Colours of the Day

Curriculum Area and Level

• Te Whāriki - Early Childhood Curriculum
• Strand: Communication | Mana Reo
• Goal: Children experience the stories and symbols of their own and other cultures.
• Learning Outcomes:
  • Children develop non-verbal communication skills for a range of purposes.
  • Children develop an appreciation of the arts (visual, music, dance, drama) for their expressive and creative potential.

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Session Overview

This art session follows a storytelling or discovery time using Guess What We Are Doing Today by Mr Luke. The activity focuses on exploring expression through colour using finger painting. Children will respond to the daily book or activity discovery by illustrating what they think "today" means to them through colour and form.

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Duration

45 minutes

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Learning Intentions

By the end of this session, tamariki (children) will:

• Express individual perspectives visually using basic materials.
• Make connections between storytelling and artistic expression.
• Explore colour, pattern, and shape through sensory play.

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Resources Needed

All items are low-prep and typically found in an early childhood or New Entrant classroom:

• A3 paper sheets (one per child)
• Resuable plastic trays or cover sheets for painting
• