Bubble Wrap and Paint

When you think of bubble wrap, what uses do you think about? Packing materials for fragile items? Stress relief as you pop it? A fun item to add to a texture board? All are good uses. But we apply the rule "you can paint with almost anything" and use bubble wrap for painting! (And that may relieve stress, too.) I've used bubble wrap in two ways for painting.

ACTIVITY 1 - Stamping/printing with bubble wrap

Wrap blocks or small boxes with bubble wrap. Tape the wrap into place. Pour paint into a shallow pan. Dip the wrapped block in the paint. And stamp or smear away!

A hint: Fold a paper towel to put in the pan. Dampen the towel with water before adding the paint on top. The paper towel creates a "stamp pad" effect. If you do not add a little water to the towel before adding paint, the bubble wrap may stick to the towel and pull it out of the pan. (Trust me; it's true!)


ACTIVITY 2 - Painting with a brush on bubble wrap

Tape a piece of bubble wrap (about 8 by 10 inches) to the table or easel. Kids can dip a brush in paint and paint right on the bubble wrap. The textured surface gives a different experience than painting on smooth paper. Make a print to preserve the child's design. Pressing a piece of paper on top of the painted bubble wrap and carefully pulling it off. The design will transfer to the paper.

Bubble wrap is a fun way to explore and expand your painting horizons!

Paint Sticks: A New Favorite

My wife is the perfect match for me. We have taught together in early childhood classrooms in our church for a while. Now she even buys things for our classroom without my asking - or without even telling me until the box arrives. Recently she purchased some paint sticks - tempera paint in a "lipstick" type format. (We bought them from Amazon.)

We have been using them for the past couple of weeks...and I'm sold. I always like for kids to have similar experiences with different types of media. So we use (at various times and sometimes at the same time) crayons, markers, colored pencils, gel pens, chalk. We've even used charcoal pencils and pastels. While the drawing is a similar activity, each medium gives a different type of experience because the lines are different and the way the marks interact with the paper is different.

These tempera paint sticks are fun and easy to use. The colors are vibrant. And my girls enjoyed the ones that had glitter in them. (As you know, the only way I use glitter is encased in something else!)

The paint isn't wet like using regular tempera on a brush. Make a line and the color stays in place without running or smudging. Of course, if you rub, it may smudge a little. But overall it's very clean to use.

If you like to make wide swaths of color - like my kids - then the surface does stay tacky for a while. That means that if you press your arm on it or another piece of paper on it, it will stick. But you can carefully peel it off with no mess. (Well, maybe you'll have to wash your arm a little.)

Since my kids like to draw right on the edge of the paper, they got lines of the paint on the table. But it washed off quickly and easily with a wet paper towel. (And, yes, I enlisted some kids to do that, too.)

I'm glad we have added these paint sticks to our art collection. They are definitely keepers.

And, after we used them for the first time, I saw this post about using them for tape resist pictures (from Pre-K Pages).

Inspiration from the Blogosphere - Making Me Think This Week

I always get inspiration from the blogs, tweets, and posts I read. Here are a few things I read in the past week (or so) that have me thinking.


How to Get Kids to Clean Up (Pre-K Pages)
I work with Vanessa, helping out on her blog. On of the perks is watching some of her videos for posts. (She hosts live videos each week on her Facebook page. Check out the great topics there.) What I like about this video/post is that most of the tips focus on preparing the environment so kids are successful in cleaning up. I'm thinking about what other ways I can make the environment more successful for the kids in my classroom.


Valuing and Enjoying the Process of Learning (Studentcentricity - BAM Radio Network)
Speaking of an environment that makes kids successful....listen to this podcast with Rae Pica and Amanda Morgan (of Not Just Cute). The discussion focuses on process over product - and not just for art activities but for the entire classroom. Great stuff! (And lots of thinking!)


