This project was geared towards learning more about the shape of a star using white paper, water colors in different variations of green and yellow, paintbrushes, and star fruit.
We set this project up at the light table with the thinly sliced star fruit placed above the white paper. The paintbrushes and watercolors were placed near each piece of paper for the children to use in their investigation.
The children picked up the slices and started placing them on top of the white paper. Some only placed one piece of the star fruit while others placed several. They picked up the pieces and smelled them and then some of children ate the pieces. The children picked up a paintbrush and started painting on top of the star fruit and others painting around the star fruit. One child said, “Look it’s a star!” and some other children repeated her. Then one child said “Estrella!” In Spanish, “estrella” means star.
The purpose of the project was to let the children observe the shape of a star in a different medium. Putting the slices of star fruit on the light table allows the children to visually explore the details of the star fruit. This gave the children an opportunity to see the veins and colors of the star fruit. This was also a provocation for the children to paint their rendition of a star or what they associate with the star shape.
The children demonstrated their ability to focus and react in this provocation. They thoughtfully placed the star fruit onto the paper and used their senses by touching, tasting, smelling as they explored the star fruit. This was a great opportunity for the children to develop their upper-level thinking further by encouraging the children to reflect, predict, question, and hypothesize their judgments of the star fruit. Children are naturally curious and through exploratory play they develop a perception of themselves as explorers in the world. Provocations such as this one helps the children gain a positive perception of themselves and real experiences to show them they are intelligent and friendly beings!
“Children must be taught how to think, not what to think.”
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