Magic Paintbrush (Y)
This activity is good for children ages 3 to 7.
Beforehand Preparation
Sing through the song and pretend to paint with a paintbrush to the beat and feel of the song. Be aware of using circles, crossing the midline (See Chapter Ten), and changing the location (up and down, side to side, back and front) as you move. Explore the space as you move, and decide what movement would be appropriate for the children.
Activity
Tell the children you have a magic paintbrush. Pretend to hold up a paintbrush in the air. Tell the children you are going to give a magic color to the paintbrush. Wave your hand over the pretend paintbrush. I sometimes say "Poof!" Tell the children what color your paint is, and ask them to pretend to get out their own magic paintbrushes and decide what color they will have. Ask the children to follow your hands. Sing the song and pretend to paint with your paintbrush to the beat and feel of the song. Halfway through the song, stop and call out, "Freeze!" Tell the children you are going to change the color of your paint. Wave your hand over the pretend paintbrush and change colors. I will sometimes say a color with sparkly stars, or rainbow stripes. Continue to sing the song and move your paintbrush. After singing the song, I will ask the children with what colors they were painting and receive their answers. If I can tell the children are still interested, I will change the colors of our paintbrushes and sing the song again, moving to the beat and feel of the song.
Benefits of this Activity
Good for visual and kinesthetic intelligences (See Chapter Five). Great for active participation in the learning process (See Chapter One). This activity works well for slower tempos and gentle songs. Great for crossing the midline (See Chapter Ten).
This activity is good for children ages 3 to 7.
Beforehand Preparation
Sing through the song and pretend to paint with a paintbrush to the beat and feel of the song. Be aware of using circles, crossing the midline (See Chapter Ten), and changing the location (up and down, side to side, back and front) as you move. Explore the space as you move, and decide what movement would be appropriate for the children.
Activity
Tell the children you have a magic paintbrush. Pretend to hold up a paintbrush in the air. Tell the children you are going to give a magic color to the paintbrush. Wave your hand over the pretend paintbrush. I sometimes say "Poof!" Tell the children what color your paint is, and ask them to pretend to get out their own magic paintbrushes and decide what color they will have. Ask the children to follow your hands. Sing the song and pretend to paint with your paintbrush to the beat and feel of the song. Halfway through the song, stop and call out, "Freeze!" Tell the children you are going to change the color of your paint. Wave your hand over the pretend paintbrush and change colors. I will sometimes say a color with sparkly stars, or rainbow stripes. Continue to sing the song and move your paintbrush. After singing the song, I will ask the children with what colors they were painting and receive their answers. If I can tell the children are still interested, I will change the colors of our paintbrushes and sing the song again, moving to the beat and feel of the song.
Benefits of this Activity
Good for visual and kinesthetic intelligences (See Chapter Five). Great for active participation in the learning process (See Chapter One). This activity works well for slower tempos and gentle songs. Great for crossing the midline (See Chapter Ten).