paint mixing continued

In a previous blog post we introduced our current work - mixing our favorite colors. In addition to focusing on developing self-awareness through identifying preferences, mixing paints highlights the importance and value of research, process and  free experimentation. The children's explorations include, without limitation, creating and testing hypothesis, color theory, and trial and error. We would like to highlight the variety of approaches and learning through the following examples.

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properties of color

Jade: "It's a monster cave." - Ines: "Is anyone in the cave?" - Jade: "No. They are hunting for food."

Jade made connections to her lovie, her monkey Auz, when discussing her favorite colors.  She expressed and highlighted the property of the colors ("dark") as one of her favorite aspects about them. 
Jade then used the paints she created to express herself and her ideas while painting with them. In her painting the properties of "The monster cave"  and the paints she used  align with each other (dark). This showcases an intentional and thoughtful use of color. 
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creating associations

​During the process of color mixing, some children associate their colors with actual objects. Here, Michael drew connections to eggs while mixing the colors white and yellow and pigs when he created the color pink. This gave him a clear vision for the colors he intended to create.

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color of light / color of paint 

 This example highlights the importance of the process and exploration and the impact in can have on children's learning. During the color mixing process we created paint swatches that show the details and variations of the progress.

While Bea created her second "favorite color" she explored the properties of light and color and their differences. She first drew on previous experiences ("The sun makes things lighter") and applied this knowledge to the current situation while also associating light, here sunlight, with a certain color, yellow ("The sun! I need yellow").  This process showcases Bea creating and testing a hypothesis. After evaluating the results, which proved her hypothesis to be wrong ("No! Darker!"), she compared her knowledge of light with her knowledge of paint and pointed out distinct differences ("The sun makes THINGS lighter" - "White makes PAINT lighter").