Lesson Plan Collage Topic: Collage Group Abstract Outcomes: from the VEYLD Framework.

k. #3- Children have a strong sense of wellbeing. #4- Children are confident and involved learners. LESSON OBJECTIVES:
Children will experience how to manipulate paint on paper and they can use different body parts or tools. The use of different tools or body parts will allow infants the time to internalise how each tool can function with the paint and what it produces.

Ages: Birth - 2

LESSON STRUCTURE:
Materials Paint Roll of paper Paint brushes Any other tools that could be used for painting Instructions 1. Provide the children with a big section that they can all work on together. Stick it down so that the paper doesnt move as the children work with the paint. 2. Pour dollops of different colours of paint onto the paper in different places near and away from the children. 3. Let the children manipulate the paint on the paper as they want to both together with each other or as individuals. They can walk on it (with or without shoes on), they can use their hands, and they can use paintbrushes. 4. Hang up to dry and display in classroom for everyone to see what has been achieved.

SAFETY CONSIDERATIONS
A safety consideration would be the children when they are using their feet on the paint. An adult needs to be supervising the children that are using their feet to walk as they might fall over and injure themselves. Another safety consideration needs to be that the children might eat the paint so it needs to be child-safe non-toxic paint. As educators we dont want to poison a child while they are participating in a learning experience.

ASSESSMENT
Outcome #3 Children can be seen using their fine motor skills to manipulate the paint with their hands or feet directly. And the children can be seen using their gross motor skills when they are using the paint brushes or other tools as they use their arms to control the tool. Outcome #4 Children are manipulating the paint in different ways with the different tools provided. By developing a sensory experience that children can learn about the ways that paint and paper can be used and what different strokes, wipes and rubbing can do to make patterns. There isnt any particular way to assess this activity. However, writing an observation for each child and how they participated in the art activity might lead to increasing the creative activities for children that are involved in the activities both at home and in the centre.

REFERENCES
Department of Education and Early Childhood Development and the Victorian Curriculum and Assessment Authority (2009), Victorian Early Years Learning and Development Framework for Children Birth to Eight Years. DEECD and VCAA, Melbourne. www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/learning/veyldframework.pdf