8th Kindergarten

Inspired by art and water

Considering the value of art for students we decided to pilot ARTinED to 8th kindergarten of Piraeus. Our little ones were encouraged to think about the importance of water and express themselves through art. Besides, water is an interesting area of study, and even 5 year olds generally have a good deal of knowledge of this topic. Most of the activities are inspired by the Artful Thinking approach that was developed by Harvard Project Zero in collaboration with the Traverse City, Michigan Area Public Schools.

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1. Creative Questions

We started investigation by using the "Creative Questions" routine to help formulate interesting questions about the general topic of water.
Below are some of the questions used to elicit children’s prior knowledge.

a) What is water?

b) Where do we get water from?

c) Where do we find water?

d) Why do people need water?

e) Think of three words that are related to water

All children’s answers were posted on a chart paper and a concept map for the topic was created

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To develop understanding of all concepts related to water we decided to divide our investigation into three parts:

a) Places to find water

Some children used the digital camera to take pictures while others searched the web. We used the "Connect-
Extend-Challenge" routine after children had explored all selected images to help them make connections between new ideas and prior knowledge.



These new ideas extended children's thinking in new directions.
- Students in pairs made some really awesome drawings inspired by water and added sound effects.



- Inspired by the sound effects, they used their imagination to create the sound of rain, waterfall and the sound of the bubbles under the sea.



b) Water and life
The activities proved to be fun and thought provoking to kindergarteners who came up with a lot of thoughts and new ideas about the subject which were all added to the chart paper. Most of the questions were focused on the living things that exist in the water. In order to explore the topic we gave children opportunities to use inquiry skills but not isolated from art. So we engaged them in gathering and interpreting data for paintings. We used the “looking ten times” routine to help children make careful observations and describe all the objects in the paintings. Observations and interpretations were added to the list and children represented their ideas through the creation of visual stories



through drama (the water lady)

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music and movement

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