Encounters Materials by THI BICH TRAM PHUNG

Digital Journal

jennyphung1510 — 2022-08-20 10:52:42 UTC

Student name: Thi Bich Tram (Jenny) Phung.
Student number: s4674278
(ECE6006) Early Childhood Curriculum and Pedagogy 2: the Arts - ZA

Introduction:

jennyphung1510 — 2022-08-20 10:53:58 UTC

Materials are described as the “bones” of the early childhood education curriculum. Material encounters will make us curious and change our perspective about interacting with materials, children and other educators, or even change the nature of our engagement with society and the world (Pacini-Ketchabaw, Kind & Kocher 2016). Encounters with materials will help educators and children to process ideas and to form different ways of thinking and investigation. From there, it will help us to understand, reflect and make meaning of what we have learned. Therefore, the question I have chosen is “What will happen when one material encounters another?” The concept of my artistic journey will mainly focus on the process, not the product. I will explore different materials such as paint, clay and light to investigate how these materials transform to help me create new experiments and apply alternative teaching strategies in early childhood practice.

I wonder what will happen when paint meets water.

jennyphung1510 — 2022-08-20 11:03:30 UTC

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My material is Paint.

The artistic language I am using is Paint Dilution.

My artefact's outcome is “Paints colours in a glass”.

Creative Process:

jennyphung1510 — 2022-08-20 11:08:17 UTC

My artistic journey started when I wondered what will happen when I pour paint into a glass of water. Will paint dilute immediately or not? I added three different colours of paint inside a transparent water glass. Observing from the bottom, I found out all the colours remain the same. However, when I observed from the top of the glass, I noticed the paints were diluting and mixing slowly with the water.

Discussion:

jennyphung1510 — 2022-08-20 11:08:50 UTC

From that experiment, I noticed how the paint dropped to the bottom of the glass. I could not control how it moved even when I tried to place paint in a corner. It would move and not fall in the place I intended. Further, I observed how the paint did not dilute with water instantly. Instead, it slowly started to mix with the water creating new colours without changing the pattern built in the bottom of the glass. Pacini-Ketchabaw, Kind and Kocher (2016) suggest that paint depends on the creative force to gain momentum and to create new colours. Once I started using a stick to mix it I realise that the more I mix the paint I could not see the bottom pattern anymore, it could not be recreated. However, the improvising assemblage process was essential to create something new, a unique maroon colour.

Implication for practice:

jennyphung1510 — 2022-08-20 11:09:25 UTC

We are accountable for how we experience differences in the world, however ‘we cannot know or control what happens when we encounter differences in the world’ (Rautio 2013, pp.400-401). When paint meets water, it provides an endless opportunity for children to make new learning through play. They could mix different colours of paints into different water cups. After that, they can place the folded paper into the water glass and observe how the paint water transforms. This STEM activity will provoke children's critical thinking and develop their hand-eye coordination, allowing children to express their opinion and social skills.

I wonder what will happen when paint meets honeycomb wrap paper.

jennyphung1510 — 2022-08-20 11:10:53 UTC

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jennyphung1510 — 2022-08-20 11:12:58 UTC

My material is Paint.

The artistic language I am using is Paint Assemblage.

My artefact's outcome is “Melted M&M pop art”.

Creative Process:

jennyphung1510 — 2022-08-20 11:13:18 UTC

My artistic journey started when I explored paint as a liquid form material. I found some honeycomb wrap paper in one of the mail parcels and suddenly wondered what will happen when paints dripped down from the holes of the paper, will the colours blend to create a new colour? When I pulled the honeycomb wrap paper, the paint started dripping down, creating colourful circle shapes, like melted M&M. I still can recognise the original colours. However, I could barely see the yellow colour in my final product. I noticed that it is because of the way the paper was stretched. I also started to notice the texture of the paints in the next experiment. I figured out the yellow paint bottle is more watery even though they are from the same brands.

Discussion:

jennyphung1510 — 2022-08-20 11:13:38 UTC

Through the experiment, I realised that the texture of the paints will decide how fast or slow the paints will drop from an object. After the paint dripped, I still can differentiate the original colours. The paint did not blend to create new mixed colour. Perhaps, If I used a brush to mix, I would have new colours. We could not control the movement of the paint. Our curiosity was sparked about what happened on the spot but we barely noticed and were unacknowledged. I started to realise that I could not control these affective moments but I could learn to work with them (Pacini-Ketchabaw, Kind & Kocher 2016).

