"It's changing colors." -Will
We opened up the easel to paint with tempera paint. Watercolor was previously creatively explored, with some evidence of this being carried along on the cubby bags. The experience with tempera paint is distinguished from watercolor, by tempera's thicker viscosity and a typical standing position at the easel. Supporting the language of painting (along with the tools/materials) attention was given to paint brush size, wiping the paint brush on the jar edge to avoid excess dripping, flipping the paint brush over to utilize the additional paint on the bristles, getting more paint on the brush when necessary, smoothly moving the paint brush in either vertical or horizontal strokes, and changing brushes for a new color, to avoid mixing the paint color in the jar.
The mixing of colors would instead happen serendipitously, on the paper, by the movement of the paintbrush and the introduction of additional colors. Only primary colors (red, yellow, and blue) were offered. Children were presented with creativity through painting, exploration through the observation of color transfering from brush to paper, and discovery through the phenomena of inevitable color mixing.
Observing how the children approach an experience and material(s) is one of many documentation lenses. When it comes to introductory work, where a language or material is new or minimally familiar, similar approaches, by the children, as well as authentic and varied interactions with the materials will likely be observed. This was the case for our first experience with tempera. The transformation of the children's paintings, from start to finish, make their work remarkable and original. Below are images of the paired children, their final paintings, along with early and later versions of their work.
Will & Adaline at the Easel
Christopher & Gracie at the Easel
Georgia & Eliza at the Easel
Win & Zoe at the Easel
Henri & Lou Lou at the Easel
Pierce & George at the Easel