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I wonder which paper ball can roll longer distances? 

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I wonder which paper ball can roll longer distances? 

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My material is paper.

The artistic language I am using to respond to this is movement.

My artefact's outcome is a spitball.

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Ingold, T. 2013. Making: Anthropology, New York, NY: Routledge. movement, knowledge, and archeology, art, and description . architecture New (Kindle York, version).

Lenz Taguchi, H. 2010. Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy . New York, NY: Routledge.

LOFTEK 2019. Five Key Benefits of Sensory Play and Light Up Toys for Your Children. https://loftek.us/blogs/news/5-key-benefits-of-sensory-play-and-light-up-toys-for-your-children

Koepke, M. (2015). Towards a pedagogy of moments: Radical pedagogies. Inflexions, Encounters with Materials in Early Childhood Education, Taylor & Francis Group

Odegard, N. (2012) ‘When matter comes to matter – working pedagogically with junk materials’, Education Inquiry, 3(3), pp. 387–400. doi:10.3402/edui.v3i3.22042.

Pacini-Ketchabaw, V., Kind, S. and Kocher, L., n.d. 2016 Encounters with materials in early childhood education.

Pacini-Ketchabaw, V. and Moss, P. (2020) ‘Early childhood pedagogy: Veronica Pacini- Ketchabaw interviews Peter Moss’, Journal of Childhood Studies, pp. 98–111. doi:10.18357/jcs452202019742.

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Student name: Chengqing Feng
Student ID: s4682266
Unit code: ECE 6006

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My material is cardboard - an egg tray, watercolour.

The artistic language I am using to respond to this is movement.

My artefact's outcome is a volcano.

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My material is recycled materials, watercolour.

The artistic language I am using to respond to this is sound.

My artefacts outcome is a Musical instrument.

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My material is natural materials (leaves and wind), watercolour, and paper.

The artistic language I am using to respond to this is movement.

My artefact outcome is swinging leaves on paper with colour.

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My material is a reusable material

The artistic language I am using to respond to this is movement

My artefact outcome is Sunny Doll.

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My material is paper, ballon, and glue.

The artistic language I am using to respond to this is movement.

My artefact outcome is a paper egg.

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The regenerated material is a living thing with its own desires.
It behaves on and with water, air, and other substances, and it is recognised by how it folds, what it does, and how it moves. Recycle Paper is currently renowned for being receptive, reactive, absorbent, and sensitive to touch, folding, and rolling. These motions may be slight, but working with paper requires one to be in constant motion with the material, joining forces with it and reacting to its tendencies. Then, inventive music with material modification. This procedure will then be transformed into an open-ended enquiry.
Furthermore, many individuals are hesitant to try their hand at painting. It may appear difficult to do anything creative, but playing with simple materials or even folding some paper into a form may dramatically boost an artist's confidence. In art, there are no correct or improper replies. Children are naturally creative and adventurous. They automatically begin to learn from natural materials when they are placed close because they desire to engage with the items. We can constantly encourage kids to explore the resources around them and discover new ways to build things as instructors.

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How can movement be used in early childhood education using repurposed materials?

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Recycling items like an egg tray and some adhesive are used to create a volcano out of old cardboard. We put the tray in the water and dissolve it to produce mush, then drain it with a sieve and add some glue to it with our hands. It may be moulded into the form of a volcano, with the "magma" given a drop of watercolours to make it appear lava-like, giving the impression that molten lava is spewing from the volcano.

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A discarded long toilet roll, some tree fruit, a twist bar, and some magazine paper are used to make this musical instrument. We begin by blocking one side of the roll and then filling it with tree fruit and tiny stones. Then, using tape, seal the other side to keep the tree fruit and stone inside. Finally, when shook, this musical instrument makes various noises.

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When I noticed how windy Melbourne had recently, the artistic process began. To see how leaves, grass, and trees move in the wind, I went to the placement centre. I video the tree moving and removing a limb from the tree. When I go home, I use a fan to mimic the wind and allow the leaves to stain different hues so they may paint on the paper.

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I was one of the children who completely concentrated on a paper ball. They may want one made for them by their parents, or they may be enthusiastic about playing ball games.

