves and offered music, children moved to the music and then were asked how it made them feel. "Turned me into a rockstar, a warrior (star wars) happy, sad, made me laugh, makes me happy and wiggly, etc
Online Played a game with lines and shapes and asked what they see. Describing things, this is building some vocabulary in describing. Toddle learning experiences: inviting experiences that connect to the work of artists. Mimics the artist.
Mixing colors/experiences.
15 Dec. PERSPECTIVE: Read "They All Saw the Cat" and "Duck, Duck, Rabbit," and "It Looked Like Spilt Milk". EY5A: explored how artists express stories through art and also how we can tell our own stories. Grace, "I'm happy. I really like this part until the paint splattered everywhere. Then I don't like it anymore." Online: body art; also explored the concept of perspective through the book, "They All Saw a Cat", also taking photos from the perspectives of kids and parents. Specials: Explored the stage today & identified what we do on stages. Explored more instruments and started learning school song.
Analysis: Seeing stories emerging in the exploration of music and in 2D art.
Response: Look at items from the front and then from a view above -- rooftop; Put a scultpture in the middle of a circle and have children take photos from the four sides - print off and tape together in a cylinder shape. IN HUBS: create a performing arts space in center area
3D Art & Performing Arts
Create an area to create masks and use materials to create creative costumes (the book “Jillian Jiggs” can be used as a provocation) -- get masks from Abnet, and also some African masks, alongside some photos of homemade costumes as a provocation. Also use "Not a Box" and similar books to introduce creativity and imagination.
Choose a book at to start a week with (i.e. Room on a Broom). As the week continues, look at how the other materials can enhance the play (songs, materials, etc. in order to perform)
26 Jan 3D Art Space: Set out paper and materials; after play dough was shut down students started interacting with paper.
Performing Arts - 26 Jan Observation: Last week the stage was open and we were observing. Children demonstrated basic understanding of this art form. They lined dolls up in front of them so they demonstrated understanding of audience. Asked, "How can we retell story?" Children answered: We can pretend. They came up with costumes, masks, facepaint, noises of characters. Children have been invited to make masks and to act out the story. Some have shown interest in this. Saying they need tickets.
26 Jan Response: Put out materials to make tickets -- ticket making station. Invite Yasir to show how he made tickets. May lead into poster making as well.
26 Jan Response: Move into FORM - MATERIALS of 3D art (tinfoil, boxes, etc.)
26 Jan Teacher Research Question: What do the children already know about 3D art & the performing arts? What are their current theories?
2 Feb Journal - designing what you would like to make as an architect, inspired by images of buildings. Invited them to transfer their design to making it with a material. Transferred to the material and built very purposely.
Arcitecture children negotiating building a train station. They stuck to the idea and negotiated the process together. next stepsPossible to add images of the train station, transfer to another medium (drawing? Small blocks?), negotiation - do artists work together?
feb2 Working in the makerspace, possible todem poles?