Magnet Painting

The children in our program enjoy marble painting and its combination of messiness, motion, and creativity. Since children in our program enjoy the activity so much, I like to revisit marble painting many times a year. One day the children asked if we could do marble painting once again. Instead of doing the activity the traditional way, I wanted to offer the children another option. I wondered if there was a new twist on this popular and familiar activity.

After searching through some art books, I found magnet painting. The process is simple. To begin, place the paper in a metal pan. Next, add paint droplets on top of the paper. Then place a metal ball in the pan. Finally, set a magnet under the pan and use it to move the metal ball over the paper, spreading the paint to create a unique design.

I collected materials for the project. When the children arrived after school, I shared the new project idea with them. The children said, "yes," they would like to try painting with a magnet. After outside play and a snack, we started the project.

We elevated a metal pan above the table using two tall cardboard boxes. With the metal pan elevated, the children could choose different paint methods. The children could sit at the table and move the marble without seeing it. Or the children could stand and watch the metal ball move as they manipulated the magnet from below.

To start the project, one child picked a piece of colorful construction paper and placed it in the metal pan. Next, the child chose several colors of tempera paint. I suggested the children begin the project by using tiny droplets of paint since it would be easier to add more paint later. Often in process art projects, educators give more direction. We want children to explore their work, but learning technique is essential to artistic expression.

During the project, most children chose to experiment with both methods. Some children would start standing up and then sit down. Other children did the opposite. The children enjoyed the process of moving the ball with a magnet. Many children focused on the ball's movement and forgot they were painting and kept moving the ball around the pan long after the paint covered the paper surface.

I asked the children how magnet painting compared to marble painting. The children did not see the same connection I did. They said marble painting was more interesting because it was faster. Then a few children said, "can we do marble painting?" Sure, "we will do it tomorrow," I replied.

The children enjoyed painting with a magnet but wanted to return to something familiar, marble painting. The next day an exciting thing happened. As the children moved a cardboard box and marbles traveled through the paint to create an image, some children lifted the box above their heads. A first, I thought, "what are they doing?" Then I realized the children were mimicking the magnet painting process. The children wanted to experience moving marbles across the paper without seeing the result. The children were experimenting with the technique we tried the day before. Our learning journey from the previous day expanded the possibilities of our current work. Wonderful!

What I learned from this experience may benefit your learning community.

In school-age programs, group projects are essential. Project work invites children to collaborate and learn new creative techniques. Applying new methods to creative work expands the learning journey.

Co-learning with children is a balance of offering ideas to expand our investigation of shared interests. In a co-learning relationship, the children start the learning journey and collaborate with educators to fuel discovery.

In school-age programs, it is essential to have process art projects as part of the curriculum. Process art is the gateway for many children to begin their creative journey and invites children to embrace new possibilities in their work.

Adapting familiar materials in new ways paves the way for creative discovery. As educators, our role is to find new ways to explore classic materials and help children discover new pathways for their creative work.