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Every child is an artist. The problem is how to remain an artist once we grow up. -Pablo Picasso
Here is awindow into the
learning thatoccurred during
our colourinquiry.
The Colour Inquiry:Learning through Art Experiments
CURRICULUMEXPECTATIONS
ORAL COMMUNICATION
B i g I d e a : C h i l d r e n a r e e f f e c t i v e
communicators.
1. Communicate by talking and by listening...
VISUAL ARTS
V2 demonstrate basic knowledge and skillsgained through exposure to visual arts and
activities in visual arts;
V 2.2 explore different elements of design (e.g.,
colour, texture, etc.) in visual arts
SCIENCE AND TECHNOLOGY
2. conduct simple investigations through free
exploration, focused exploration, and guided
activity using inquiry skills (questioning,
p l a n n i n g , p r e d i c t i n g , o b s e r v i n g ,communicating);
2.2 make predictions and observations before
and during investigations
2.3 select materials to carry out their own
explorations
When we first met Mrs. Janes, our artist, sheintroduced us to a few colour experiments. This
made our students feel very curious aboutcolours and it sparked an entire colour inquiry!
Fall 2012
Playis thehighest formof
research.-AlbertEinstein
Mrs. Janes created a beautiful glass jar colour display for our window with the students.
Students talk about their colour theories with Mrs. Janes. We read many colour books!
Ms. Babalis and Mrs. Hams JK/SK Class with the support of
Mrs. Janes (Art Teacher) and Ms. Kerr (E.C.E. Student)
Bond Lake P.S., Richmond Hill, Ontario
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Food colouring is a great provocationand can be added to water, plants,foods, and shaving cream forengagingcolour experiments. Have you ever been curious about colours? Try an experiment today!
Listening in on the childrens
responses as they conducted
simple colour investigations
through free exploration:
L.N.: I would like to mix colours. Iwould like to mix all the colours in the
whole wide world and see what it
would make!
J.B.: I would like to be a firefly and fly
in the sky and paint with red paint.
Paint the clouds red...I wish I had one
of these quirt bottles at home to use in
the bathtub!
R.A.: We are putting all the colours to
make it melt into a big cloud. We are
mixing the primary colours. Bear paws
are not a primary colour.
Through our Colour Inquiry
students learned to:
use language to talk about their
thinking, to reflect, and to solve
problems
predict (before and during
investigations) what colours they
might create when mixing two
primary colours together orally and
in writing
communicated what they saw,
thought, and wondered about
colours orally and in writing
understand term camouflage
listen to stories read-aloud to
them about colours and respond to
other students ideas
t r y a ha nds on s ens o ry
experience
explore the colours of different
foods that they eat by talking about
them, drawing them, and cutting
them out from grocery store flyers
write colour names (e.g., red,
blue, yellow, green, etc.)
create instructions to teach
others how to take one primary
colour, add another primary, to make
a new colour
observe (see shapes and details),
touch, smell, and draw real fruits
(both inside and outside of fruit)
L.N.: Even the world has colours!J.B.: I WOULD LIKE TO BE A FIREFLY AND FLY IN THE SKYAND PAINT WITH RED PAINT!
Here is an example of one of our colour experiments. Mixing colours!