Incorporating Nature

into Kindergarten Art

Curriculum focusing upon how natural materials can
expand childrens understanding of collaging, art,
and the environment around them.

Page 1

Table of Contents
Topic and Rationale

Page 2

Learning Environment

Pages 3 to 6

Map of Learning Centers

Page 7 to 8

Week 1 Center Map

Page 9

Week 2 Center Map

Page 12

Childrens Book List

Pages 13 to 16

Learning Objectives

Pages 17 to 18

Leaf Representations Learning Encounter

Pages 19 to 23

Nature Collages Learning Encounter

Pages 24 to 28

Evaluation

Pages 29 to 31

References

Page 32

Topic & Rationale

Page 2

As the school year has begun, it has been evident that art and creative
expression are the centers of choice for kindergarteners. Children naturally
navigate to the center, and often will ask if creative expression can be a
choice. As teachers have noticed this interest, they have begun adding new
materials to the center to observe what children will use.
With the addition of square tissue paper, square and triangle cellophane,
fabric, beads, and colored masking tape. The children have begun to create
collage type artwork. With the use of the collage work some children have
even begun to explore the concept of symmetry as they place the same
shape and colored material in mirroring positions on the paper.
Along with childrens interest in creative expression, teachers have noticed
childrens curiosity and enjoyment when exploring nature. The playground is
a natural setting with very limited plastic structures. In fact the only plastic
structure is the slide, all other structures are made of wood or stone. The
children enjoy building with natural materials, as well as bringing it into their
dramatic play. Often times a stick can become a horse, or a wand of a fairy.
Nature is a big part of the kindergarteners learning and play experiences.
Teachers have begun to wonder how they can bring nature into art. Children
have been working on collaging, and teachers are curious if the interest of
nature can elicit more meaning into the collage work. The joining of art and
nature can be an experience that is rich for the children, and their
understanding of the world around them. Art allows children to dive deeper
into noticing small details, and by introducing nature into art it could help
children learn more about their environment.
To help teachers answer some of these questions, they will incorporate the
various natural materials into center choices and observe what the children
do. By documenting childrens words an actions teachers are hopeful to
create a better understanding around why this group of children are drawn to

art and nature. What can children learn when art and nature are used
together?

Learning Environment
Community.
The children of the kindergarten classroom all live within a
community that has a diverse population. Within the community their are
neighborhoods that are close knit and involved within their town politics and
land conservation. The community has a variety of parks and recreational
facilities where members of the community enjoy and keep clean for the
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local wildlife. In the community there are also recent immigrants and
refugees from foreign countries. These families have moved to this
community because of the low income housing that is available in the
southern section of town.
Within the community their are many resources for those seeking
employment opportunities. The town is rather large in population, and
throughout the years many companies have investing in opening stores and
offices within the town. This has been helpful for the members in the
community who wished to obtain a job close to home.
The town has a public bus that is a big transportation assistance for those
who do not have a vehicle of their own. The town bus is used frequently by
the members in the community. The bus route brings individuals from the
southern to northern side of the town, and even through downtown where
there are a majority of businesses.
The community has a diverse population of people, as there are three senior
citizen community homes and several neighborhoods. The neighborhoods
vary from apartments and duplexes, to smaller single family homes, and
large victorian single family homes. The victorian and smaller single family
homes are in the northern part of the town, and the apartments and
duplexes are in the southern part of town.
School. The school district of the community has two elementary schools,
two middle schools, and one high school. Initially when zoning the schools
there was a bit of a controversy, over which sections of town should go to
which schools. There was a larger amount of community members from the
northern section of town who wanted the schools to be divided by the
southern and northern borders. However, there was a fair amount of people
who thought this was unfair because the schools would then be segregated
by social class. In the final decisions of zoning for the two elementary and
middle schools, the town decided that both the northern and southern parts
of town would be divided in half that way there was an equal amount of
children from both social classes going to the schools.
Since the community has a diverse population of low income and high
income families, the schools have children with varying needs. This requires
that the teachers are well trained to assist children with their varying needs.
Often times many of the children who have recently immigrated to the
United States, including those living in the refugee housing, the children
have very limited to no English. This has required that the town establish an
innovative English as a Second Language Program. Many of the teachers in
the ESL program have been trained in the cultures of the children that make
up their student population, while doing their best to understand their home
language. Many of the children in the refugee housing are from various