The Tragedy of Emotionally Abandoned Children (EdWords - BAM Radio Network)
This post by Debra Pierce discusses the effects on children of living in a neglectful home. A lot to think about here - and to wonder and worry how children can cope with these types of internal monologue. But, as Debra points out, we as teacher can give hope and perspective by the way we interact with them. You may never know the impact of your kind words and loving attention.

The Rules of Counting (Erikson Early Math Collaborative)
I love math play and encouraging children to play with math concepts and build ideas through exploration. This article helped me think about the "rules" that young children need to learn and can begin to learn about counting. And challenged me to think of ways I can encourage counting play in my classroom.


Bundled Q-Tip Fall Tree Painting (Pinterested Parent)
No inspiration post would be complete without at least one activity! When I saw this post - using bundled cotton swabs to paint - I began to think of all the different types of painting experiences I could encourage: use yellow/white paint on black paper for a starry sky; use green shades of paint to make grass or hills or mountains (or, yes, trees); cut shapes to lay on paper and paint around the shapes to create negative space pictures; and so forth. A cool new painting idea (at least new to me!).


And one more thing I saw...this book by Rae Pica!
Active Learning Across the Curriculum: Teaching the Way They Learn!
I haven't gotten it yet, but it's on my list to get soon.


What inspired you this week?

Exploring Nebula Painting

Last week we had Vacation Bible School at our church. I taught in a room of 5-year-olds...kids that will begin kindergarten this fall. Our theme was a star-gazing theme and we explored all kinds of space-related activities in addition to the Bible stories about God and Jesus.

One of my favorites was nebula painting. The instructions called for painting on a mirror. We adapted a little bit. (Do you do that? I seem to adapt a lot!) We covered trays with aluminum foil and painted on the foil.

Kids enjoyed mixing the colors and creating their own interesting colors and shapes. When the nebula was formed just right, we pressed a piece of manila paper on top of the painting to create a print.

And the results were spectacular, just like real nebulae!

Painting on foil is a little different experience than painting on paper. The texture of the foil makes the paint slip around a little bit.

The tray allowed children to explore as far as they wanted without "expanding" the nebula onto the tabletop.

My fives loved it. I think just about all of them explored this activity.

String and Paint

Have you ever said, "I'll never do that again?" Well I have. More than once. The most recent time was after our first day of Art Camp last summer. I said, "I will never do string painting again."

String painting - tie string or yarn around the end of a clothespin. (You can use anything for a handle. Or just use the yarn. But we've found that having something to hold is a good idea.) Fold a piece of paper in half and open it back up. Drag the string/yarn through paint, place the drenched string on one side of the fold, fold the paper over on top of the string, pull the string out, open the paper and look at the symmetrical design.

The kids loved this activity. I did not. Now, I've done string painting before. Several times before. The last time our kids made a pull with each color and were done. But not this group.

They went back to add color several times. Enjoyable process and fun result. So what was the problem?

Well, first I cut the yarn too long. The first girl to pull out the painted yarn pulled and pulled and pulled. When it came out, it swung back and made a wide purple swipe on the bare leg of another child doing another activity. I quickly trimmed down the yarn to a short size.

I had 10 (or more) kids moving around the room, doing 5 different painting activities at the same time. It was stressful (for me) to make sure everything was stocked and monitored and labeled with names. I had some great teenagers helping me, but I was still stressed.

And this activity is messy. I don't deny it. So cleanup was a little more than I planned, too.

At the end of the day, I said, "I'll never do string painting again."

But several kids did not have the opportunity to try it. So what happened? We had string painting out again the next day (even though it wasn't painting day). After all, I'm planning for what they need not what I need.

Maybe that's the best way. Get right back into that activity so the pain isn't too long. The second day was better. I placed the activity in a quieter corner with short yarn. It was still messy. And stressful (for me). But better.

But it's fine if we don't string paint again for a while.

Art and Cooperation

Do you have some of those "go to" activities? Ones that you use often or pull in when the time seems right? Well, I probably have a lot of those. But one of them is marble painting with a friend.

