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Belonging, Being & Becoming The Early Years Learning Framework for Australia Belonging, Being & Becoming The Early Years Learning Framework for Australia n.d., viewed 3 June 2020, <https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf>

Pacini-Ketchabaw, V, Kind, S & Kocher, L 2017 ‘Paper’, Encounters with materials in early childhood education, Routledge, New York, pp. 22-32, viewed 3 June 2020, <httpswhat://ebookcentral.proquest.com/lib/vu/reader.action?docID=4649662>

Pelo, A 2017, ‘Gener5al guidelines for studio exploration’, The language of art: inquiry-based studio practices in early childhood settings, 2nd edn, Redlead Press, St Paul, MN, p. 17, viewed 4 June 2020,

<https://ebookcentral.proquest.com/lib/vu/reader.action?docID=4674378>

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Paper is a versatile material with many different uses, where it can tear, crumple, bend or we can use it for painting, decorating, writing, packaging and more. Down through history paper was often regarded as “useless”, “used-up”, or ordinary paper waiting to be removed or recycled. It’s a surface that we used to hold messaged, lists, marks, painting, stories and news. (Encounters with materials in Early Childhood Education, 2016, p. 31.) But now paper is used to its full potential where it’s not about how we describe its properties or attributes, but to learn how it moved and to describe what happens to it as it shifts, mixes, modifies and mutates. (Tim Ingold, 2011.)

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Children's connection with paper and what they can do in a studio space

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Children's connection with paper and what they can do in a studio space

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Ingold explores further on how materials are their verbs and their doings: We paper, we paint. And so, we pay attention to materials’ action words. That being said for children to connect with paper I find that they should explore the physical qualities of the particular medium, whether it be how it feels on their hands and how many different ways can they manipulate with paper. Setting them in a studio space where they can recognise the material to its full potential. Associating to Giovanni Piazza, he emphasises the interaction between a child and the material that curiosity can develop.

As a pre-service teacher, I find that creating a studio space where children feel comfortable with and to be curious would help them connect and acknowledge the material to its full potential. By using their hands and minds to act on paper it can foster their skills, experience, strategies and curiosity, whether it be the movement, shade, or texture. That way children are confident and involved learners, as they resource their own learning through connecting with people, place, technologies and natural and processed materials (The Early Years Learning Framework, Outcome 4, 2020.)

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"We are not separated by our differences but connected by our differences"

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"We are not separated by our differences but connected by our differences"

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In spite of all our differences we are all connected. I found that whether we are a different skin colour, race, culture, religion and etc. We are connected because we each are human and we each are connected by something. Including materials, equipment, technologies and more. Doesn’t matter how they’re used, what they’re used for but we’re all still connected by our differences.

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For my future teaching practice, I intend to foster students with their creativity and minds to explore with the material of paper, where they’re able to extend their knowledge understand the ideas of what paper can and can’t do. I want to challenge the students with their minds and creativity that way their experiences and environments are providing them the knowledge and basics to different learning outcomes.

An activity I would provide for them is an arts and crafts with different types of paper, it could be coloured paper, recycled paper, newspaper and more and to create an artwork out of those materials. That way students are exploring not only one type of materials but a range and using those different types of paper to their full potential so they can learn there’s so much you can do just with paper.

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During one of our sessions, we were told to discuss in our breakout room what we thought about paper, while we manipulated with it. I found paper to be like thin air, it's light but when you fold it in multiple ways or cut it, it can be thick, strong and durable. Playing with the paper I found that I used a lot of materials around me, there would scissors, pencils, fine liners and more. Paper can be used in a variety of ways, not only can it be manipulated by itself, but with other materials as well, where it can create a piece of artwork.

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Stop motion of a tree growing over time, it's the process of the paper and how you can manipulate it in ways to show it can move.

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Experimental techniques and processes (2)

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Experimental techniques and processes (2)

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Experimental techniques and processes (3)

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Experimental techniques and processes (3)

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Different scraps of paper which I have collected over the past week.

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Experimental techniques and processes (4)

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Experimental techniques and processes (4)

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Drawing on a paper used with different materials to create colour, shape and texture.

