Autumn leaves – cutting



Themes
:Autumn, Leaves, Trees, Hands

I saw this idea on Pinterest and adapted it to use with my autumn theme.

I recently purchased some yellow contact sticky paper on sale. Clear contact paper will be effective too.
I drew an outline of a leaf using a black koki pen. I folded the edge over so it would be quick and easy to pull off the paper for the children when I set out the activity.

Since the toddlers are limited with their cutting skills I cut red and yellow paper into strips and they enjoyed cutting it up and watching the pieces fall onto the sticky paper. Once the leaf was well covered I pasted a clear sheet over and cut out the leaf shape.

I painted a tree on the window and attached the leaves. With the light shining behind the leaves it was very effective.

Notes:
• Make sure you can pull off the sticky paper easily when you present it to the children – its tricky to get the two layers to separate
• Be well prepared
• Some children just could not resist putting their hands on the leaves so some leaves never made it to the tree
• This activity is best suited to the 4-6 year olds
• If you don’t have contact paper, it is still effective on paper using glue • Instead of cutting the strips of paper, the children could tear the strips into pieces

CAPS outcomes

Subject: Life Skills
Study area: Creative arts

Create in 3D (constructing)
• Fine-motor and sensory co-ordination: (eye-hand-mind) manipulation of paint and other tools and equipment.
• Fine-motor and sensory co-ordination: (eye-hand-mind) manipulation of scissors and other tools and equipment.
• Craft skills and techniques: cutting, pasting, tearing

Subject: Home language
Skill: Handwriting
• Develops fine motor control using scissors to snip paper strips
• Develops eye- hand co-ordination through play e.g. cutting
• Develops small muscles skills through finger play, e.g. cutting

I applied the same concept to an activity I set out for the babies. I attached a sheet of clear contact paper to a low table. The babies enjoyed attaching and moving collage items on the contact paper. Some babies were more interested in sliding collage items under the paper, pulling off the masking tape and feeling the sticky surface with their hands.

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Roller bubble print painting

Painting with rollers wrapped in bubble wrap

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Themes/topics: My home (kitchen) and the baker
You will need:

  • Rolling pins or hard cardboard inners from foil etc ( not toilet rolls – they are too soft)
  • Paint in flat containers such as ice cream lids – two colours that will blend well together
  • Bubble wrap
  • Tape – cello tape  is the most effective
  • Paper

Prepare the rolling pins by taping the bubble wrap to the rolling pins securely, wrap them over the pins and secure again.
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Place the paint in a flat container. I put the paint out in cups with paint brushes and the children ended up ‘painting ‘ with the brushes on the paper instead of having lovely bubble prints. So rather use flat containers that the children can roll their bubble rollers in. Or be sure they understand that the brushes are for applying the paint to the rollers and they are not for painting with.

The children paint the rollers using two colours and roll them over the paper. More paint can be added and the process repeated.

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Notes:
Remind the children not to use the paint brushes to paint over the bubble painting
Be sure the paint colours you choose blend to make nice new colours
Remind the children not to pick off the tape which secures the bubble wrap
Use the printed paper for a background such as pasting cut out magazine pictures

Assessment:

  • Has the learner followed instructions
  • Has the learner enjoyed the activity
  • Has the learner used the materials with restraint
  • Could the learner share materials
  • Could the learner use the roller with coordination
  • Life Skills   Study area: Creative arts Create in 2D
    • Painting: use pre-mixed tempera paint or coloured inks or dyes in primary and secondary colours to respond to the week’s topic
  • Create in 3D (constructing)
    • Fine-motor and sensory co-ordination: (eye-hand-mind) manipulation of scissors and other tools and equipment.Integration: Subject: Home language Skill: Handwriting
    • Uses a range of writing tools e.g. paint brushes, wax crayons etc. •  Develops eye- hand co-ordination through play e.g. drawing and painting

 

 

Paper plate boats

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This child wanted me in the boat too so I drew a picture of myself

This activity is suitable for a variety of themes: Boats, water transport, things that float, floating and sinking, shapes, fish and the beach and the sea.

