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Why did you create and use the materials from the art area?

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Ordinary moment 1
In front of child A was some cotton tips, paint and paper to create an artwork, continuing from the interests of arts and crafts Child A. They were able to extend and show their creativity and imagination with different materials. They started off by putting the cotton tip in blue paint, expressing they were going to create a flower on the paper. Once they finished the flower, they began to paint a rainbow with different colours, communicating how they were using different colours. Child A continued to use the cotton tips and different colour paint throughout their artwork, communicating their observation of their surroundings and their knowledge. They then made an observation about the cotton tips and how they needed a lot of paint to be able to draw on the paper. Once they were finished, the child picked the artwork up and showed the educators what was on it, expressing that her painting was a rainbow they saw when it was raining and a butterfly flying outside. Child A, came across the red paint and noticed it was changing colour. The more they mixed the cotton tip in the red the darker it was getting; they then noticed their findings and continued to express that they liked the colour the red was changing to.

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Ordinary moment 2
Child B went outside with their chalk in their hands ready to start drawing on the floor. They made an observation about the weather and how windy it was as they continued to pick the colours of chalk they were going to use. As they were drawing, they were explaining

about what they were doing and why they were using those colours, "Yellow for the sun, pink for the rainbow because it's pretty and purple for the butterfly". Different conversations were formed, and the weather was the main topic as they drew. Child B had a great understanding on what they were doing explaining their process of the different drawings and colours. As the wind began to get stronger Child B decided it was too much and expressed "I am freezing, we should go inside".

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Ordinary moment 3
As we began our session Child C was interested in drawing, gathering paper and textas they began drawing. Child C expressed to me as they were drawing that they really like rainbows, using their textas they began to draw and use their imagination. As Child C was drawing, they stated that today the weather is cloudy but this morning the sun was out when they woke up. They then began to say that they like when it rains because they like seeing rainbows, but also likes it when it is sunny because they can go to the pools. The more they drew the more they spoke about the weather and how pretty rainbows are. Once they were finished the outline, they began to colour in the drawing showing the educator along the way what they were doing. They finished there drawing and showed me their final piece of work, displaying a rainbow, clouds, and rain. Child C was proud of their artwork, showing the educator the piece of artwork with a massive smile on their face.

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Each observation and activity were surrounded by the idea of art but using a different form of material to explore their creativity. Drawing with textas, chalk outdoors and painting, throughout the artwork the same theme occurred rainbows, butterflies, and the weather. The activities were present with no expectations but to use their imagination. At the three separate times the themes were presented in each of the artwork! Gathering observations from the surroundings and using it as an influence. The socio-cultural and socio-behaviourist theories both explain about how children use their social experiences as an influence in their learning and development, shaping them as construct of their environments around them. The themes on the artwork all display a sense of enjoyment of outdoors and connect with outcome two and how children connect with and contribute to their worlds around them, displaying the child observing and using the environment as a learning tool. The child confidently and actively communicated and empowered their own learning linking. With outcome four children are confident and involved learners and outcome five children are effective communicators, as the children communicate and take ownership of what they are doing in their artworks. The children are developing and engaging with their surroundings, developing on their fine motor movement as well as applying their imagination, which reflects in their artwork. Building on their concentration skills and ability to use and reflect on their knowledge. The post-structuralist theory believed children were able to influence their own decisions, the child creating their art influenced and directed their own play, using resources around them to express their thinking, being an influence of their surroundings and decisions. Developing on building decision making skills and taking ownership of learning. These theories contributed to my understanding of the ordinary moments as children are social constructs of their environment, using influences from their surroundings and expressing it in their learning and activities, not only do they use influences from the surroundings they use their own influences to guide their decisions and actions in anything they do. They are all unique artworks using different resources but have the same themes and thinking behind them.

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To continue the learning and development of the children, providing an opportunity for the children to follow their interests and extend their learning by encouraging them to empower themselves expressing their identities and imagination. Incorporating child input and their voices to take ownership in their development, creating an environment that encourages child choice and open ended possibilities in their experiences. For example taking the arts and crafts outdoors, listening to the children's theme of weather in their artworks and conversations, using it to extend their interest area. Listening to their voices and being an advocate for children in their environment.