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Clay is a multipurpose material that can be manipulated in many different ways, it can be sliced, engraved, embellished, sculpted, it can move, shrink, dries, extends and more. Clay is a material where you manipulate to make a figure or product, when fired, it demands extreme care because it becomes delicate and fragile. Through history, clay has been used through the Egyptians to make kilns where they place their clay pots in for firing. Now it’s been used to its full potential where artist use it for their creative pieces, figures and sculptures.

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Children's connection with clay and what they can do in a studio space

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Children's connection with clay and what they can do in a studio space

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For children to connect with clay its important, as a pre-service teacher to inspire their imagination, creativity and exploration. Clay is a great material that can extend their creativity and divergent thinking process that only open-ended materials can provide for them. Associating to Vea Vecchi he describes that an art studio is “a place of research where imagination, rigor, experiment, creativity and expression interweave and complete one another” (2010, 176.) To set a studio space for my students, as a pre-service teacher I would want to create a space where it nourishes young children’s spirit and senses, where they’re able to have the resources to build their imagination and strengths.

In relation to ‘Movement and Clay’ written by Sherri-Lynn Yazbeck, she reflects on the material of clay and its work, how does this material lead us to a state of inquiry, exploration, wonder and dialogue. Through her documentation, she justifies the effects clay can have on the relationship with children, the surrounding environment and educational work. Throughout different experimentations she states how the relationship between children and clay was changing and it has taken on new roles and responsibilities, where children took the opportunity to understand clay in different ways.

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For my future teaching practices, I want to provide a place where students learn through play where it offers them the opportunities to learn as they play with the materials, especially with clay. That way they can create, improvise and imagine as they create from their minds and hands. Playing with the material and manipulating makes it a supportive environment where the students can just ask questions and engage in critical thinking as they learn while playing. Having a safe and supportive space would help the children to be creative thinkers, as well as the students having a strong sense of identity, where they can learn to interact in relation to others with care, empathy and respect. (The Early Years Learning Framework, Outcome 1, 2020.)

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Playing with the clay and manipulating it, I found it to be really soft and easy to work with to create different figures and sculptures. At first it was difficult to create specific items or pieces because you needed the right equipment to create detailing, so I worked with what I had around the house, that being utensils, plate, cup, paper and more.

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These are some sculptures I have created with the clay that we had.

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Junk is material most people don’t consider because it old or discarded articles that are considered to be useless or of little value. When people use material’s, items or equipment they usually throw the junk away because it’s so little value to them. When people hear the word ‘junk’ it’s considered to be rubbish, either thrown out, not of good use or pointless but what they don’t know is you could use it to its full potential.

Throughout history most people have just thrown out their rubbish, never looked back or even thought a second of what they could do with it. Now it’s considered to be the world of junk art, where it is a wide range of variations that people found objects, discarded pieces and form an interesting and long-lasting element of creativity where it’s a desire to demonstrate that art can be made out of anything (Junk Art of the 20th Century).

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Children's connection with junk and what they can do in a studio space

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Children's connection with junk and what they can do in a studio space

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Junk is not exactly considered to be an art medium because it’s of little value, for the children to connect and learn a new art medium, as a pre-service teacher I would want them to observe, notice, reflect, and make meaning to consciously interact with the media. That way they understand the value of junk or recycled materials. To understand and learn a new medium I found it important to evaluate the concerns of how and to what extent the importance of how children learn as they go. As a pre-service teacher, I want to be a supportive influence for them, where I can provide them a studio space that is comfortable and fun where children are able to learn as they go and that there is no wrong answer or question.

Associating ‘The beautiful stuff project’ where it inspires creativity and increases access to play and the arts through reuse. It’s a program that welcomes everybody to be creative and have fun. Linking to that I want to create a space where it promotes educational ideas and curriculums where students work together and be effective communicators, that way they can express their ideas and make meaning using a range of media, (The Early Years Learning Framework, Outcome 5, 2020) and have deep material inquires as they have fun with the different materials and make art.

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For my future teaching practices, as a pre-service teacher I would want to create a studio space where it encourages children to view things in many ways inspiring creativity whilst valuing their precious resources that they have collected. For the students to see junk is many ways they need to understand its value and the ideas you can make with just these recycled materials. An activity I would provide for them is where they have a clean-up day at home, where they find recycled items that they don’t use and bring it to class, with their recycled items they share what they have brought a using the materials that they have, I want them to create an artwork, it could be whatever they want. Not only does it engage the students in learning and interacting but it also helps them view objects in a new and interesting way and it makes them value the materials that could have been discarded.

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Throughout the days, I would collect pieces of junk and would leave it in a bag to see how much I’ve collected, as well as what have I collected. I found that there were a number of different junk, that being pieces of paper, tissues, recycled stuff, metal, glass and more. Paying close attention to these materials and just feeling them I didn’t realise how much junk you can collect in roughly a week, where they’re usually disregarded or thrown away.

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Experimental techniques and processes (2)

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Experimental techniques and processes (2)

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This is just a video of me manipulating with the clay to create something.

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These are some of the junk I have collected over the weeks.

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“Light is a wave.” Down in history light as a wave is to explain that light reflection and refraction phenomenon. The source of artificial light was invented by Joseph Swan and Thomas Edison. Light is a material that can come in different forms that being it’s a natural energy that makes us see things and make things visible. There are different ideas to play with light that being translucent so when a light passes through something but doesn’t make it clear, a shadow where a dark area or shape between a light source and a surface, opaque where it can’t see through, reflect where light bounces back, transparent where it allows light to pass through so you can see directly through something and more.

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Children's connection with light and what they can do in a studio space

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Children's connection with light and what they can do in a studio space

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In association to the YouTube video ‘The Wonder of learning’, you could see the children’s curiosity and engagement as they explored the different lights and colours, while touching them and even using different materials to explore light and how it shines in different ways. As a pre-service teacher, I want to create a studio space where it’s building and constructing their experience away from neutrality, where it makes the children curious of the world around them and the materials used where they are confident and involved learners. They develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. (The Early Years Learning Framework, Outcome 4, 2020.)

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For my future teaching practices, I want my students to explore a range of different ways and ideas with light. That being for students to explore and observe light they would go to a light play where it’s a light-based studio where it allows children to investigate the properties of light and how light interacts with different materials. It encourages collaborative play, creative experimentation and discovery-based learning. During the visit the children can explore the creative potential of light through light boxes, echo tables, over-head projects and light sculptures.

With these play activities, I would want to create an activity where students are to make a collage on clear plastic using a range of materials with different qualities and hold it up to the light to examine the shadows and colours. That way the children are able to explore ideas, experiences, observations and imagination to create their visual artworks and designs, by being confident and involved learners where they transfer and adapt what they have learned from one context to another. (The Early Years Learning Framework, Outcome 4, 2020.)

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Light is a material that you can’t exactly feel, it’s bright and can burn your eyes if you look at it for too long but you can play with it. During my spare time, I played with my bedroom light where I can change its colour by turning it off, on, how light and dark it can be and different colours. Playing with the different lights gave me a slight headache but also there were some that made me feel clam or tired.

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This is just a short video of some student's playing with light

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Experimental techniques and processes (1)

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Experimental techniques and processes (1)

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This is my bedroom light where i'm able to change it's colour, this is just one example where it's blue.

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Experimental techniques and processes (2)

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Experimental techniques and processes (2)

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This is another colour from my bedroom, where it's purple.

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Experimental techniques and processes (3)

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Experimental techniques and processes (3)

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This is another colour from my bedroom, where it's green.

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Experimental techniques and processes (1)

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Experimental techniques and processes (1)

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This is just a video, showing how some children are playing with instruments made out of recycled materials.

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Paraguay's landfill orchestra plays instruments made from recycled rubbish

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Junk Art of the 20th Century | Widewalls n.d., www.widewalls.ch, viewed 8 June 2020, < https://www.widewalls.ch/magazine/junk-art-history-artists-politics>

Paraguay’s landfill orchestra plays instruments made from recycled rubbish 2013, YouTube, viewed 10 June 2020, <https://www.youtube.com/watch?v=8Nmnckhhs-I>

Pelo, A 2017, ‘General guidelines for studio explorations’, The language of art: inquiry-based studio practices in early childhood settings, 2nd edn, Redleaf Press, St Paul, MN, pp. 17-44, viewed 8 June 2020, < https://ebookcentral.proquest.com/lib/vu/reader.action?docID=4674378&ppg=30>

