To observe Lydia during a creative "choosing" session. I will try to observe her development levels and record how she interacts with other children and the adults around her.

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Emily Carr                 02/112694

Observation 5: Lydia - creative.

27th July 2002 10:45

2nd session - choosing

Aim

To observe Lydia during a creative ”choosing” session. I will try to observe her development levels and record how she interacts with other children and the adults around her.

Setting

The primary school, in which I am working in, is situated on a campus with a sports centre, a community school and a 6th form college. It has 6 junior classes and 3 infant classes. There is a class room assistant and a teacher for each class. On a Thursday and a Friday there are 2 students working in the infants. There are a various number of parent helpers in on different days of the week. Lydia is 6 years 11mths old and is in yr. 2. She has just completed her SATS. She is in the 1st (higher) set for math and in the 2nd (middle) set for literacy. She has many friends and enjoys school, learning new things.  

Lydia has 3 friends who she usually plays with and works with in class. They are all girls and all in year 2. Hannah, Shannell Erica and Lydia always do the same activity even if they don’t all agree. English is Shannell’s second language and she sometimes has trouble with the language barrier between the girls in the group. I will observe Lydia on the 27th of July 2002 for 45mins during a creative choosing session. There are several activities set up in the class rooms and the children may choose which activity they wish to participate in.  Some of these activities include painting, drawing, junk models and collage work.

Observation

I will make notes during my observation, then copy it up into a written report.

Lydia heads straight for the art table at the far end of the classroom where a painting session has been set up. Her and many of the yr2 girls start collecting sheets of paper. Lydia, Hannah, Erica and Shannell ask me what they can paint as I sit down at the end of the table. I suggest that they draw each other. So the girls pair up. Hannah and Lydia start to paint Shannell and Erica. Lydia looks closely at Erica’s features and tries to copy down all the details. She notes the freckles, the dimples the small earrings and the way her hair is put up. She miss judges the size of Erica’s nose and as a consequence the picture looks out of place. She mixes up the colour to fill in for Erica’s skin tone. Erica sits slightly impatiently fidgeting slightly. Lydia still concentrates on the painting and ignores Erica impatience and continues to concentrate hard on the colour mixing. I ask her some questions.

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“Lydia, what colours make green?”

“That’s easy, you just mix blue with yellow. But you have to put yellow in first ‘cause blue is darker and you have to put loads of yellow in to make it a lighter colour.”

“Ok, how about purple?”

“Oh Miss Carr, that is well easy, don’t you know?”

“I’m just seeing if you do, so that if you don’t know I can teach you.”

“Oh, -thinks hard- ok. It’s blue and red. Isn’t it?”

“Yes well done, How about brown?”

“Yellow, blue and red!”

“Well that’s ok then, let’s see if you can remember ...

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