Since making our huge ferris wheel in the art room, we have continued to talk about how we would like to make more!
Following the children’s lead from the previous ferris wheel they made in the studio, we provided them with a table full of materials along with different sized boards to create on.
When we woke up from nap, we had 2 tables set up and ready for us to begin creating our masterpieces!
We were also provided with an enlarged picture of our original Ferris wheel we all worked on together. We are SO proud of this creation! ;o)
The girls set off to work having an idea in mind as to how they would like to create their art pieces…using purple and blue pieces to form a circle first….
We even thought we need to make a ladder to climb on to reach the ride….
The boys even decided to join in when this inviting area caught their eye…
Some of us just wanted to create a BIG ladder for a ferris wheel…while others decided to make half of a ferris wheel!
After making it we practiced counting how many pieces of each material we had…
While some of us insisted of making a ferris wheel, some of us decided to use the materials to create other things!!
By:Rhea & Raina
Learning Goals Achieved:
Perception. The student develops and organizes ideas from the environment. The student is expected to:
(A) glean information from the environment, using the five senses; and
(B) identify colors, textures, forms, and subjects in the environment.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
(A) create artworks, using a variety of colors, forms, and lines;
(B) arrange forms intuitively to create artworks; and
(C) develop manipulative skills when drawing, painting, printmaking, and constructing artworks, using a variety of materials.
Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to:
(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20); and
(C) use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.