Mohit Assessment 3.docx

Assessment 3 An Enquiry into Expression with Materials in Early Childhood Setting

Introduction The importance of expression, how it develops and changes as a result of language learning, and how expression manifests itself. The development of this unit of study has given me the chance to interact and connect with materials and media that are used in early childhood education. The relationship to expressiveness was a recurring topic in all of my interactions. This was clear throughout my investigation of the various media and resources, as well as the related diary entries. The connection to the First Nations perspectives and the 100 languages of the Child, as well as the importance of these values and traditions in our lives, was another key idea that emerged throughout this unit and my explorations.

Expression with Paint I experimented with oil paint at the beginning of my artistic journey after being impressed by the serene atmosphere of one of the paintings I can recall. As I worked with the vibrant colours and buttery layers of the oil paint on canvas, I felt a tremendous connection to the reading's examination of transformation. In addition, how comprehending a material—in this case, paint—moves from an unchanging resource to a living interaction when educators experiment with it Pelo (2016, p. 4). The length of time it required for the colours to dry was an analogy for the passage of time, highlighting the fleeting nature of events and the allure of the present. The repercussions of the experience and journey are revealed when a relationship is established between the materials and the individual who created them, as mentioned by Pancini-Ketchabaw, Kind, and Kocher (2016, p. 52). In order to apply this in my capacity as an educator in the classroom, I would offer activities that encourage the kids to express themselves through an interactive method, identical to what I utilized, incorporating other resources. The opportunity to incorporate other cultures important to any of the children in the group through paint expression and the qualities and components that make the material. To allow one's creativity and imagination to come into play and be inspired by the possibilities, paint, and mess present. I would also incorporate including First Nations views by looking into and imitating the painting techniques and artistic expressions that are vital to Indigenous culture. The chance to incorporate other cultures important to any of the children and the qualities and components that make the material, as well as to participate in rock painting and painting with fingers and learn about this aspect of cultural significance.

Expression with Paper (Movement) For the majority of artistic expression and experimentation, paper serves as the base or foundation. Paper is frequently thought of as a surface utilised to provide message, according to Pancini - Ketchabaw, Kind and Kocher (2016, p. 32). I decided to investigate paper as a lot more than a flat surface, but also as a dynamic object with potential. I started folding a plain piece of paper, then saw it take on a new shape. When I crumbled the paper, I had an opportunity to hear what sounds the paper could produce, and once more assessed how the material had changed in size and appearance. I then discovered various sorts of paper and I started looking into the characteristics and potential that each type of paper may have. This variation was what made the connection to the subject matter possible. As an educator using this, I would once more encourage the kids to connect with the subject material and give them the freedom to express themselves. I would incorporate First Nations perspectives throughout the experience when discussing a colours of papers that exhibit tones indicative of indigenous value. By creating an experience that explores this range of paper and the textures, colours, etc, and available for expression, I offer an invitation to play. I would also incorporate 100 Languages of children as understanding visual codes through angle, media, shape & line colour and modality, Fellowes, J & Oakley, G (2014, p. 544). Children need to learn about the protocols and conventions of visual communication or the tools employed, in order to help them write, draw, construct, compose, or produce images.

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