Painting Boxes

The children are not always investigating a specific question or subject in our learning community. Educators try to inspire new interests during this transition by collecting interesting materials and inviting the children to practice process art techniques. 

The exploration of process art fosters creative energy for the children. New ideas flow from this innovative work and often generate further questions and investigations. Practicing process art techniques is a fundamental activity within our program that introduces children to new materials and creative possibilities.

Our creative journey started with a box.

I found a large box with recycled materials. My idea was to paint the recycled box as a group. I wanted to see if the painting process inspired the children to create a project from the box. As we painted the inside of the box, new ideas were not blossoming. I placed the box on the drying rack and waited.

Two days later, I asked the children about the painted box and how we could extend our previous work. The children did not express any interest in the box. Waiting as the children decide when and if they will show interest in continuing a project is challenging for the educator.

As the days passed, there was no interest in the painted box. I wanted to try and use the box in a different to inspire children to work with it. I created a new invitation to fill the box with colorful rolled-up paper. I cut paper strips and invited the children to roll the paper and glue it into the box.

As the educator, I decided to lead the project to inspire the children to collaborate by extending this work. My work with this specific group of children was a new experience. My hope for this project was to create together, have fun, and provide an opening for new projects to develop.

One of the children asked about the purpose of this project. I said the objective was to use the techniques we learned together to create new work in the future. Together, the group rolled paper and glued it inside the painted box. The children collaborated and struggled to work together at the same time.

At this point in the project, I wonder if my project leadership is more of a hindrance than a benefit. I decide to take the box and place it on the drying rack to see if any children ask me about it.

Four children inquired about the painted box filled with colorful paper a few days later. We talked about possible extensions of the work. The children decided to paint the outside of the box using tempera and toothbrushes. The work focused on adding color to all the unpainted areas of the box as the children wanted to fill the entire field with color. 

I was happy the children came up with the idea to paint the box with toothbrushes. As I observed the children paint, I did not realize this work would inspire a new interest. The next day, children wanted to explore the textures created from different objects dipped in paint and applied to a paper surface. The box work with toothbrushes and paint inspired the children to come back the next day and paint with toothbrushes on paper. The children who used the brushes on paper were excited and vocal about the results. They shared their new creations with friends and invited others to try painting this way. The latest paint investigation continued for many days as children explored many properties of different materials, textures, and paint.

I tried hard to inspire the children to follow my lead and work on the box project. All the children needed was time. The process of exploration and learning takes time and moves forward when it is ready.