Note: Before you present this activity to the children please do a clear demonstration to the children either in mat time or around the art table. Talk about the shapes and where they should be positioned to create a boat using vocabulary such as; next to, on top, underneath and talk about big and small triangles  Then leave the children to create their own boats so you can do assessment. Resist the temptation to intervene and correct the boats.
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I set out half a paper plate (small works best) or a half circle of light weight cardboard, a wooden sucker stick or piece of card, some triangle shapes in different sizes and colours either white or coloured, glue and glue brushes and A 3 size paper if possible

At a separate table set out the wax crayons and scissors to draw a picture of themselves, cut it out and attach it to the boat. Encourage the children to draw fish and birds and other sea creatures. Suggest that they draw patterns on the sails of the boat although many children chose to paint theirs.
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In another area either on the floor or on a table set out some paint. Make the blue paint thin so the wax crayon fish will shine through like a colour wash.
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Assessment:
Did the learner follow instructions

  • Is the boat orientated correctly on the page
  • Does the end product resemble a boat
  • Has the learner added details to the collage
  • Has the learner used the materials with restraint
  • Which hand did the learner use while drawing, cutting and painting
  • Could the learner share materials

An interesting orientation
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Notes

  • Due to the way the art area is set up at the school I work at in New Zealand, the different activities used to create this collage are all on the same table. This results in the children following their own ideas more so than if the different components are separated. We also do not have a specific mat time to discuss the art activity and since I am a reliever I have to work around these limitations. I prefer the way the SA system works and you end up with more learning taking place and a pleasing art outcome
  • Encourage the children to place the glue on the sucker stick and the paper sails and paper plate as opposed to pasting glue to the page in the general area.
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  • Set out small pieces of paper to draw themselves otherwise the people come out a bit big
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  • Larger paper is easier for the children to plan their picture and fit it all in
  • 3 year olds need a fair amount of help to create a boat. Then allow them to be creative and complete it in their own wayCAPS outcomes

Subject: Life Skills   Study area: Creative arts
Create in 2D
Drawing and painting using the week’s topic • Draw and give own interpretation to drawings using the week’s topic using wax crayon, oil pastels and other drawing media • Painting: use pre-mixed tempera paint or coloured inks or dyes in primary and secondary colours to respond to the week’s topic

Create in 3D (constructing) • Fine-motor and sensory co-ordination: (eye-hand-mind) manipulation of scissors and other tools and equipment. • Encourage development of skills through manipulation of the materials
Create freely using a range of materials: small boxes, recyclable materials like buttons, egg boxes, cardboard off-cuts, and other

Craft skills and techniques: cutting, pasting, tearing • Develop craft skills and fine motor control

• Art extra’s • Art elements: informal experience and use of shape in drawing and painting •  Variation of paper size and format: encourage working in different scales • Informal use of art elements shape and colour in drawing and painting in response to week’s topic

Visual Literacy • Naming shape in own work • Looking at and talking about book illustrations: naming shape and colour in book illustrations, • Looking at and talking about colour and shape in pictures and photographs • Responding to questions to show awareness of colour and shape • More specific naming of colour and shape (light and dark colour, simple geometric shapes) through answering questions

Printing – with potato mashers

Printing patterns with a variety of different potato mashers

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Collect a variety of different potato mashers. Avoid the mashers with metal areas where they have been joined underneath. This causes the masher to be slightly raised and does not print well. I collected most of my mashers from the charity shops, but ask your parents.

A variety of different potato mashers

A variety of different potato mashers

Prepare some paint in printing pads. I like to use colours that mix to make pleasant new colours so I chose red and orange as the colours will mix.
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Encourage the children to print carefully by dipping the masher into the paint in the printing pad and pressing the masher firmly but carefully onto the paper to make a print. Repeat until the page is filled with prints, reminding the children to dip the masher each time before they print.
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Excellent gross motor development

Excellent gross motor development

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If you place the printing pad on the opposite side of the dominant hand the child has to cross their midline to reach the printing pad.

Note the midline crossing taking place (if you place the printing pad on the opposite side of the dominant hand)

Note the midline crossing taking place (if you place the printing pad on the opposite side of the dominant hand)

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We had some interesting chatter happening at this activity “mine looks like a waffle”, “mine looks like a toasted sandwich”
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Themes: My home ( kitchen), food and vegetables, colours, hands

Notes:

  • Have sufficient mashers for the children to be able to share
  • Check the mashers that they print clearly
  • Have spare paint on hand to top up the printing pad sponges
  • Encourage the children to stand for this activity
  • Discourage the children from smearing the paint with the mashers instead of printing clear prints. The under 3’s often do this

Assessment:

  • Could the children follow instructions and make prints and not smears
  • The children exercised self – control and did not print excessively
  • The children waited their turn
  • The children were able to cross their mid line

CAPS
Life Skills   Study area: Creative arts

Create in 3D (constructing)

