Mark-making
Source/Author: Adriana Hollenbeck, Head of The Experiential School of Tampa Bay
September 01, 2022
“Where are the other colors?” one might ask.
“Why are the kids only using black and white?”
It’s not uncommon to believe that children need all resources at the same time, at all times. The adults’ desire to give children countless opportunities often rushes a process that does not need to be rushed.
In this particular case Mrs. Briggs wanted children to focus on mark-making; and limiting the number of colors provided children with an opportunity to engage and focus.
Along with the marks came stories:
“Blobs. Spots. Stripes. It’s the song!" Notice how Hudson gives a new dimension to the representation. At that moment, paper, paint, and his movements when creating connected that experience with music.
“Bee. Buzz. Flower. Sun.” is Connor’s description of his art. There’s another example of sound coming from the representation and evidence that Connor understands that these four words are linked. That is the kind of connection that provides us with an insight and shows a child’s reasoning, or their scientific thinking.
Ahmed represented a volcano exploding and Rupert chose to depict a storm. The powers of Mother Nature are strong catalysts for classroom explorations too and the children’s sense of wonder allows us to provide them with endless opportunities to expand their thinking.
The truth is that we don’t look at their work and merely say “Good job!” We go deeper and look for meaning.
They too will look for meaning and connection with this puzzling world that’s around us on this big blue planet that we share.
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