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Every child is an artist. The problem is how to remain an artist once we grow up. -Pablo Picasso

Here is awindow into the

learning thatoccurred during

our colourinquiry.

The Colour Inquiry:Learning through Art Experiments

CURRICULUMEXPECTATIONS

ORAL COMMUNICATION

B i g I d e a : C h i l d r e n a r e e f f e c t i v e

communicators.

1. Communicate by talking and by listening...

VISUAL ARTS

V2 demonstrate basic knowledge and skillsgained through exposure to visual arts and

activities in visual arts;

V 2.2 explore different elements of design (e.g.,

colour, texture, etc.) in visual arts

SCIENCE AND TECHNOLOGY

2. conduct simple investigations through free

exploration, focused exploration, and guided

activity using inquiry skills (questioning,

p l a n n i n g , p r e d i c t i n g , o b s e r v i n g ,communicating);

2.2 make predictions and observations before

and during investigations

2.3 select materials to carry out their own

explorations

When we first met Mrs. Janes, our artist, sheintroduced us to a few colour experiments. This

made our students feel very curious aboutcolours and it sparked an entire colour inquiry!

Fall 2012

Playis thehighest formof

research.-AlbertEinstein

Mrs. Janes created a beautiful glass jar colour display for our window with the students.

Students talk about their colour theories with Mrs. Janes. We read many colour books!

Ms. Babalis and Mrs. Hams JK/SK Class with the support of

Mrs. Janes (Art Teacher) and Ms. Kerr (E.C.E. Student)

Bond Lake P.S., Richmond Hill, Ontario

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Food colouring is a great provocationand can be added to water, plants,foods, and shaving cream forengagingcolour experiments. Have you ever been curious about colours? Try an experiment today!

Listening in on the childrens

responses as they conducted

simple colour investigations

through free exploration:

L.N.: I would like to mix colours. Iwould like to mix all the colours in the

whole wide world and see what it

would make!

J.B.: I would like to be a firefly and fly

in the sky and paint with red paint.

Paint the clouds red...I wish I had one

of these quirt bottles at home to use in

the bathtub!

R.A.: We are putting all the colours to

make it melt into a big cloud. We are

mixing the primary colours. Bear paws

are not a primary colour.

Through our Colour Inquiry

students learned to:

use language to talk about their

thinking, to reflect, and to solve

problems

predict (before and during

investigations) what colours they

might create when mixing two

primary colours together orally and

in writing

communicated what they saw,

thought, and wondered about

colours orally and in writing

understand term camouflage

listen to stories read-aloud to

them about colours and respond to

other students ideas

t r y a ha nds on s ens o ry

experience

explore the colours of different

foods that they eat by talking about

them, drawing them, and cutting

them out from grocery store flyers

write colour names (e.g., red,

blue, yellow, green, etc.)

create instructions to teach

others how to take one primary

colour, add another primary, to make

a new colour

observe (see shapes and details),

touch, smell, and draw real fruits

(both inside and outside of fruit)

L.N.: Even the world has colours!J.B.: I WOULD LIKE TO BE A FIREFLY AND FLY IN THE SKYAND PAINT WITH RED PAINT!

Here is an example of one of our colour experiments. Mixing colours!