Outdoor Painting
Level 2 develops teamwork and artistic planning.
- Framework: EYFS
- Unit: EYFS Summer Time
- Learning area: Gross Motor
- Level: EYFS Reception
Objectives
- Plan and execute outdoor art projects
- collaborate with peers.
Instructions
Materials
- Large rolls of butcher paper or recycled cardboard sheets
- Washable tempera paint in squeeze bottles or shallow trays
- Large paint rollers, wide brushes, and sponges
- Painter's tape for securing paper to outdoor surfaces
- Buckets of water and rags for cleanup
- Protective smocks or old oversized t-shirts
Learning Objectives
- Demonstrate control of large muscle groups while painting on a vertical or horizontal surface.
- Coordinate hand and eye movements to apply paint with specific tools.
- Engage in collaborative creative expression by sharing space and materials with peers.
- Explain the creative process or describe the visual elements of the artwork.
Step-by-Step Instructions
1. Select a flat outdoor area and secure the paper or cardboard to the ground or a fence using painter's tape.
2. Gather the children and explain that they will use their whole bodies to create a large-scale summer mural.
3. Demonstrate how to use the rollers and sponges by making long, sweeping strokes across the paper.
4. Invite children to choose their colours and begin painting, encouraging them to move around the paper rather than staying in one spot.
5. Prompt students to experiment with different tools, such as using a sponge to dab or a roller to create long lines.
6. Facilitate a group discussion while they work, asking questions about the colours they are mixing or the shapes they are creating.
7. Encourage children to move their arms in wide arcs to practise gross motor coordination.
8. Monitor the space to ensure children are sharing tools and respecting the boundaries of their peers.
9. Allow the paint to dry in the sun before removing the tape.
10. Lead a cleanup session where children help rinse the brushes and sponges in buckets of water.
Educator Tip
To differentiate for children who need more physical challenge, tape the paper to a vertical fence to encourage overhead reaching and shoulder stability. If a child is hesitant to use tools, allow them to use their hands or feet to paint, which provides excellent sensory feedback and gross motor engagement.
Assessment
- Observe the child's ability to maintain balance and posture while reaching across the paper.
- Note the child's level of engagement and willingness to share tools with classmates.
- Document the child's ability to follow multi-step directions during the setup and cleanup phases.
Assessment
Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Observe planning, collaboration, motor control.