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countries in Africa, this can be difficult to find ESL teachers speaking all the
languages of the children, because there are so many different dialects.
The teachers of the school have participated in professional development
centering around teaching children of differing social class. This has been
helpful for many teachers to understand the different challenges the families
of the children face. Allowing for teachers to become more aware of the
difference among those in the community they serve. It has also helped
many teachers bring the aspects of what they have learned into working with
their children in the classroom, and creating meaningful relationships with
the families they work with.
The schools have found that while communicating with families, the school
and staff must be able to relate and understand the family. When this occurs
the families feel as if they can become more involved in the schools and
there is more home to school communication.
Children.
The children in this town are raised in many different
neighborhoods and families with different values. The children practice
different religions with their family members, along with those in their
neighborhoods. Some children have strong religious values where others do
not practice religion regularly. This means that children have many different
holiday celebrations, and are not limited to those that Americans celebrate.
Although the children are from varying social class and sections of the town,
in the schools there is really no separating from social issues. This is
something that the schools and community take pride in, because the
children play with one another based upon common interests and
temperament.
The children are very eager to learn more about their peers and teachers.
Since there is a diverse population at the school, the children really enjoy
learning about different cultures and languages. This has opened many
children to sharing about their lives in their home country and explain to the
children the social norms of their culture. This has been very interesting for
all the children, because they take pride in learning about their friends and
their families.
Learning Environment.
The classroom learning environment is similar to
a Reggio Emilia environment. The children are members of a classroom
community that has many natural materials, light, and comfortable furniture.
The classroom has adapted this natural feeling because since there are many
children of different cultures, this seemed to be the most neutral and
respective environment for all children and families. The materials that are
found in the classroom are those that are found within the community. For
example sticks, rocks, shells, and even play animals that live in this region.
Page 5

Although, the classroom focuses upon the

aspects of what is found in the community
it also welcomes artifacts of the different
cultures of the children. For instance, in
the classroom is a framed image of a
young childs village who is from Uganda.
The image was taken during a sunset
and is a focal point for many children in
the classroom. They take pride in that this is from the village of one of their
classmate, while also enjoying the serene colors from the sunset.
The classroom is organized in a way that has materials open for children to
take off the shelves and explore. All shelves that are within the childrens
reach are materials that the children can use freely. The materials are used
as tools to help children in their learning and discoveries. This has been
helpful for many children as they know that these materials are able to be
explored and used to help further their learning.
The classroom is setup in a way that has a block and building area, reading
and literacy area, dramatic play area, writing and journal area, creative
expression area, sensory table, and a large rug for gatherings. These areas of
the classroom are often open, while depending upon the curriculum focus
some areas may be used for another purpose. Although the classroom has
separate areas for children, it also is flexible to change and adapt to where
the children lead an investigation.
The classroom environment reflects a strong positive image of the child, and
allows for the children to freely explore and make new discoveries.

Page 6

Map of Learning Centers

Week 1 Center Choices. The first week of the curriculum investigation of
incorporating nature into childrens collage and art study, is followed by the
intensive exploration of collages. Children have learned how to create collage
work out of various materials: tissue paper, cellophane scraps, wooden
beads, keys, cray paper, construction paper, plastic beads, and wooden
scraps. The children have created a repertoire of what collage work entails
and how to create collages out of various media.
The first week of the curriculum investigation will focus upon how nature can
be brought into the study of collages. This week each center choice will have
a variety of natural materials that children can use, to gain a better
understanding of the materials and learn about their characteristics. The
center choices are intended for small groups of children and is open ended,
allowing the learning encounter to be taken in the direction the child
chooses.

Page 7

Block Area: Block area will have wooden tree stumps that can be used
for children to lay natural materials on top of to create a collage. The
materials in the
block area
will consist of
stones, bark,
sea
shells,
sticks,
and leaves.
Children will
be
encouraged
to
use the
materials to
decorate
their stumps
and wooden block structures.

Light Table: Light table will have leaves that children

have found on the playground. The leaves will lay on
the light table along with magnifying glasses so
children can observe the characteristics of the leaves
more closely. As children pay attention to the finer
details of the leaves, teachers will be encouraging
children to draw what they see and create a representation of the
leaves. Children will be given clipboards, pencils, colored pencils, and
half sheets paper to draw the leaf they observe.

Creative Expression: Creative expression will have children going

outside with a teacher to focus upon a particular natural landscape and
sketch what they see. As children work on this throughout the week
they will be
asked
to gather different
sources
of
media that
represent the
colors
and
textures they
wish
to
describe the
image
they have
created.

Page 8

Writing: As children come to their journals, a task that children will

complete each day during the week, they will have prompts to guide
their writing and drawing.
Monday: They will be encouraged to write and draw about a
memorable experience they had outside.
Tuesday: Children will be encouraged to draw and write about what
they see outside.
Wednesday: The children will be encouraged to write and draw
about the leaves they have been observing at the light table.
Thursday: Children will be encouraged to draw and write about a
favorite tool or game they enjoy playing on the playground.
Friday: The children will be able to have a free choice upon what
they wish to draw and write about in their journals.