We use an oatmeal box, paint, and (of course) marbles. Slide paper in the box. Drop marbles in paint; use a spoon to scoop them out and drop them in the box. Put on the lid. Roll the box back and forth with a friend.

I really like this activity because kids work together and it's fun and the painting is very self-contained. I don't mind a little mess but it's great to paint with minimal possibilities of spatter. And my more paint-averse friends like it, too. (Of course I usually still go home with paint on my hands...or somewhere on me!)

When we last did this activity, we had three friends who wanted to paint at the same time. I also like this activity because it is expandable. Just add three friends around a table and they can roll in to one another. You don't just need to use two kids.

Of course, you must do it three times so each child can take a painting home. (If that's important to your kids - or you.) But I don't think they cared. That was just more rolling and fun together!

This is a great activity for cooperation. It's difficult to do this activity alone. And often, kids that don't normally work together will do this together. If someone comes to the table to do it alone, I say that my friend needs someone to help. I always get at least one volunteer to partner up!

These three boys had a great time painting. Then, later, I saw them working together to construct in the blocks center. Would they have done that anyway? Possibly. But I think their cooperative efforts in painting helped them feel as a "team" and work together in other ways, too.

An art activity that helps teach social skills? I'll take it.

(Here's another post about marble painting together.)

Painting with Feathers

We painted with feathers. (We like painting with various things.) This time we had yellow paint and purple paint.

The boys jumped right in and began experimenting with using the feathers. I listened as they talked about what they were doing.

We also learned that plastic saucers for under planters make great palletes!

Sometimes in these instances I may ask questions. But usually I listen or make obvious narrating statements as they work. ("You are making a lot of purple lines with the feather.") I don't ask what kids are painting. After all, the process - the doing - the experience is what is key here. Whatever we have at the end of the experience is fine (and doesn't need a name).

However, often the kids will supply a description of what they are doing.

"I'm making a yellow road," one said as he used lots of yellow paint on his paper.

"A yellow road," I repeated. He said something else about it.

The other boy continued to work. Then he said, "I'm making brown."

And he was. He carefully painted yellow over the purple on his paper to create a brown color.

I was reminded of David Elkind's idea that kids play to learn what they need to know. This particular boy was exploring color and wanted to know more about it. In fact, he said exactly what he was doing instead of naming an object that he was painting.

And then the other boy wanted to make brown, too. He began to explore what to do to mix the colors and get brown.

Later, another child came to the table. Discussion about brown came up and he explored making the color, too.

I would have never suggested they try to make brown. (Mainly because I wouldn't have thought of it.) But through play and exploration we all discovered that mixing yellow and purple can make brown. (Even if it's not the most attractive color we could have created!)

Often in our painting activities we create some type of brown or gray. This is the first time (at least that I can remember) that we made brown ON PURPOSE.

I call that a successful exploration.

Art Outdoors

In our Art Camp this summer, we talked about artists and we explored all kinds of art. In our schedule we wanted to include some outdoor time. After all, who doesn't enjoy a little playground time? But we wanted to have some art experiences outdoors, too. Since each day had an art "theme," we tried to keep with those ideas. Here's what we did.

Painting Day
On this day, we had two types of experiences.

1. Flyswatter Painting - Dip flyswatters in paint and hit the paper.
I've always wanted to do this but really didn't have the right situation. Until now. Kids enjoyed this.
My takeaway: Set up several stations so more kids can do it at a time.

2. Spray Painting - Pour liquid watercolor in spray bottles and spray away.
Kids enjoyed this, too. I've done this once before indoors. Never again. Or now without lots of surrounding structure. Outdoors, this was perfect.
My takeaway: Fill up the bottles with paint and bring more for backup.

Overall, we just wanted more.

Drawing Day

An old stand-by was the feature for us - drawing with chalk. We drew on the floor of the picnic pavilion outside the playground. We also had spray bottles of water and paintbrushes with buckets of water to make our drawings "disappear."

