Pointillist Animals

Our learning journey started when the children expressed an interest in drawing animals. To support this interest, I visited the library and checked out photo books and books on how to draw animals.

I arranged a small round table and four chairs in one corner of the classroom to set up the invitation. Next, I placed the paper on the table and added pencils, fine-point sharpies, and markers in jars to create an inviting space for the children to explore drawing. Then I placed a few drawing books on the table and the remaining books on a nearby shelf. Soon after, I noticed small groups of children drawing and talking about their favorite animals as they worked. Even though the children enjoyed drawing animals, they moved on to new project work after two days.

At that moment, I felt stuck. I was unsure where the investigation could go. I decided to comb through the archives of past projects and the documentation to get some ideas flowing.

As I looked through the project archives, I discovered some pointillist paintings from the year before. I thought about inviting the children to paint animals in a pointillist style. I began searching through our storage closet, looking for ideas, and found animal tracing cards from a previous painting project and a box of fuse beads. I decided to invite the children to trace or draw an animal on cardboard and then use fuse beads to create a pointillist picture. Utilizing fuse beads instead of paint would enable the children to explore a new creative technique in their work.

I set up the invitation in our studio space. I placed different recycled cardboard shapes on the table. Next, I poured glue into four small jars and placed paintbrushes on the table. I also added a jar of pencils and some erasers to the table. To finish the invitation, I put small bowls of fuse beads on the table and set the animal tracing cards in the center of the table. Books about animals were on a low shelf next to the workspace, and I put a few books on the table for inspiration.

The children arrived from school. After outside play and snacks, it was time for our daily gathering. I mentioned to the children that I noticed their interest in animal drawing had ended, and I invited them to come into the studio and explore animals in a new way. I did not share much more as I wanted to interact with the children as they explored the new invitation.

After our meeting adjourned, some children came into the studio to explore the invitation. The children were excited when they noticed fuse beads because this is a material they enjoy working with. Some children walked away when I shared that the invitation was to explore fuse beads and animals, but a few stayed to hear more about the invitation.

I explained the possibilities for this invitation to the children, and they started to work. Some children used the tracing cards to draw an animal on cardboard, while others created an original animal image. Next, the children brushed glue onto the cardboard and carefully placed fuse beads onto the surface. Some children found this work challenging because fuse beads are tiny. We discussed this challenge and decided that pony beads would be easier to work with. Some children continued using the smaller fuse beads, while others chose the larger pony beads.

The children worked on their pointillist animals for many days. After the children finished their pointillist animals, we displayed them on small plastic easels around the room. In the end, the exploration of animals only lasted a few more days. My hopes of a long-term interest in animals did not materialize, and the children moved on to new work.

I was glad I tried to make a lasting connection with a subject in which the children showed interest. This project reminded me that some projects take off, and others fizzle. As educators, we do not know which projects will capture the children’s imagination. Our role is to enjoy the process, experience the journey, and let the children show us the way.