Literacy: Children will have access to nature and art books to read.
This will continue for the week, as teachers are at the center choice
available to read with children.

Week Two Center Choices. The second week of the curriculum investigation,
will focus more upon how nature can be used in collage and art. Natural
materials will be another media that children will be encouraged to work with
to express their thinking through art. This week children have a better
understanding of looking at the finer details in natural materials, and have
learned more about how these materials can be manipulated to create
meaningful masterpieces. The center choices are intended for small groups
of children and is open ended, allowing the learning encounter to be taken in
the direction the child chooses.

Block Area: This center choice will continue having the stumps and
natural materials for children to decorate their structures. However, this
center will have a twist to expand childrens thinking. Added to the
block area will be a large tray of soft sand. Children will be asked to use
the stumps and natural materials along with the sand to create
structures. The sand is an addition that allows children access to an

Page 9

additional natural material, and a different property

explore while building and adding artistic details to
structures.

to

Light Table: Light table will continue using

leaves that children have collected from outside.
Although, now the focus will be upon what
children can create with the leaves they have
found. Children will read with a teacher, Look What I Did
with a
Leaf! by Morteza E. Sohi. The book was a choice in the literacy center
from last week, and children are familiar with it. Based upon the ideas
in the book and the leaves children have been exploring. They will be
encouraged to create images with leaves.

Creative Expression: At creative expression children will be exploring

how to create natural collages out of materials they gathered from a
walk in the woods. Children will work closely with a teacher to create
collage work only utilizing natural materials.

Writing: Throughout the week children will be shown different natural

landscapes and images of nature and asked to write about what the
picture makes them feel or think about.
Monday: Mountain top scene.
Tuesday: Beach scene.
Wednesday: Woods scene.

Thursday: Waterfall scene.
Friday: Children have a free choice upon what they wish to write
and draw about.

Literacy: Children will have access to nature and art books to read.
This will continue for the week, as teachers are at the center choice
available to read and discuss readings with children.

Page 10

Look What I Did With A Leaf!

by Morteza E. Sohi

Childrens
Books

Shows young art and craft lovers how to use nature's

bounty to create fanciful animals and natural scenes.
Readers will develop their artistic eye and soon learn
to see the artistic possibilities that surround them.
Morteza E. Sohi gives careful directions on how to
choose leaves for shape and color, how to arrange
them in an animal form, and how to preserve the
finished work of art.
amazon.com

Page 11

The Mixed-Up Chameleon

by Eric Carle
The chameleon's life was not very exciting
until the day it discovered it could change not
only its color but its shape and size,too. When
it saw the wonderful animals in the zoo, it
immediately wanted to be like them -- and
ended up like all of them at once -- with
hilarious results.
Eric Carles artistic tissue paper illustrations
are
helpful
forDay
children to learn more about the
The
Snowy
use
tissue
by of
Ezra
Jackpaper
Keatsand collage work.
amazon.com
Captures young childrens many
explorations and possibilities on a snowy
day. Keats uses collage artwork to capture
and illustrate the childs explorations on the
snowy day. This book can be used to inspire
young artists to learn the art of collages.
amazon.com
Actual Size
by Steve Jenkins
Just how big is a crocodile? What about a
tiger, or the worlds largest spider? Can you
imagine a tongue that is two feet long or an
eye that is bigger than your head?
Sometimes facts and figures dont tell the
whole story. In this visually stunning book,
seeing is believing as Steve Jenkins
illustrates animals both large and small at
ACTUAL SIZE.
amazon.com

Page 12

Alexander and the Wind-Up Mouse

by Leo Lionni
Nature
Mandalas of many great children books
Author/illustrator
byoften
Martyuses
Noble
beautiful paper collages
illustrations. In addition to his great stories I
Anlove
appealing
unique
of in
that heand
uses
a torncombination
paper technique
mandala
andKids
organic
imagery great at
many ofpatterns
his books.
are naturally
offers
hours
of
imaginative
coloring.
tearing and a torn paper collage is Thirtya great
one
fanciful designs
dragonflies,
alternative
for kidsincorporate
who get frustrated
with
daisies,
seashells,
and
other
natural
motifs
scissors.
into arrangements of leaves, vines, and
trees.
amazon.com
amazon.com

RRRALPH
by Lois Ehlert
Lois often uses found objects in her
illustrations which is fun for a game of I Spy.
Her illustrations are fun and on the last
page of the book she often shows the
objects she used to create the picture.
amazon.com