• Simple printmaking techniques to create informal pattern

Aside

Paper plate shark or fish

DSCN4585Themes: Fish, under the sea, water animals, sea and the beach

In this example we used a circle of paper but a small paper plate is easier. I cut the circles for the younger children and cut a V shaped mouth. The piece that was cut out became the tail or a fin. Cut extra triangles for fins and tails. I set out shark teeth for the mouth and cut kitchen foil into smaller squares to collage the fish to look like a shark. If you use other collage materials such as cellophane and fabric squares you end up with a fish rather than a shark, but its just as effective.
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Some children created fish that did not have the tail and fin in the correct place. Its more to do with the way they work in New Zealand preschools so I had not had a mat time about the structure of a fish as you should have. I would even encourage you to use the various shapes to create a fish as an activity in your mat time, with the children selecting shapes to create a fish. Its a great opportunity to use position words such as above, below, under, back, front and in between.
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Notes

  • When you cut the foil into squares, only cut one layer at a time. If you cut several layers, the pieces stick together and the children use the thick wad of pieces instead of separating them.
  • Use heavy duty foil if you can
  • Instead of foil, offer the children squares of cellophane and fabric squares
  • The fish can be pasted to a page
  • Encourage the children to measure the teeth to be sure they will fit into the mouth
  • For fun, a small fish can be added to the tummy of the shark
  • Plastic googly eyes and glitter are optionalCAPS outcomes
    Life Skills   Study area: Creative arts
    Create in 3D (constructing)
     • Craft skills and techniques: cutting, pasting
    • Encourage development of skills through manipulation of the materialsIntegration: Subject: Home language Skill: Handwriting
    • Uses a range of writing tools e.g. paint brushes, wax crayons etc. • Develops fine motor control using scissors to cut on bold outlined pictures and shapes etc.
    • Develops eye- hand co-ordination through play e.g. drawing and painting • Develops small muscles skills through finger play, e.g. pasting and drawing

Sea and beach theme/topic ideas

Collage an underwater fish scene with a wave background
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Themes: Sea, sea and beach, fish, water, water animals, shapes

Background waves
Create the background first. Cut some wave combs from plastic milk bottles ( cut them open and use the plastic). Using thick blue paint – ready mixed, powder or finger paint are all effective but adding some glue to thicken powder paints and help adhere the fish is necessary. The children spread the paint over a large sheet of paper using a thick brush or their hands. Once the page is covered they use the combs and drag  them through the paint creating wave patterns. The children continue until they are happy with their background.
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Then add the fish. NOTE: If you want to draw patterns on the fish it is best done before the fish are pasted to the background.

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I cut a variety of oval and triangle shaped pieces of coloured paper or lightweight cardboard. The children create fish from oval and triangle paper shapes which the children select and arrange on the wet wave background. As you can see from the many different end products some children added one fish, while others filled their page with fish. Since this activity was done with a mixed age range of children (31/2 to 5 year old) some of the fish were not as well constructed as they could be, but this shows you how the activity can work with the different age ranges. Note that I have not corrected the fish as this is a valuable assessment tool.

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3 1/2 year old. These two pictures have been done by the same child. She was a lot more controlled in her first picture

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Some children lack self-control and are excessive

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5 year old

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4 year old

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5 year old

Notes

  • When I work solely with the younger children I cut the fish shapes with the tail as one shape. For Grade R children they can be encouraged to cut their own fish shapes and decorate them with writing patterns before they paste them to the wave background.
  • If you are using finger paint have a bucket of water and a towel close by
  • If you are working with a younger age group do not place scissors on the table. All your shapes will be cut into little pieces
  • The activity can be extended for the older learner by adding a sand base and crinkle paper seaweed
  • Dry the art works on a flat surface

Life Skills   Study area: Creative arts
Create in 2D

• Drawing and painting using the week’s topic
• Painting: use pre-mixed tempera paint or coloured inks or dyes in primary and secondary colours to respond to the week’s topic

Create in 3D (constructing)
• Fine-motor and sensory co-ordination: (eye-hand-mind) manipulation of scissors and other tools and equipment.

Integration: Subject: Home language Skill: Handwriting
• Uses a range of writing tools e.g. paint brushes, wax crayons etc.
•  Develops eye- hand co-ordination through play e.g. drawing and painting

Winter theme table display – winter clothes

Here is a simple but effective display to use on your winter theme table.
The clothes were photocopied but it would be just as effective to use real clothes.
Label the clothes to encourage emergent reading and literacy.

Add snowflakes and other art activities around the clothes.
Themes: Winter, Clothes, Myself