The Beautiful Stuff Project 2019, The Beautiful Stuff Project, viewed 11 June 2020, < https://www.thebeautifulstuffproject.org/>

The Land – New Day Films – Children, Youth, & Families – Anthropology 2015, YouTube, viewed 8 June 2020, <https://www.youtube.com/watch?v=kR7QeqLhhSA>

Vecchi, V 2015, ‘Poetics of learning’, in L Gandini, L Hill, L Cadwell & C Schwall (eds), In the spirit of the studio: learning from the Atelier of Reggio Emilia, 2nd edn, Teachers College Press, New York, pp. 17-41, viewed 8 June 2020, < https://ebookcentral.proquest.com/lib/vu/reader.action?docID=3544852&ppg=34>

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Belonging, Being & Becoming The Early Years Learning Framework for Australia Belonging, Being & Becoming The Early Years Learning Framework for Australia n.d., viewed 10 June 2020, <https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf>

Pacini-Ketchabaw, V, Kind, S & Kocher, L 2017 ‘Paper’, Encounters with materials in early childhood education, Routledge, New York, pp. 62-72, viewed 10 June 2020, <httpswhat://ebookcentral.proquest.com/lib/vu/reader.action?docID=4649662>

Pelo, A 2017, ‘Gener5al guidelines for studio exploration’, The language of art: inquiry-based studio practices in early childhood settings, 2nd edn, Redlead Press, St Paul, MN, pp. 18-20, viewed 10 June 2020,

<https://ebookcentral.proquest.com/lib/vu/reader.action?docID=4674378>

Yazbeck, S-L 2013, Movement and Clay, VU Collaborate, Vol. 38 No. 1, Canadia pp. 47-50, viewed 15 June 2020, <https://vucollaborate.vu.edu.au/d2l/le/content/753982/viewContent/4598987/View>

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ATELIER RAGGIO DI LUCE – The wonder of learning – 2011, 2012, YouTube, viewed 22 June 2020, < https://www.youtube.com/watch?time_continue=85&v=_3iodP-fRKQ&feature=emb_logo>

Belonging, Being & Becoming The Early Years Learning Framework for Australia Belonging, Being & Becoming The Early Years Learning Framework for Australia n.d., viewed 10 June 2020, <https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf>

Light play, Education Resource, 2017, VU Collaborate, Nicholas St, Ipswich CBD, viewed 22 June 2020, <https://vucollaborate.vu.edu.au/d2l/le/content/753982/viewContent/4536022/View>

Light Play 2015, YouTube, viewed 22 June 2020, <https://www.youtube.com/watch?time_continue=10&v=2nJzsT-S40o&feature=emb_logo>

Pelo, A 2017, ‘Gener5al guidelines for studio exploration’, The language of art: inquiry-based studio practices in early childhood settings, 2nd edn, Redlead Press, St Paul, MN, pp. 18-20, viewed 22 June 2020,

<https://ebookcentral.proquest.com/lib/vu/reader.action?docID=4674378>

123 Explore and Create 2012, Tuesday April 17th – Ray of Light Atelier and The Wonders of Learning Lecture, Blogspot.com, viewed 22 June 2020, <http://bepsreggiotour.blogspot.com/2012/04/wonders-of-learning-auditorium-tuesday.html>

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Experimental Techniques and processes (2)

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Experimental Techniques and processes (2)

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This is a short video about 'The Land' where children explore and interact with other children as they play what is considered to them a 'playground' with recycled materials and junk.

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The Land - New Day Films - Children, Youth, & Families - Anthropology

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What does paper feel like to you?
What can you create with the paper?
What materials can you use on paper?
What do you do with the excess material of paper?
What can you do with just one piece of paper?

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What can you create with these junk pieces?
how many junk pieces have you collected?
what junk pieces have you collected?
what do these junk pieces mean to you?
why do you consider these pieces as junk?

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What does clay feel like on your hands?
When playing with the clay how do you get its shape?
What can you create with clay?
Do you know why clay hardens over time?
how many things can you create with clay?
Is clay easier to play with than other materials?

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How many lights do you think there is?
Do you think there are coloured lights?
What can you do to shine light in a different direction?
What can you do with light?
What does light feel like?