The Apple Pie Tree

by Zoe Hall illustrated by Shari Halpern

Page 13

The changing seasons bring a tasty surprise in

this bright picture book from the
author/illustrator team of It's Pumpkin Time!.
Two young sisters watch in fascination as their
apple tree changes, from bare in winter to
bursting with pink blossoms in spring, and as
robins build a nest. When autumn comes, the
small green apples have grown big enough for
picking--and for pie!
amazon.com

Red Leaf, Yellow Leaf

by Lois Ehlert
Lois Ehlert uses watercolor collage and
pieces of actual seeds, fabric, wire, and
roots in this innovative and rich
introduction to the life of a tree. A special
glossary explains how roots absorb
nutrients, what photosynthesis is, how sap
circulates, and other facts about trees.
amazon.com

Fletcher and the Falling Leaves

by Julia Rawlinson
illustrated by Tiphanie Beeke
As the leaves fall from his favorite tree,
Fletcher worries that something is terribly
wrong. But then winter comes, and with it
a wonderful surprise.
amazon.com

Leaf Man
by Lois Elhert

Page 14

With illustrations made from actual fall

leaves and die-cut pages on every spread
that reveal gorgeous landscape vistas,
here is a playful, whimsical, and evocative
book that celebrates the natural world and
the rich imaginative life of children.
amazon.com

Balancing Act
by Ellen Stoll Walsh
Balancing Act has collage illustrations
that are created from paper. The
Balancing Act is a book that introduced
young children to the idea of balance.
This book can be used for mathematic
and art conversations.
amazon.com

Learning Objectives
Cognitive.
Focused exploration: childrens purposeful investigation of their
environment and their application of knowledge to guide and deepen their
experiences;
Critical thinking: childrens ability to take in experiences, make sense of
them, and draw on this information to formulate additional questions,
actively construct meaning, and make decisions; and
Shared language: childrens ability to use descriptive words to talk about
their activities and understanding of their environment.
Language and Literacy.
Listening comprehension (receptive language): childrens ability to listen
and understand what is said;
Verbal expression (expressive language): childrens use of words and the
development of vocabulary for purposeful communication;
Page 15

Gross and Fine Motor.

Body awareness and control: childrens ability to gather informa- tion with
their senses to gain knowledge of their bodies, including balance and
increasing control of actions;
Small muscle development and coordination: childrens ability to use their
eyes and hands together to accomplish tasks and solve problems.
Social and Emotional.
Identity: childrens ideas about their place in the world;
Emotional expression: childrens ability to express feelings and
understand behaviors.
Creative Expression and Approaches to Learning.
Play: childrens interaction and experimentation with materials, ob- jects,
and people;
Engagement: childrens ability to show initiative and to persevere in their
activities; and
Risk taking: childrens increasing comfort with trying new experiences
and tasks;
Appreciation: childrens attention to different sensory characteristics, and
their emerging ability to distinguish details; and
Variety: childrens awareness and use of a range of materials and
activities to express themselves.
Invention and imagination: childrens increasing ability to imagine, create,
invent, and participate in an array of open-ended activities;

Page 16

Kyleigh Pharris
F14/Humphries

October 27, 2014

Curriculum Project

Leaf Representations
1) Summary and Overarching Goal:
The main concept of this learning encounter is to further childrens interest in natural materials
and understanding of art. The learning encounter is to bring childrens detailed study of
identifying characteristics of leaves to a place in which they can create a art representation. This
learning encounter is intended for children in a small group during center choice time.
Learning Objectives:
1. The goal of this learning encounter is for children to further their understanding that natural
materials can be used to express ideas and understandings with natural materials. This
learning encounter is developed to reinforce the childrens experiences of materials found in
nature to create an image with a greater meaning.
2. Encourage children to use the finer details of the leaves they have observed to create a larger
image or representation. Children will be able to use magnifying glasses to identify the
smaller details of the leaves, while using descriptive language to describe what they see.
3. This learning encounter will enable children to make connections between the leaves they see
in their daily lives and the ones in which we are working with to create a new representation.
This learning encounter is intended for children to freely explore and create representations
without teacher directed instruction. This lesson is open ended to the children, as they may
use their representations to further their play.
New Hampshire Curriculum Frameworks:
Curriculum Standard 1: Apply appropriate media, techniques, and processes; use various
materials, techniques, and processes to communicate and express ideas, experiences, and
stories.
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 Curriculum Standard 6: Students will make connections among the visual arts, other
disciplines, and daily life.
S:LS5:2:2.1 Recognize that some tools, such as magnifiers, balances and thermometers, have
special uses and can help gather information and extend the senses.
S:PS1:2:2.1 Identify the observable properties of different objects, such as color, size, shape,
weight and texture.
Context and Rationale:
The kindergarten children have been exposed to natural materials and their artistic value.
Children have previously extensively explored the characteristics and features of different
kinds of leaves. As children observed the details of leaves, they documented their findings
through drawings. The children have been interested in bringing nature into their artwork,
and this lesson seems like a next step for children in developing a better understanding of
how leaves can be used to create art and represent their creativity.
Age/Grade:
The children in the kindergarten classroom range from the ages of five to six years old. At this
point in the school year there is a fair mix of five and six year olds as members of the
kindergarten
community.
Materials:

- Light Table

- Scissors

Page 18

- Basket of Leaves Children Collected

- Glue

- Black Poster board

- Clipboard with Paper

- Pencils

- Look What I Did with a Leaf!

