1 Over and under
Adult-led.
Explore weaving patterns to develop children's creative pattern making.
PLANNED LEARNING INTENTIONS
*To talk about and create simple patterns
*To use co-ordinated movements to create weaving patterns
Adult: child ratio 1:6
Resources
Variety of open-weave materials such as dishcloths, hessian, supermarket net bags; strips of paper, fabric, ribbon, braiding and sequins in different colours and widths; wool; string; threaded beads and necklaces; bodkins; large paper or hair clips; flexible found objects such as dried grasses, plant stalks and feathers.
Activity content
* Discuss with the children how to weave. Ask them to stand in a line and encourage the first child to weave in and out of the line to the end of the row. Introduce a ribbon and hold the end while another child weaves their way with the ribbon to the end of the line. Let the children take turns while you emphasise the in and out pattern of the weaving.
* Introduce the weaving materials. Show the children how to thread a bodkin or attach a paper clip to materials and use an over and under pattern to weave materials through their chosen fabrics.
* Weave found objects into the design.
* Discuss with each child where the ribbons go over and under and which feature of their design they enjoyed making.
Stepping stones
* Children with little experience attempt to make a pattern and use the words 'over', 'under', or 'in' and 'out'.
* Children with some experience make a design in which features of a pattern can be seen.
* Children with more experience talk about the weaving pattern they have created.
Extension ideas
* Record the children's own descriptive words next to their weaving.
* Use the perimeter fence or goal post netting to create opportunities for weaving in the outdoor area.
* Use round cheese boxes, wooden vegetable boxes or bicycle wheels to make frames for weaving.
* Make weaving cards by cutting notches into different shaped pieces of thick card with shearing scissors. Encourage the children to weave with beads threaded on different coloured wool. Dipping the end of the wool in PVA glue and leaving to dry makes an easy end needle for the children to weave with.
* Arrange posts in lines outdoors for the children to weave in and out. Tie skipping ropes together for the children to pull behind them.
* Provide opportunities for the children to use the language of pattern.
For example, thread ribbons over and under the children's bodies as they lie on the ground and describe what is happening.
* Play skipping games modelled on 'In and out the dusty bluebells'.
2 BLOCK PLAY.
ADULT-LED
Let the children design and use their own printing blocks.
Planned learning intentions
*To create and describe simple patterns using everyday words
*To explore design, colour and features of shape and space
Adult: child ratio 1:4
Resources
Everyday objects to use as printing blocks; tubes of poster paints or thickened paint in different colours in a squeezy bottle; small polystyrene trays similar to those used in supermarkets; thick knitting needles or pencils; paint rollers and small painting boards; long strips of material such as muslin or thin sheeting.
Activity content
* Start by letting the children use some everyday objects such as printing blocks so that they get the feel of the process of printing and an understanding of the repeating aspect of making a pattern.
* Show the children how to make a printing block from the tray by scoring marks such as shapes, spirals and straight lines on the base with a thick pencil or knitting needle.
* Encourage them to draw a few designs on paper before making their block.
Discuss design possibilities.
* Help them to squeeze a small amount of paint on the paint tray and roll the paint out until the roller is covered evenly with paint.
* Show them how to roll the paint evenly on to the block. A thoroughly covered print block will print three times.
* Encourage the children to carry on spreading paint on the roller and then using it to paint the print block again for the next three prints until the length of material has been printed.
Stepping stones
* Children with little experience will show interest in using a roller and create a pattern by printing with their block in a fairly random way.
* Children with some experience will be able to print their design to make a recognisable pattern by printing upwards, downwards or sideways.
* Children with more experience will discuss how they created and printed their design.
Extension ideas
* Display the printed material when dry and attach speech bubbles containing the children's comments and words of explanation.
* Display each printing block and encourage other children to identify which block printed which pattern.
* Help the children create printing blocks by glueing string to one surface of offcuts of wood. Younger children will find it easier to print if you stick a small wooden knob to the blocks.
* Support less experienced children by showing them how to use rollers to spread paint on their hands and making handprints along a length of paper.
Or let the children step barefoot into a paint tray and make footprints on rolls of black paper. Alternatively, tie large printing blocks to the children's feet to make footprints on paper on the floor. Follow each activity with a discussion on how the pattern was made to help children to appreciate the repetition in patterns.
3 PAINTING PATTERNS.
CHILD-INITIATED
Stimulate the children's creativity by providing exciting painting opportunities for making patterns.
Resources
Paint made with powder paint, flour and water to give a thick sticky consistency; ready-cut thick paper, large plastic painting boards or tables; a collection of different shapes and other printing materials such as cotton reels, corks, nail brushes and combs; aprons (this activity is wonderfully messy).
Play suggestions
* Tip the paint on to the table and encourage the children to use their hands and fingers to manipulate the paint to cover the surface. Encourage them to use their fingers and hands to make prints and draw lines, circles, shapes and pictures.
* When children have explored the paint using their fingers introduce other printing materials such as cotton reels and nail brushes to make designs in the paint.
* Suggest that when the children are satisfied with the pattern they have created that they print it by pressing a piece of paper on to the paint.
* Adapt the activity by adding a second colour paint to be mixed with fingers on the table and restrict the additional printing materials to the same type such as all different sized circles or sticks of varying lengths.
Possible learning outcomes
* Engages in the activity and expresses interest.
* Talks about the pattern they are making.
* Describes the shapes.
* Selects appropriate materials to use for printing.