My takeaway: Chose a "canvas" that will be exposed to the rain or that no one will care has lots of chalk lines. Our art left some residue behind. (And I was out painting with water for a while after camp was over.)

Collage/Sculpture Day

We made a collage/sculpture on the fencing around the playground with plastic cups. It really looked like an art installation after we were finished. I liked the "come and go" nature of this activity. Kids would place one or two cups and then leave; later they would come back and add another one. Other kids would play on the playground for a while and then try the art. And others stayed with the art for a longer while.

My takeaway: Try the materials first! (I tell people this all the time and then I didn't do it.) The cups we had were a little too large for the fence. Kids had to work to get them to stay in. It was a great motor activity but a little frustrating for some of them.

Removing the "evidence"

Art belongs outside as well as inside. What art experiences have taken you into the great outdoors?

Painting with Combs and Small Brushes

We recently had an Art Camp for 5s and 6s at my church. Cindy and I enjoyed an intense three days of creativity. (Here are some things I learned.)

One of our painting activities was using combs and small (recycled) brushes and paint. Set up was easy. Put out the tools. Put out the paper. Put out the pans. Add paint. Go. (Oh, and a pencil for names.)

The set up - just add paint

Our goal in this activity - and all the activities - was for kids to explore, experience, and experiment. The kids accommodated us on this. They painted with gusto and focus.

Paint on the table? It'll wash.

The combs we used were purchased in a set at a big box store. The various sizes and handles provided different experiences with the paint. The brushes used were from hair dye kits. The angle of the handle provided some different ways to use the paint.

Aftermath

For more exploration, you could add other paintbrushes of different sizes, pastry brushes, or hair brushes. Or cut "combs" from cardboard (zigzag, wavy, and other shapes in the end of a square of cardboard).

Our Art Camp was focused on process - on using materials in creative ways and on trying out different ideas. Our goal wasn't to necessarily produce "something."

In fact, we talked about artists and the different kinds of paintings (drawings, sculptures, etc.) they create. Sometimes artists make pictures of people (portraits). Sometimes artists make pictures of things (still lifes). Sometimes artists make pictures of places or nature (landscapes). Sometimes artists make designs (abstract). We experimented with these different types of pictures.

But not in this activity. This one was all about exploring the tools and making designs. We looked at the tracks in the paint. We made large and small blocks of color. We became calmer as we stroked paint across the page.

So often we adults get caught up in "what are you making" and forget "what are you experiencing." All learning (especially in early childhood) must be about the experience and the building of knowledge about the world, about others, and about selves.

Just Add a Pencil

Do your kids surprise you? The group I have now have surprised me off and on throughout this year. They also remind me that being flexible and saying yes are important to learning.

This week we were painting with cookie cutters.

We set up the table with paint, cookie cutters, and smocks. Ready for kids to come and get to work. We always put out pencils, too, to write names on paintings.

The first girl came to the table and asked about the materials. (I used my stand-by line: "Look at what's on the table. What do you think we might do?") She thought the pencils were to trace the cookie cutters. I told her she could do that or she could paint with the cutters or....

Other children came and went from the table. They painted. Of course, the results were mixed, as usual. Some made prints with some or all of the cutters. Some made multiple prints with the same cutter. Some make repeated prints on top of one another. The "usual" results of this type of activity.

A boy went to the table to paint. "What's the pencil for?" he asked me.

"I put it there so you could write your name," I said.

"And I could use it to make an eye for my fish," he said. I told him that was a great idea.

He worked at the table for a while, longer than I expected. I was involved in a complicated matching game at another table so I wasn't at the art table.

We put materials away and began to gather for our group learning time. The boy was still working at the art table. I walked over to check on him and begin to clean up the painting materials. Here's what I saw he had done.

He used the pencil to create an entirely unique scene. That's art.

I love when children make me think about things in a different or new way. We've mixed pencils and painting before. But these results were great!

Just add a pencil. And a little ingenuity and creativity of a 5-year-old!