I'm curious about what elements influence the rolling distance and duration of a paper ball. I made two separate paper balls out of various types of paper. The first is composed of yellow tracing paper, the second of recycled paper, the third of newspaper, and the last of tissue paper. As a result, the newspaper and recycled paper are the first to move and roll.

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The materials I utilised were all gathered from the placement centre or its surroundings. An egg tray, feathers, newspaper, tree leaves, and tree fruits are all needed to make a Sunny doll. After glueing them together, we can add a few pieces of tree fruit based on the maker's tastes, to build the doll's face and some tree leaves to give some adornment. Finally, we can cut a string and glue it to the doll's head so that it can be hung. The process begins by cutting an egg position from an egg tray to serve as the doll's face.

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To make a paper egg, I used shredded newspaper, homemade adhesive produced from PVA glue and water, and some of my previous artwork, which I then pasted on a fully blown balloon. progressively, then ultimately totally enclosing it to produce the impression of an egg. When the balloon is dry, it can burst or not, based on the artist's preference. It will resemble an egg once completely dried.

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There are motions and what the movements generate. Movement occurs both as acting and as being affected. We find ourselves asking questions as we proceed through the instructional materials. We've learnt to move with the materials and have paid attention to how we were moved in response. We learn that movement is what learning is at its core.

According to Koepke (2015), creating is a three-way discussion with material that includes: "What will it allow me to do? What does it wish to accomplish? "What exactly do I want to do?"

There are always opportunities to move someplace instinctively, cognitively, intellectually, and successfully, and there are constant motions and negotiations of taking and being taken, giving and getting.

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All of the things are in motion, and virtually nothing about it is permanent. Objects move around, creatures move, elements move, and air moves at a varied pace and intensity. Life is full of activity, new beginnings, and emergencies.  The movement might be sensed, observed, dramatic, group, coordinated, or hardly discernible.

The process of exploration and play helps us discover phenomena that we may otherwise overlook on a regular basis. Additionally, it directs us to look into how things work, experiment with causes and consequences, studies STEM (science, technology, engineering, and math) languages, and understand the close connection between material experimentation and growth.

As a consequence, three learning resources will be employed in this movement investigation: paper, environment, and natural materials. Each study will look at how various circumstances might cause objects to move. It will look at how the movement's creative arts may be exhibited. Arts have a close association with other vital courses and concepts for growth. Preschoolers are not intended to sit still and read books. They are inherently creative and desire to touch, feel, and create new items. Additionally, these studies have profound effects on environments for preschoolers. As a result, learning becomes more engaging and enjoyable for kids and enables possibilities for hands-on learning. In my investigations, I demonstrated how humans acquire various concepts and build motor abilities while making artistic works.

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When we mix different materials to create new shapes and forms, the children may learn to experiment with objects that have already served a function and reuse them to create works of art. This helps them to grasp movement. In this exercise, children may use the paper material until the tan egg tray is broken and then dissolved to create new shapes. I built a volcano, but kids may build a ball, a cup, or any other form they like. Then, we need to support them in developing as much self-assurance and curiosity as we can if we want to empower them to direct their own learning process.

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A physical thing or participation in a series of activities will follow from making. A sensation and rhythm must be developed for the material as part of the alchemical process (Ingold 2013). We typically struggle with materials to grasp what happens to them, how they feel, appear, and how to monitor them when they are combined and blended with other materials and elements. In this sense, the substance is known for what it does rather than what it is. Making encompasses a wide range of moves and actions.

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Colour and wind play is a sort of educational activity that relates to sensory play and is essential for children's perception of their surroundings. Playing with their senses improves children's capacity to accomplish more difficult and complicated activities by connecting neurones in the brain's circuits (LOFTEK 2019).
A physical thing or participation in a series of activities will follow from making. Making meaning and rhythm for the material is a step in the alchemical process (Ingold 2013). We regularly engage in conflict with materials in an effort to understand what happens to them, how they feel and look, and how to monitor them as they interact with other materials and components. In this sense, the substance is known for what it does rather than what it is. Making encompasses a wide range of emotions and actions.

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Many people do not give much thought to the scientific principles underlying what causes a paper ball to roll, but this may be a fantastic chance for children to learn about and love science.

Focusing on my own investigation, I discovered the scientific basis behind the phenomena. Some specialists explain that there is scientific logic for the condition. According to legend, the air surrounding us helps the paper ball roll. We will be able to feel the paper and air surrounding our hands as we knead the paper through the air. Our hands will subsequently be able to travel more craftily across the size at various angles. The ease and speed with which a piece of paper rolls will depend on its aerodynamics. To overcome floor friction, it must have low drag and be relatively light.

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The usage of paper provides you a plethora of possibilities for transforming simple scraps of paper into anything from a roll to a doll. It does not require any foundation and may be used to make anything by crumpling, folding, using scissors to cut, or drawing on it.

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It may be folded, coloured, shredded, ripped, crumpled, and even wrapped. It also floats and glides. Movement and paper go hand in hand; when we introduce paper to children, it helps to create movement, and the space fills with activity, new developments, and emergencies.

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It offers up a new world for kids to explore while also developing abilities. Children can request that their parents bring them the recyclable materials they wish to play with, and they can explore either at the facility or with their parents. Exploring and experimenting with materials takes a lot of confidence, and they may be encouraged when they produce something new. Furthermore, the more experience children have with asking and responding to questions, the stronger the foundation will be for their ability to use critical thinking. It will also be preferable to formalise the notions later in kindergarten. They will have firsthand knowledge and experience, giving them a significant advantage.

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The first thing we notice when we visit a kindergarten is how much the children enjoy playing, singing, and dancing. It is critical that children's play revolves around music so that they may learn how different materials sound when shaken in various ways. Musicals tend to keep children entertained. Children are encouraged to investigate the items around them in order to generate music and sound through functional music play. I was able to design a musical instrument that teachers and children may use to experiment with producing sounds that resemble music by using pieces that had previously served a purpose, such as reused materials (Niland, 2009).

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Early childhood education offers excellent chances for children to develop their autonomous thinking and scientific investigation via enquiries that investigate how the paper moves in various forms and materials. When children fold the paper and roll it, they are developing fine motor abilities. Additionally, they may carry out independent experiments and investigations, contrast various findings, and delve into the causes and implications of the findings.

The collaboration and socialisation of the children will benefit from their efforts to mix various materials to create various paper roll forms, compete, and discuss the causes of the outcomes.

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On its own, this practice increases abilities such as shapes, colours, and fine motor skills. It can also help youngsters comprehend the weather, and when it's raining, we may combine it with the song "Rain, rain, go away" to strengthen the child's image of the weather. The art of origami helps develop problem-solving abilities, the paper may be moulded into any shape or size, and it can be utilised whether it is new, old, or recycled, giving you many creative alternatives (Odgard 2012).

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I was thinking about paper and movement when I was tearing and glueing the paper. When children observe paper in its varied shapes and forms, they often wonder why it exists. What exactly is it for, and how can it be used? Each fragment and every little movement grabbed my attention: a finger flick, a hand rotation, the shredding of an arrow-shaped piece of paper. It is imperative that children learn the consequences of various manipulative actions, such as crushing, tearing, and so on, in their early years ((Pacini-Ketchabaw & Moss, 2020)).

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Children in general like playing outside in any weather. Children may learn about science in the great outdoors.  When we take children outside, we may keep an eye out for objects that the wind is blowing about, such as swaying grass or leaves.
Making is strongly tied to materials in early infancy.  Materials are frequently provided for children to build or make something based on assumptions. Children are brimming with ideas and eagerly await the opportunity to express them via the materials. As stated by Hillevi Lenz in 2010, "The material world influences our thinking just as much as our thinking influences the material world." The qualities and life of the materials themselves stir and inspire us. It is never as easy as imposing a notion directly on the shape.
We can then assist children in describing what they see, feel, and hear. Allow children to stay motionless for a few seconds and feel the breeze on their faces.
When we return indoors, we may expand on the topic. Allow youngsters to play the role of the wind. Lay down some paper or leaves on the table. Ask children to blow them off the table while making a wind-like noise. Alternatively, allow them to flow naturally like wind-blown butterflies, leaves, or trees. It can also aid in the development of their motor abilities.