Space:
The space that children will be working on their leaf representations will be at the light table on
the large circle rug in the classroom. The circle rug is a place for meetings and gatherings,
however, during center time it transforms into a center choice space. The light table is positioned
in the middle of the rug with leaves on top with light shining through them. Three children are
able to work on the light table or on the floor while creating their leaf representations. They each
have clipboards and are able to work within this space in which ever way is comfortable for their
bodies.
Invitation, Provocation and Anticipated Procedure:
1. During the literacy center children have been reading Look What I Did with a Leaf! by
Morteza E. Sohi. The book teaches children how to create artistic representations from
leaves. The book will be introduced to children as they come to the light table.
2. Children will be invited to look at the book and explore the many ways in which leaves
can be transformed to represent an artistic creation.
3. Once children have explored the details of the book, I will then encourage children to
think of something they would like to create out of the leaves. Now that we have looked
at these leaf representations, I wonder what you will decide to create? At this time it
could be helpful for children to explore what they see in books or even take a walk or
look outside. How can children connect the leaves to the trees in which they see outside?
4. As children have chosen a creation to represent with leaves, I then will ask the children
to carefully think about which leaves will help them create their image the best. Before
we begin creating our leaf representations we have to carefully think about the leaves we
want to use. We need to look at the edges, colors, and shapes of the leaves and how they
will help us create our leaf representations. As children carefully observe their leaves
this will be a time for the children to use a magnifying glass to take a closer look.
5. As children are gathering leaves that would be helpful in creating their representations,
I will then encourage children to draw their idea first on paper with the shapes of their
leaves. This will be a time that I help children move and manipulate their leaves to
create the representation they have in their mind. Thinking about how the leaves will
piece together. If children are stuck at this part we can read some of the artist notes
from the book. This could be helpful for children.
Page 19

6. Once children have created their sketch of their representations, it will then be time for
children to explore the ways in which the leaves can fit together to create their
representational image.
7. Children will be encouraged to cut the leaves into different shapes they need. They will
however, not be able to glue just yet. Gluing will remain at the very end of the lesson, so
children can change and manipulate their leaves. During this process children can be
documented as a way to illustrate their story of creating a leaf representation. This could
then be helpful for children to reflect upon their experience, while also adding in a story
telling piece.
8. Now that the children have their representations on their drawing paper and made out
of their leaves. The children will be given a black square or rectangle of poster board,
this will be used as a background to glue their representation. They will be invited to
glue the leaves together. The children have an understanding of how much glue is
needed from their previous collage work, so they will be reminded that they do not need
a great deal of glue.
9. Once the children have glued their leaves together to create their representations, they
will be asked to place their black poster board and leaves on the dry table near the
window.
10. When children come back from placing their representations to dry, they will then be
asked to place their scraps of leaves into the basket so they can be brought outside.
Children will be expected to clean and tidy their working space to ensure it is ready for
the next child.
Accommodations/UDL:
If a child is struggling with thinking of an image I will encourage them to take a look through
books of animals, insects, sport objects, etc. This can be helpful for children who are struggling
to find an object to create a representation of.
If a child finds this task simple, I will encourage them to add finer detail to their piece. I will
ask questions relating to their previous exploration of leaves and ask them to find smaller parts
of leaves to add detail to their representation.
A way that this lesson can be adapted for UDL is to have a light table that has legs like a table.
Children can work around the table standing up, and this can help a child in a wheelchair roll
up to the table and find a space to work. The open area in which the light table is placed on the
rug allows for the child with a wheelchair room to move freely and have their own working
space within the designated area.
Another UDL that could be useful for the children at this center choice, would be the use of
loop scissors. These scissors can help children further develop their fine motor skills.
An FM system can be worn by the teacher to help children with a hearing impairment. This
system can help children understand the learning encounter while children are playing at other
center choices.
Extensions:
To further extend this lesson, I will share the childrens creations with families. While sharing
the representations with the families, I will illustrate the processes and discoveries that lead the
children to creating these works of art. Then I will encourage families to bring other natural
Page 20

materials into the classroom for children to utilize to create more representations. Perhaps this
could lead into an exploration that allows families and children to work closely together on
creating representations out of natural materials.
A way this lesson can be further extended is through the use of pictures of trees and leaves
found in the childrens environment, and the children can match the leaves to the correct trees.
What does a maple trees leaves look like?
Children can use an iPad story telling app to take photos of their leaf representations and begin
the process of storytelling. Children can record and edit their stories as they go!
Projected Outcomes/Processes:
I believe that the children will be able to effectively use an adequate amount of glue, since in
our collage investigation we learned how much glue is needed to stick two objects together.
Children have been very mindful about not being wasteful with materials.
I can picture the children having an exciting time creating their representations! I feel that after
reading through the book and looking at the pictures, children will have an idea of what they
would like to represent.
Evaluation:
1. A way in which the first objective can be evaluated is for teachers to carefully observe and
document how children create their leaf representations, through photographs and language
samples. What do the children say and do as they create these representations. Are there any
struggles?
2. To evaluate the second objective, photographs and written language samples can illustrate
how children describe and understand the leaves. While thinking about how the qualities of
different leaves can add meaning to their leaf representations.
3. Children can be evaluated upon the third objective by connecting leaves to the leaves they
see while being outside, through written language samples and photographs. What trees do
the leaves come from? Do other artists use leaves in their work? The idea of this evaluation
will be to document the childrens connections to previous experiences.

Page 21

Kyleigh Pharris
F14/Humphries

October 27, 2014

Curriculum Project

Natural Collages
1) Summary and Overarching Goal:
The main concept of this learning encounter is to reinforce and strengthen the childrens collage
making skills, by introducing new natural materials. The learning encounter is intended for a
small group of children during center choice time.
Learning Objectives:
1. The goal of this learning encounter is for children to further develop an understanding that a
variety of materials can be used to express ideas with the use of collages. This is a natural
next step in the childrens current collage work. The idea of using the natural materials is to
expand the childrens repertoire of materials that can be used to represent their thinking.
2. Children will be able to use descriptive language to describe the natural materials the use (i.e.
hard, soft, colors, small, large, light, heavy).
3. Children will be able to communicate and express their thinking and ideas about what occurs
when collaging with natural materials. Leaving this center choice open ended for the children
can allow for children to create story lines to go along with their collage work. In this lesson
an objective for the teacher is to allow children to freely use the natural materials to create
their collage work, this is an uninterrupted time for children.

New Hampshire Curriculum Frameworks:

Curriculum Standard 1: Apply appropriate media, techniques, and processes; use various
materials, techniques, and processes to communicate and express ideas, experiences, and
stories.
Context and Rationale:
The kindergarten children have been exploring the artistic use of collages to express
meaning and understanding. At creative expression the children have been introduced to
collage work, using various medias (construction paper, tissue paper, cellophane, masking tape,
beads, and fabric). They have created collages of houses, their own creative expression, and then
a natural mountain and sunset scene. The children have been using different kinds of paper to
create these works of art, but I am thinking of bringing in their thriving interest in nature so the
children can create collage work while using natural materials. The children have had much
experience with collaging and this seems to be a developmentally appropriate next step to further
their discovery of collaging.
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Age/Grade:
The children in the kindergarten classroom range from the ages of five to six years old. At this
point in the school year there is a fair mix of five and six year olds as members of the
kindergarten community.

Materials:

- Cardboard

- Art Trays
Pens

- Black

- Natural Materials children gathered from outside

Space:

