Three to Five Year old

Responding to Visual Arts

Intended age group: focusing on children between three to five years of age.
Learning Outcomes addressed:
Outcome 1: Children have a strong sense of identity
o Dot point 1: Children feel safe, secure and supported (discussing their ideas and suggestions)
Outcome 4: Children are confident and involved learners
o Dot point 4: Children resource their own learning through connecting with people, place,
technologies and natural and processed materials (experiencing shared learning experience through
group discussions)
Outcome 5: Children are effective communicators
o dot point 1: Children interact verbally and non-verbally with others for a range of purposes (Visual
Thinking Strategies)
o Dot point 2: Children engage with a range of texts and gain meaning from these texts (viewing
printed visuals)
Resources required:
Large print out of the photograph or artwork
A white board or easel to put the print out on
Paper/whiteboard and a marker
Activity to be undertaken:
Discussing visual arts using the Feldmans Model of Art
Criticism.
1. Put up the print out of the photograph or the
artwork up on either the whiteboard or easel for
all children to see easily.
2. With a small group of children, sit them down on
a mat or comfortable area, facing the image.
3. Ask them to look at the image closely for a
minute.
4. Using the whiteboard/paper and marker begin
the four steps of the model
a. Description- ask the children What do
you see in the artwork? and What
else? From the responses make a list of
the visual qualities discussed.
b. Analysis- focus on the formal aspects of
arts such as the elements and principles.
Ask questions such as How does the
artist create the focal point? and How
does the use of colour/texture impact the
painting?
c. Interpretation- propose ideas for possible
meaning based on evidence such as discussing emotions and feelings. Ask questions such as What
do you think it means? What was the artist trying to communicate? and What clues do you see
that makes you say this?
d. Judgement- discuss the overall strengths and success of the work (may not be suitable for young
children but you may like to ask them what they like/dislike the most about the artwork)
5. Write down answers on paper for documentation. (Show parents what the children have done.
(I have chosen this image above by Brigette Zimmermann for the theme of nature and printmaking, however this
activity can be adapted to any artwork and any theme.)
Assessment: rather than assessing, an observation could be done for each child in regards to any aspect of the
activity such as interaction as well as language development and adaption to knowledge of visual arts.
Opportunities to scaffold learning: in regards to the Feldmans Model of Art Criticism, you can scaffold the childrens
learning by paraphrasing their comments neutrally, point to the area being discussed, link and frame childrens
comments, back up childrens ideas with comments, praise and encourage, similar to the way of VTS.

















Three to Five Year old
Making Visual Arts
Intended age group: focusing on children from three to five years of age.
Learning Outcomes addressed:
Outcome 1: Children have a strong sense of identity
o Dot point 2: Children develop their emerging autonomy, interdependence, resilience and sense of
agency (open to new challenges and discoveries)
Outcome 2: Children are connected with and contribute to their world
o Dot point 4: Children become socially responsible and show respect for the environment (using play
to investigate, project and explore new ideas as well as exploring and gaining knowledge and respect
for the natural environment.)
Outcome 3: Children have a strong sense of wellbeing
o Dot point 2: Children take increasing responsibility for their own health and physical wellbeing
(combined use of gross and fine motor skills)
Outcome 5: Children are effective communicators
o Dot point 3: Children express ideas and make meaning using a range of media (use of creative arts
and experimenting with expression of ideas through a range or media
Resources required:
Paper (various sizes depending on whether the children are working on a table or on the floor)
An assortment of natural materials (such as rocks, pebbles, leaves, sticks, bark, gum nuts, pine cones etc.
Note: must have enough for each child to have an assortment)
Smock
Glue
Various assortment of crayon colours
Activity to be undertaken:
1. To prepare, collect an assortment of natural materials then put a small amount of glue into trays and either
an icy pole stick or paint brush for application.
2. Prepare children by putting on a smock and rolling up their sleeves.
3. Then put them in a chair or on the floor depending on the age of the children and space.
4. Put paper down in front of the child along with natural materials and glue.
5. Get them to paste down the materials in any way they would like onto the paper.
6. Put another piece of paper on top and give a range of crayons.
7. Get them to explore with the crayons the various textures that appear on the paper above the collage of
natural materials. Allow them to explore as they please.
Assessment: rather than assessing, an observation could be done for each child in regards to any aspect of the
activity such as interaction and participation or the use of materials as well as the product could be used as a
learning story.
Opportunities to scaffold learning: young children could be guided as to exploring the materials or putting an object
in the glue and onto the paper to show how it works. This could also be done with the paper over the top and the
crayon if they are unsure what to do. Each child should be individually encouraged and praised as well as talked with
about the visual arts aspects that appear within their artwork such as the art elements and principles.