The ability to make visual symbols, to create and communicate meaning through manipulating materials such as paint, clay, and paper is a momentous and important step in every child's development. Although symbol-making appears to emerge quite suddenly, it comes about through a lengthy period of preparation and learning. Children in kindergarten have a basic understanding that lines, shapes, colors, and clay configurations are more than designs and can stand for experiences of the real and imagined world. Creating a representation at this stage involves an interaction between ideas and materials. At this stage of development, a tangle of flowing lines named as a "racing car" do not have to look like a racing car; rather, the movement, qualities, and feel of the lines in the making evoke qualities of movement and excitement about racing cars. All early symbols reflect the manner in which the world is experienced by the emerging artist rather than how it appears.

-- excerpt from Brookline Visual Arts Learning Expectations


Past Assignments:

Kindergarteners are starting to paint and learn about primary colors (red, blue, and yellow) and secondary colors (orange, green, and purple). They know that mixing two primary colors together makes a secondary color. Kindergarten is an important time to establish routines and become familiar with materials, so we spend some time learning about the tools needed for painting (like a paintbrush, water in a water container, a painting sponge for soaking up extra water, a palette for mixing colors, and paints). We also practice cleaning up safely and efficiently.
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