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- Tacky Glue

The idea of the natural collages can be introduced briefly to the children right before center
choice time. I will show the children visual representations of their previous work with natural
materials in the previous week center choices. The natural collage will be available to four
children at a time at the art table, during center choice time. The children will each have their
own tray to designate their working area space. The art table will already be set up for four
children to join with trays at each seat. On the tray will be a piece of cardboard. There will be
baby food jars of glue on the table with paint brushes that the children can use. The materials that
the children collected and sorted will be on the table. I will have pencils for each child.
Invitation, Provocation and Anticipated Procedure:
1. During the week I will talk with the children briefly about collecting some natural materials
to use for our collage work. I will talk with them about how the materials need to be small,
but as they are outside if they discover any twigs, pebbles, leaves, grasses they can place these
materials in a tray that I will provide.
2. I will also provide mason jars for the children to sort the materials such as pebbles and twigs.
During this time children will be encouraged to take time to explore the natural materials and
observe its characteristics (i.e. small, large, heavy, light, colors, shapes, malleable, stiff, etc.)
3. The day of the learning encounter, at morning meeting I will introduce the idea of the natural
collages to the children by showing the children visual representation of their explorations
with natural materials from the past week. We will talk about the techniques and materials
used for each of these creations, and then I will describe how the children can make their own
nature collage out of the materials they had been collecting all week.
4. As I invite the children over I will ask them to first write their name on the back of their
cardboard.
5. Once children have written their name, I will again encourage children to explore the
characteristics of the natural materials. Which sticks are malleable and can create curved
lines? Exploring the characteristics of the natural materials will help children to learn the
variety of uses for the materials that will help them in their collage work.
6. I then will ask them to think of an image/idea of what collage picture they could make with
the materials.
7. I will then ask the children to carefully select the natural materials that they believe would
help illustrate their image.
8. The children then will be able to glue their natural materials onto the cardboard to create their
natural collage. As the children work I will encourage a conversation among the children as to
how collaging with natural materials is similar or different to collaging with the previous
materials explored. While children are creating their collage work with the natural materials,
this is a time for teachers to allow children to take the learning encounter in a way that makes
most sense to them. This is where teachers need to be flexible and allow children to explore
opportunities.
9. Once the children are done with their collage I will take the tray and hold their masterpiece in
front of them and ask them what they see? What do they notice? How does this make them
feel?
10. Once I have had a meaningful discussing with the children about their work they them can
place their cardboard collage onto the shelves for drying.
11. The child will then clean up their area so the next child will be able to come over.

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Accommodations/UDL:
If a child is struggling with thinking of an image I will encourage them to take a look outside
and to talk about what they see. I will also encourage them to think about where they collected
these materials, and if they could use that. If this is still a problem, I will encourage the child to
think about how they will cover the cardboard in a way that artists do with collage.
If a child finds this task simple, I will encourage them to add finer detail to their piece. I will
ask questions relating to their previous knowledge of collage work and ask how they can add
more detail to their piece?
A way that this lesson can be adapted for UDL and the needs of all children in the classroom, is
to position the creative expression table in a way that is accessible for childrens wheelchairs to
fit. Since the wheelchair will need more space it will be important for the table to be moved
away from shelves far enough so the wheelchair can easily move freely. This means that the
child will be able to move to any space of the table without difficulty and be able to choose
where they would like to sit at the table.
Another way in which UDL can benefit this group of children is to have wiggle cushions in the
childrens seats who may need support while sitting for a longer period of time. This can in turn
help the children focus upon their collage work better.
An iPad could be used in UDL, as for photos of the materials can be uploaded to the iPad an a
child using a switch can select the natural material in which they would like to explore. This
material could then be brought to the childs space and with the help of a teacher or
paraprofessional they can then be able to explore the material through their senses.
Extensions:
To further extend this lesson, I will allow for children to further explore natural materials and
ways to integrate it into art. Perhaps the community can become an inspiration to childrens
exposure of discovering different natural scenes to inspire them in their natural art collages.
Trips to various locations in the community could help children gather new materials through
walks, and even gain a new idea of how to expand their art building. This could extend into
block area as children observe structure and architecture of buildings in town, and then can
replicate the buildings in their block building. The natural materials could then be used to
represent different past of the building and community.
Another possible extension to this lesson is that children may wish to create a story line or
narrative to go along with their collage work. Perhaps this could be a habitat for animals, and
could lead children in exploring nature to discover what can create a natural habitat for animals
living in our region.
As children describe the characteristics of the various natural materials, this could further the
lesson by allowing children to expand their vocabulary and identify other objects with similar
characteristics.
Projected Outcomes/Processes:
I believe that the children will be able to creatively organize the image of their collage, because
we have worked so much on outlining their work.
I can picture the children having a meaningful experience with this, because it is introducing
new materials into their art. This may further their understanding and exploration with collage
work!

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Evaluation:
1. To evaluate the first objective of this lesson, documentation of the childrens previous
explorations with collages and their new experience with the natural materials will be
displayed. This can be used for children to further reflect and revisit their work, while also
creating the same purpose for teachers and families. The work samples and photographs will
illustrate the childrens journey in collaging.
2. Written and language samples of childrens descriptive words to describe the natural
materials they used, will be a way to evaluate the second objective. Teachers will document
what words were used to describe certain materials.
3. Video taping, photographs, and written language samples of childrens verbal thinking about
collages will help evaluate the third objective of the learning encounter.

