A Study On The Key Experiences In The Creation Of Middle School Children 's Gouache Painting

The gouache activity in Kindergarten makes children fully use all kinds of artistic languages, such as points, lines, planes and colors, to express their own feelings and understanding of natural images. At the same time, it’s of great benefit for cultivating their interest in and cognition of colors and shapes, promoting their creative performance of various painting forms, and learning to use various tools. In the process of creating gouache, there are some essential things done by children, i.e. children’s key experiences in the process of creating gouache. By adopting qualitative research, this paper summarizes key experiences in children’s gouache creation so as to provide the basis for kindergarten teachers to design gouache activities, and tentatively put forward suggestions for teachers to organize and guide the gouache activity.Based on the schema of children’s related key experiences both at home and abroad and a practical research of gouache activities in the middle class of a kindergarten in NanJing, this paper summarizes key experiences in children’s gouache creation as conceiving the theme of works, exploring how to use tools and materials, and using formal languages. To put it specifically, the key experiences of conceiving the theme of works are as follows:children in the middle class of a kindergarten can consciously experience a gouache activity with their purposes; they can prefabricate their works’content and forms and further conceive their works in the process of creation. The key experiences of exploring how to use tools and materials are as follows:the children basically grasp the rules of how to hold the pen, lick the pen, and brush (washing) the pen. Meanwhile, children also have their innovations. Middle class children like dipping the brush into all kinds of colors, and try to mix colors. In doing so, they grasp simple skills in mixing colors and learn to change color with the help of pigment. But they fail to change shapes of their works. Most of the middle class children continue to color the neighbor object after having drawn or colored one object. Small number of children changes pigment and colors objects with other colors after having drawn or colored objects. Middle class children create various methods of dipping pigment. The key experiences of employing formal language lie in setting the color, creating the shape, drawing the picture. The key experiences of setting the color are as follows:the children like to smear and stipple the objects, use rich colors and contrasting colors and color objects according to their innate colors. The key experiences of creating the shape are as follows:the lines drawn by children are flexible and smooth. Children use simple geometric graphs and lines to symbolize the real objects. They are not able to grasp structures and proportion of objects precisely. The key experiences of drawing pictures are as follows:children pay much attention to one single object and overlook the composition as a whole. Most of the children choose to compose pictures in a parallel way because of which one image is separated from the other. Since children always draw what they know instead of what they see, their drawings are more subjective. Upon those drawings, they like to draw images which they like but have nothing to do with themes of drawings.Finally, based on analysis and conclusions, this paper puts forward corresponding education suggestions, and reflects upon problems in this research.