CURIOUS ABOUT COLOURS

“Pl high ay is th e est rese form o f arch .” - Alber
t Ei nste in

Ms. Babalis and Mrs. Ham’s JK/SK Class with the support of Mrs. Janes (Art Teacher) and Ms. Kerr (E.C.E. Student) Bond Lake P.S., Richmond Hill, Ontario

Fall 2012

The Colour Inquiry:
Learning through Art Experiments
CURRICULUM EXPECTATIONS
ORAL COMMUNICATION

Here is a window into the learning that occurred during our colour inquiry.

Big Idea: Children are effective communicators. 1. Communicate by talking and by listening...

VISUAL ARTS

V2 demonstrate basic knowledge and skills gained through exposure to visual arts and activities in visual arts; V 2.2 explore different elements of design (e.g., colour, texture, etc.) in visual arts

Mrs. Janes created a beautiful glass jar colour display for our window with the students.

SCIENCE AND TECHNOLOGY

2. conduct simple investigations through free exploration, focused exploration, and guided activity using inquiry skills (questioning, p l a n n i n g, p re d i c t i n g, o b s e r v i n g, communicating); 2.2 make predictions and observations before and during investigations 2.3 select materials to carry out their own explorations

Students talk about their colour theories with Mrs. Janes.

We read many colour books!

When we first met Mrs. Janes, our artist, she introduced us to a few colour experiments. This made our students feel very curious about colours and it sparked an entire colour inquiry!

“Every child is an artist. The problem is how to remain an artist once we grow up.” -Pablo Picasso

CURIOUS ABOUT COLOURS!

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L.N.: Even the world has colours!
J.B.: I WOULD LIKE TO BE A FIREFLY AND FLY IN THE SKY AND PAINT WITH RED PAINT!
Listening in on the children’s responses as they conducted simple colour investigations through free exploration: L.N.: I would like to mix colours. I would like to mix all the colours in the whole wide world and see what it would make! J.B.: I would like to be a firefly and fly in the sky and paint with red paint. Paint the clouds red...I wish I had one of these quirt bottles at home to use in the bathtub! R.A.: We are putting all the colours to make it melt into a big cloud. We are mixing the primary colours. Bear paws are not a primary colour. Through our Colour Inquiry students learned to: • use language to talk about their thinking, to reflect, and to solve problems • predict (before and during investigations) what colours they might create when mixing two primary colours together orally and in writing • communicated what they saw, thought, and wondered about colours orally and in writing • understand term “camouflage” • listen to stories read-aloud to them about colours and respond to other students’ ideas • try a hands on sensory experience • explore the colours of different foods that they eat by talking about them, drawing them, and cutting them out from grocery store flyers • write colour names (e.g., red, blue, yellow, green, etc.) • create instructions to teach others how to take one primary colour, add another primary, to make a new colour • observe (see shapes and details), touch, smell, and draw real fruits (both inside and outside of fruit)

Here is an example of one of our colour experiments.

Mixing colours!

Food colouring is a great provocation and can be added to water, plants, foods, and shaving cream for engaging colour experiments. Have you ever been curious about colours? Try an experiment today!