You are on page 1of 4


Student Name: Krystina Telesca Date: October 27th, 2017 Age Group: JK/SK 3-6

Purpose: Reason for

developing learning
experience. This could be Purpose:
in response to an
observation, discussion The purpose of this experience will be to implement a Halloween art
with the site supervisor, activity where children can further their interests in different
Ontario Curriculum Halloween characters as well as get excited for the festivities of
Objective, etc. Halloween. This experience will also target fine motor skills as
children will manipulate small materials throughout the experience.
- Document what you
saw and heard The supervising teacher placed several Halloween decorations all
- Document non-verbal
communication (i.e., over the kindergarten classroom while the children, myself and the
body language, facial ECE were in the library. When the children got back and saw all the
expressions and voice decorations they immediately became excited. Child A said, its
tone) Halloween today!!! Child B said, No its not today two more
- Document in detail:
who, what, where, and weeks until Halloween night! Child C said, is that a witch? And a
when ghost? I like it, I like it, I like it, I like it!!!!!! The children spent
- Documentation should the rest of the afternoon singing Halloween songs, and walking
be written in past around the classroom pretending to be scared by witches and ghosts.
tense, objective, and in
anecdotal format


Document the discussion

between you and your site
supervisor that led to the


Curriculum Objective

Describe the curriculum

objective youre aiming
to meet/enhance through
this experience

Learning Experience

What are you planning in Cotton Ball Ghosts

response to your purpose?
I will implement an experience where the children will be creating a
- Label your experience ghost out of white paper, cotton balls and black construction paper
(e.g. Painting with for the eyes and mouth. This experience will further the childrens
cars). excitement about Halloween, and will allow them to create their
- What are your 3
objectives for this own decoration which they can place in their homes! This activity
experience? (i.e. What will take place during small centers, indoors, at a small group table.
interests are you I will have all of the materials on the table ready to use by the
extending? What children, and I will invite them over to the table and explain to them
strengths and
opportunities for what we will be creating. This experience will encourage the
growth are you children to engage in conversation about different Halloween
enhancing/supporting?) characters, as well as encourage children to refine and enhance fine
Please Note: You motor skill through manipulating the art materials.
should refer to
appropriate pedagogy Materials:
to support your
discussion around 1. Glue
strengths and 2. White paper
opportunities for 3. Cotton balls
growth (e.g. ELECT, 4. Black construction paper
How Does Learning
Happen, Ontario FDK Objectives:
Curriculum, etc).
1. The children will (Self-Regulation and Well-
Being: 8.4) demonstrate control of small muscles
while working in a variety of learning areas, and
Describe the experience:
when using a variety of equipment, as they
- Who will be involved carefully place cotton balls onto their paper
in the experience? ghosts with glue. They will also demonstrate
- Where will the
experience take place? control of small muscles as they cut out eyes and
(e.g. Indoors or place them onto their ghosts (The Kindergarten
outdoors? In the Program, 2016, pg. 180).
dramatic centre, the 2. The children will (Demonstrating Literacy and
creative table, etc).
- List the materials and Math Behaviours: 11.6) use prior knowledge to
resources you will use make connections to help them understand a
- Describe the diverse range of materials. Children will
implementation of the accomplish this through making connections
experience, with a step between the Halloween decorations within the
by step description classroom, as well as their prior ideas of a ghost,
- List and describe 2
teaching strategies. to what they will create their ghost to look like
How will you use (The Kindergarten Program, 2016, pg.209)
them? Why have you 3. The children will (Problem Solving and
chosen these Innovating: 23.4) communicate their
understanding of something by representing their
ideas and feelings through arts, as they create a
ghost based on their understanding of what a
ghost looks like. By creating their ghost, it will
portray their understanding of how they believe a
ghost to be, and they will engage in conversations
with their peers about their diverse ideas of
Halloween (The Kindergarten Program, 2016,


4. I will place the paper, glue and cotton balls out

on the small group table.
5. I will invite the children over to the table, and
explain to them what we will be doing.
6. I will model for the children by creating my own
ghost at the same time as they create theirs.
7. I will assist the children along the way, and
engage in conversation about Halloween
throughout the experience.
8. After they finish, we will place the art pieces on
the drying rack, and then place them into cubbies
for the children to bring them home.

Teaching Strategies:

Environmental Cues: I will use environmental cues through

having the materials set up on the table for when the children come
inside. This will encourage the children to come over to the table
and see what is happening. I will also place 5 chairs around the
table, which will encourage the children to use this to understand
that only 5 children can engage at one time, and encourage children
to problem solve if there are more than 5 children wanting to join.
Telling, explaining, informing: I will explain to the children what
we will be doing for our art experience through short, simple
sentences. I will say, today we will be creating spooky ghosts out
of cotton balls, we will glue the cotton balls to our white paper and
decorate our ghosts faces! By informing the children, it will allow
them to be prepared as well as fully understand the experience.