Outdoor Painting
Level 3 promotes artistic vision and self-reflection.
- Framework: EYFS
- Unit: EYFS Summer Time
- Learning area: Gross Motor
- Level: EYFS Reception
Objectives
- Design large-scale outdoor art
- reflect on process and technique.
Instructions
Materials
- Large rolls of butcher paper or recycled cardboard sheets
- Washable tempera paint in squeeze bottles or shallow trays
- Long-handled rollers, sponges, and wide brushes
- Painter tape or heavy stones to secure paper
- Spray bottles filled with water and diluted food colouring
- Protective smocks for each student
Learning Objectives
- Demonstrate control of large muscle movements through sweeping painting motions.
- Plan and execute a visual representation of summer themes on a large scale.
- Collaborate with peers to share space and materials during a group project.
- Explain the relationship between physical movement and the resulting marks on the paper.
Step-by-Step Instructions
1. Select a flat, shaded area of the outdoor space and secure the large paper to the ground or a fence using tape or heavy stones.
2. Gather the children and discuss how summer light and movement can inspire art.
3. Demonstrate how to use different tools, such as rollers for wide coverage or spray bottles for texture.
4. Encourage children to stand or kneel while painting to engage their core and shoulder muscles.
5. Prompt students to experiment with different speeds and pressures to see how the marks change on the paper.
6. Facilitate a group discussion while they work, asking them to describe the colours and shapes they are creating.
7. Allow children to move freely around the paper to ensure they are using their full range of motion.
8. Assist students in cleaning their tools in a designated water station once they finish their work.
Educator Tip
Encourage students to paint to the rhythm of music to help them regulate their physical movements. If a child struggles with focus, provide a specific prompt like painting the shape of the sun or the movement of waves to give their creative process a clear direction.
Assessment
- Observe if the child maintains balance and coordination while reaching across the paper.
- Document the child's ability to transition between different painting tools independently.
- Note the child's verbal explanation of their creative choices during the activity.
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. Rubric: design, execution, reflection.