Evaluation
In evaluation process teachers will use a variety of formal and informal
assessments. During center choices children will be documented and
observed by teachers. The teachers will use the three following methods to
capture the childs thinking and infer their understandings.
1. Children will be documented through photographs as they are
working or have finished their work. The photographs will be a tool
for teachers to use to have a second look at the childrens
experiences. It also will enable the children to revisit their work and
learn from their previous experiences.
2. Written language samples will be another tool that teachers use to
document and evaluate the childrens development through the
curriculum. By observing what the children are saying, this can assist
teachers in inferring what children may understand all ready and
what they may need need to scaffold for the children.
3. While photographs are helpful in capturing a moment, video taping
and recording childrens play will be a way for teachers to dive
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deeper into the childrens play experiences and assess what the
children are understanding or have not explored just yet. This can be
a tool that helps teachers in knowing where to move next in the
curriculum development, as well as what materials could further
expand the childrens learning in different center choices.
Cognitive.
Focused exploration: Teachers will document this objective through the
use of photographs and written language samples. The photographs and
written language samples will allow for teachers to capture the moments
children explore the natural materials in their environment while
documenting the words they use to describe what they discover.
Critical thinking: Teachers will document this through a series of
photographs, illustrating the childs story. Showing a timeline of the
original experience all the way to the final end product of the curriculum
investigation. This will vary between children, and be specific to each
child.
Shared language: This objective will be documented through the use of
written language samples. As children work with natural materials,
teachers will document the descriptive words they use to describe the
materials they are using in their play and center choices. This
documentation will then be displayed and used for teacher and child
reflection.

Language and Literacy.

Listening comprehension (receptive language): This learning objective can
be evaluated by teachers through an informal assessment of simply
observing the child. Is the child following the guidelines for the center
choices? Is there some confusion? Teachers can ask a child to repeat the
guidelines before going to the centers to ensure that the child has
received the important information.
Verbal expression (expressive language): As children are at the center
choices, teachers will use written language samples of the childrens
developing vocabulary. This will be a learning objective that teachers can
fulfill as children describe the leaves and natural materials they work with.
Gross and Fine Motor.
Body awareness and control: This objective can be informally assessed as
children move throughout their center choices in the classroom. How are
these transitions going for the children? Teachers can guide children and
help their bodies to obtain self control as they move between center
choices. This can be tricky for some kindergarteners, but with scaffolding
and modeling children can begin to learn how their bodies move through
the classroom and what movements are appropriate in the different areas.
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 Small muscle development and coordination: Teachers can evaluate this

objective as children are creating their leaf representations and natural
collages. How are the children assessing the characteristics of the natural
materials to then use them to create an image with greater meaning? This
can be assessed through photographs and written documentation of the
childrens actions.
Social and Emotional.
Identity: Through written language samples and even video taping,
teachers can assess how children identify with the world around them and
how it can be used to create something with greater meaning.
Emotional expression: As children are using the natural materials in their
art, the children can use the materials to represent their feelings. As
children construct their art, it is the teachers job to carefully observe and
see what the child is doing as they are creating their work. Photographs
and videotaping would be useful in assessing the childs ability to
understand and express their feelings through art.

Creative Expression and Approaches to Learning.

Play, Engagement, Risk Taking: As the children are engaged in their
center choices it is important for teachers to observe their behaviors upon
how they experiment with the materials, are engaged in the centers, and
how they feel using the natural materials to create art? This can be
documented through photographs and written language samples.
Appreciation, Variety, Invention and Imagination: These objectives can be
observed by teachers as they write the childrens descriptive vocabulary
to the details of the new materials, along with documenting how the
children use the variety of new materials to create and invent something
new. How do the children use these materials in a new way to expand their
thinking? This can be videotapes, photographed, and even written
language samples as children describe their thinking.

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References
Schwartz, S. L., Copeland, S. M. (2010). Connecting emergent curriculum and
standards in the early childhood classroom: Strengthening content and
teaching practice. New York, NY. Teachers College Press.
Althouse, R., Johnson, M. H., Mitchell, S. T. (2003). The colors of learning:
Integrating the visual arts into the early childhood curriculum. New York, NY.
Teachers College Press.
Pelo, A. (2007). The language of art: Inquire-based studio practices in early
childhood settings. St. Paul, MN. RedLeaf Press.
Helm, J. H., Beneke, S., Steinheimer, K. (2007). Windows on learning:
documenting young childrens work. Second edition. New York, NY. Teachers
College Press.
Bauer, D., Brisson, S., Choiniere, J., Cloutier, S., Corvino, D., Desmarais, K.,
Dow Geraci, R., Downing, S., Evans, N., Gomez, R., Graham, L., Hemingway,
B., Lane, M., Copeland, M. L., Livingston, C., Meattey, P., Nimmo, J., Pond, T.,
Pynchon, N., Schotanus, H., Skiffington, S., Stepick, S., Wheatley, E. (2005).
New Hampshire Early Learning Guidelines. State of New Hampshire
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Department of Health and Human Services and the Department of

Education.
http://www.dhhs.nh.gov/dcyf/cdb/documents/earlylearningguidelines.pdf

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