Name: Lois Walters

Name of activity: Process Art Activity Ages of children: 2-3

Circle the type of activity:

(creative art) story/language music large muscle sensory table
science cooking math small manipulative ________________

Check the type of activity presentation:

X large group (all children participating at the same time)
_____small group (a portion of the children participating at the same time)
_____ activity choice during free play
number of children participating at the same time: 5

Child development skills necessary for the children’s success when participating:
1. Creativity and Imagination
2. Explore and experimenting with different patterns and textures
This activity has been planned to stress the following WMELS performance standards:
1. IV. B. EL. 2
2. V. A. EL. 1
Why have you chosen to do this activity? I have a child in my room who came from a
different daycare and has only ever done product art. I have been trying to expose her to
art with absolutely no direction. My children have really been enjoying group art lately
and even when given their own choice, they want one gigantic paper covering the whole
table to paint or draw on.

Space and /or materials needed (Be specific! Include colors, amounts, sizes, etc.): Large table,
paper big enough to cover the whole table, (Can be any color. I let the kids pick and they chose
Blue), scissors to cut the paper to fit, plenty of space around the table, chairs available if wanted,
tape to hold the paper down, paint in every color, tools to use for painting (I used combs, small
vehicles, small farm animals, lizards and mice, silk flowers, foam balls, bead strands, plastic
eggs, sponges, small brushes and gift bows), a bowl or container to put all the painting tools in,
paint smocks for each child (In this case; 5) and paper plates to put the paint on (Can use as
many as needed so there is no fighting. I used 5)

Source of materials
X all are available at the center/in the classroom
_____ provided, in part, by cooperating teacher
_____ I am providing the following:

Teacher preparation needed before activity presentation: (ex. mixing of paint, cutting of
paper, construction of flannel board characters, etc.): Roll the paper out on the table, cut to fit,
tape it down on the corners and the middle, collect the painting tools and put them in a bowl, get
paper plates out, get paint out of cabinet and have ready.

Teaching Sequence of the Activity

Set-up and arrangement of materials and equipment: Have bowl of painting tools ready and
waiting nearby, Put paint smocks on each child, squeeze paint on every plate and set on the table,
set bowl of tools on the table.

What is the teacher’s role (what will you do) during this activity? My role is to provide the
tools and supplies, re-fill the supplies as needed, help the children wash up as needed, offer
encouragement, interact with the children during the process and stand back and watch
the creativity flow.

What will the children do during the activity? (Remember: Children are active, hands-on
learners!): The children will explore the different ways to paint and make designs and patterns.
They will experiment with colors and textures. They will use their imaginations to create art in
the way they want to.
How will the activity area be cleaned up? (How will the children help in this process? Where
will the leftover materials be put? Where will the children’s art works be placed?): As each child
was finished, they walked over to the sink and took off their smock, put it in the laundry basket
and washed their hands. All painting tools stayed on the table until all children were done
painting. When every child was done, I picked up the paint tools, put them in the bowl, filled the
bowl with warm water and dish soap and set it on the counter to soak. The kids helped me peel
the tape off the table and paper. I had another teacher help me carry the paper over to the wall
where we hung it to dry. I sprayed the table with a soap and water mixture and gave each child a
paper towel. They all helped scrub the paint that had gotten on the table off. We threw the paper
towels away and I sprayed the table with a bleach and water mixture and wiped it down with a
paper towel. I threw the paper plates away. I put the paint back in the cabinet. I put the painting
tools in the sensory table so the kids could help wash them up. When we were finished, I rinsed
the tools in the sink and soaked them in a bleach and water mixture for 2 minutes, then laid them
on a towel to dry.

Self-Evaluation of Activity
The following questions should be answered as soon as possible after presenting the activity in
the classroom.
What changes would you make in the space and/or materials used for this activity? All
recommended changes should be supported with examples of the children’s participation. If you
respond, “No changes”, support is also needed for your answer. I don’t think I would change
anything because even the little girl who struggles with process art stayed at the table for much
longer than she usually does and really seemed to enjoy her art experience this time.

Did the activity support the developmental skill that you planned to support? How do you
know? Yes. The kids were very creative and even chose to use their hands as a painting
tool. They definitely explored and tried out new things. I think this activity met all my goals
gave the children a great experience with process art.

What changes would you make in the preparation or presentation of this activity? Support
each change you list. If you say “no change”, support your response. For this day, I don’t
think I would change anything. Since that day, we have changed painting tools, color of
paper, taped the paper to the floor and taped the paper underneath the table instead of on
top of it. The kids are continuing to love this type of process art and are requesting
different types of tools to paint with. We’ve added 4 different kinds of blocks, yarn, leaves,
straws, cotton balls, pompoms, water bottles, bottle caps, cardboard rolls and our own feet
all by request from the children.
Would you do this activity again? Why or why not? I will definitely do this activity again!
The kids worked at this for 20+ minutes; which is much longer than their usual art time.
We decided to cut the artwork into equal pieces and use it as a puzzle in our classroom.
The kids have been asking to play with “their puzzle” every day and wanted to make
another one the very next day. Our walls are filled with group art now and I can’t wait to
see what they ask to paint with next.