Implication for practice:

jennyphung1510 — 2022-08-20 11:14:46 UTC

As the children and the educators became familiar with paint, they are strongly affected by it. Paint offers a wonderful sensory play for children to explore when they touch and feel the texture. As paint encounters different materials, the texture will change. It provides opportunities for children to investigate a variety of textures when paint encounters water, shaving foam and glue. The texture could be thicker, thinner or stickier. The colours will also change, It could be lighter or darker. It could dry quicker or longer depending on how it mixes and transforms (Pacini-Ketchabaw, Kind & Kocher 2016). Children can make their discoveries with this experiment. It can be set up indoors or outdoors. Children can use their own hands to explore or use brushes. They can express ideas and discuss the process and outcome with peers and educators to gain more understanding. Paint assemblage is always open to creation.

jennyphung1510 — 2022-08-20 11:30:52 UTC

I wonder what will happen when paint meets natural materials

jennyphung1510 — 2022-08-20 11:31:17 UTC

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jennyphung1510 — 2022-08-20 11:32:22 UTC

My material is Paint.

The artistic language I am using is painting.

My artefact's outcome is “ Winter art”.

Creative Process:

jennyphung1510 — 2022-08-20 11:33:24 UTC

My artistic journey started when I wondered what will happen when paint meets natural loose-end materials. I usually see people use brushes to paint and mix colours. What if I used leaves, sticks and pinecones to paint, will the pattern change or remain similar? Therefore, I went to the park, explored nature and collected different sizes and shapes of sticks, pinecones and leaves. Some were dark brown, others dry and crispy. I used the leave and pinecones to mix the paints and It created a dark brown colour. I could still see the original colours in my mixture. When I painted with leaves and pinecones, I had a final artwork which is full of different patterns with mixed colours.

Discussion:

jennyphung1510 — 2022-08-20 11:33:59 UTC

I went to the park to collect my natural materials. I was amazed by the way the season changed. The same park that I walked through every day on the way to work had turned into a beautiful artwork in the change of season. Even the same tree looks so different throughout the seasons. I noticed the languages of math were everywhere in terms of sizes, shapes, colours and patterns. I noticed the language of science in the season change, the temperatures and the breeze. Engaging with nature has changed my perspective on the place and the entangled relationality enacted in my connections with the planet (Iorio et al. 2007). I have explored and found new understandings in the preparation for my project. Play provides a valuable social context allowing me to make sense of and create meanings (Perry & Dockett 2007). I realised how different sizes and patterns of leaves and pinecones left their trace in my painting artworks.

Implication for practice:

jennyphung1510 — 2022-08-20 11:34:51 UTC

Learning through play has changed my mindset and helped me make a new understanding. Vygotsky described ‘play’ as the creation of a zone of proximal development (ZPD) where children are encouraged and motivated to learn with the support of others. Play provides the learning scaffolding for children to innovate, create problem-solving skills, and explore their sensory skills (Perry & Dockett 2007). Exploring nature creates such a wonderful learning environment, especially in Early Childhood Education. A walk to the park can help children draw on their past experiences, make connections and represent their experiences in different ways. While exploring nature, they can observe the place, discuss their ideas, and express opinions through sensory play. They can collect loose-end materials such as rocks, leaves, pinecones, and branches. They can use those materials to paint or make artwork collages. They can apply paint to loose-end materials in dramatic play. They can dip the materials in the paints and make it become “a treasure rock” in a role play. Paint encounters with natural materials provide endless learning opportunities in terms of sensory, social, connection, innovation and new understandings.

I wonder what will happen when clay meets paint.

jennyphung1510 — 2022-08-20 11:36:54 UTC

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My material is Clay.

The artistic language I am using is Colouring Clay.

My artefacts outcome is no final product.

Creative process:

jennyphung1510 — 2022-08-20 11:38:35 UTC

My artistic journey started when I wondered what will happen when clay meets paint. I have seen many ecology products made from clay such as dinnerware, planting pots, and cooking utensils. Those products have beautiful colours and artwork patterns. I started to wonder what if I mix clay with paint, how will clay transform? Will the texture remains the same? Will the colour blend in clay? Will I have yellow clay if I mix it with yellow paint to produce a product? I started my experiment by pinching, pressing, and shaping the clay. The texture was pleasant but was hard to create the shape, yet still possible. I then mixed yellow paint with clay, the texture became stickier. When I moulded the clay, I could feel it was breaking apart. The paint did not soak in clay but completely converted its textures. The clay became unworkable.

Discussion:

jennyphung1510 — 2022-08-20 11:40:20 UTC

Clay is very versatile. However, according to Pacini-Ketchabaw, Kind & Kocher (2016, pp. 65) ‘clay demands differences in each distinct and dynamic ecology’, which require us not to work with clay in its milieu but to think about clay’s relation with an environment. Different types of clay demand different kinds of environments and material skills as it affects their attributes (Pacini-Ketchabaw, Kind & Kocher 2016). For instance, the principal molecules of the clay cannot be mixed with large amounts of liquid products as it would result in the particles of clay breaking apart. Clay must also be treated with a constant temperature. When clay gets treated in a cold environment, It absorbs moisture from the air which can cause its particles to break. In warmer environments, clay must be treated with care. If its’ carbon component doesn’t burn correctly, its core may create air pores causing it to blacken and making it hard to be moulded (Pacini-Ketchabaw, Kind & Kocher 2016). This explains the reason why the paint cannot be added to the clay before it is shaped into its final form.

Implication for practice:

jennyphung1510 — 2022-08-20 11:41:05 UTC

The environment plays a significant part in clay’s specificity. This experiment provides the information for me to understand this material’s characteristics to sharpen my practice in Early Childhood Education. I will implement activities with this material in a dry climate environment. The activity will allow children to be creative, manipulating clay to create any shapes and leaving it out for it to dry. Once the clay has dried children can then paint it. After completion of this experiment, I understood that to gain the best result with this material, this is the process that needs to be followed.

I wonder what will happen when coloured clay meets water.

jennyphung1510 — 2022-08-20 11:42:32 UTC

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jennyphung1510 — 2022-08-20 11:43:50 UTC

My material is Clay.

The artistic language I am using is Clay Assemblage.

My artefact's outcome is “Jade Green”.

Creative process:

jennyphung1510 — 2022-08-20 11:44:15 UTC

I started to wonder if I mix coloured clay with water, Will it create a new colour? Will the texture remains the same? Will the material be workable? From inquiry 3, I have learned that when paints mix, It will create a new colour. I am curious, will the colours blend in coloured clay? From inquiry 4, I have learned that environment and temperature will affect the texture of clay; when clay meets with a large amount of water, it will break or dissolve. Those are the reasons that I am implementing this experiment. I mixed yellow, green and blue clay, I pinched and pressed and flattened it. I could see three original colours, they were not mixed completely. I proceed to add a small amount of water. The texture became softer. The clay was getting easier to be manipulated, and then the coloured blended. I achieved my final product, jade green colour clay.

Discussion:

jennyphung1510 — 2022-08-20 11:44:57 UTC

When treating coloured clay in the same way as mixing paints, It combined and created a new pallet colour. However, It was not easy to mix the clay as the texture is different and harder than paints but softer than normal drying clay. Paint and clay have their differences in terms of ingredients and textures. The result in mixing the coloured paint or coloured clay is similar as they both can create the new pallet colour. However, dry clay could not be mixed with paint. In addition, when I added a small amount of water the clay mixture was getting softer and easier to manipulate. It created a sensory experience for me that when the clay is wet, it is easier to be manipulated. However, It will dissolve with too much water Pacini-Ketchabaw, Kind & Kocher 2016). I also realised that the types of clay that I used from Inquiry 3 and 4 are different. Using a different type of clay required different types of methods and instructions to follow.

Implication for practice:

jennyphung1510 — 2022-08-20 11:45:38 UTC

It was interesting to find out that coloured clay can provide the same mixing characteristics as paints. Providing coloured clay will allow children to explore the primary and secondary colours by mixing clay. It will encourage them to investigate and make sense of new understandings. Working with clay is a sensory experience in which children will be able to touch, feel and figure out how the texture transforms when adding different amounts of water

I wonder what will happen when light meets human body parts.

jennyphung1510 — 2022-08-20 11:47:47 UTC

My material is Light.

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

My artefact's outcome is “Shadow animals”.

Creative Process:

jennyphung1510 — 2022-08-20 11:48:12 UTC

My artistic journey started when I played with my hand shadow. I noticed when I moved my hand, the shadow will eventually move along. Depending on my hand position, my shadow will get smaller when my hand was further away from the light and it will get bigger when my hand was closer. I crossed my hands and held my thumbs together. My shadow looked like a bird. When I put my hand side away and moved the thumb, it looked like a snake. I understood that with different angles and positions shadows will deliver different shapes with different meanings.

Discussion:

jennyphung1510 — 2022-08-20 11:53:47 UTC

Light can be explored properly if the surrounding environment is dark (Thornton & Brunton 2010). The change of shadow significantly depends on the position of the object. The shadow also transforms into different objects depending on how I played with my hands. It was such a simple and great way to apply role play in dramatic play. Playing with light and dark creates a mystery and magical experience. These experiences enable a natural curiosity that helps adults and children develop wonders in their environment.

Implication for practice:

jennyphung1510 — 2022-08-20 11:54:42 UTC

Children need the freedom to explore to help them develop a process of thinking, socialising, proving theories, experimenting and imagining (Mahshulah, Syaodih and Rachmawati 2020). Implementing material as light to Early Childhood Education will help children enable their curiosity and exploration. The mid-Autumn festival also known as Moon Festival is a traditional festival celebrated in East and Southeast Asia countries. This festival will provide an opportunity for children to explore the light and shadow of the moon by using torch lights while extending their knowledge about multiculturism. Exploring different cultures will help children to form a sense of belonging while expanding their understanding of the world around them Schwarzer, Haywood & Lorenzen 2003). Children can be creative while they decorate their lanterns made from paper bags with battery candles placed inside. When the lights all turn off and the room becomes dark. The torchlight will create the moon effect. When we hold the torch light closer and further away, the moon will become smaller or bigger. This experience will develop children's social skills, creativity, and investigation skills through light and cultural approaches.

jennyphung1510 — 2022-08-20 11:55:12 UTC

Each encounter with different materials involves decisions about what and in what way we notice and learn things. When material encounters, we can make discoveries throughout the process. The importance is what we already understand about the materials and how our conception changes after these experiments. Those processes allowed us to pause and consider things outside the ordinary (Pacini-Ketchabaw, Kind & Kocher 2016). It encouraged us to give more space to the materials to represent themselves in terms of characteristics rather than use the material in the way we already know of.

jennyphung1510 — 2022-08-20 11:56:01 UTC

- Iorio JM, Hamm C, Parnell W & Quintero E 2007, ‘Place, matters of concern, and pedagogy: Making impactful connections with our planet’, Journal of Early Childhood Teacher Education, vol. 38, no. 2, pp. 121-135.

- Mahshulah ZA, Syaodih E & Rachmawati Y 2020, ‘The Ray of Light: An Activity Approach of Reggio Emilia’, The 2^nd International Conference on Elementary Education, vol. 2, no. 1, pp. 785-790

- Pacini-Ketchabaw P, Kind S & Kocher LLM 2016, Encounters with Materials in Early Childhood Education, Taylor & Francis Group, London.

- Perry B & Dockett s 2007, ‘Play and Mathematics’, Australian Association of Mathematics Teachers Inc., pp. 1-4.

- Rautio, P 2013, ‘Being nature: Interspecies articulation as a species-specific practice of relating to the environment’, Environmental Education Research, vol. 19, no. 4, pp. 445-457.

- Schwarzer, S, Haywood, A & Lorenzen, C 2003, ‘Fostering Multiliteracy in a Linguistically Diverse Classroom’, Language Arts, vol. 80, no. 6. pp: 453-460 https://vucollaborate.vu.edu.au/content/enforced/1370290-ECE6004-2-2022-SEM-1-B4-142092/Languagearts.pdf?_&d2lSessionVal=t2bkRgbljwT7s0eubstdOdNT0&ou=1370290

- Thornton L & Brunton P 2010, Exploring Light and Dark with Early Years, Teaching Expertise, Viewed 18 August 2022 < https://www.teachingexpertise.com/articles/exploring-light-and-dark-with-early-years/#:~:text=Playing%20with%20light%20and%20dark%20creates%20magical%20experiences%20that%20both,Dowling%20terms%20'gratuitous%20fear>

Introduction

2023-05-20 16:25:36 UTC

Young children are explorers of their worlds—worlds filled with unfamiliar things, first experiences,
and tentative explanations. As Lowenfeld (1957) recognized, art originates with children’s
experiences of their immediate surroundings. Young children’s encounters with art provide a means
to explore ideas and materials, invent worlds, and set them in motion. As a language and mode of
communication, art offers children the opportunity to play with ideas and generate conclusions about
themselves and their experiences. The communicative nature of children’s artwork suggests their
desire to be heard and understood by those around them.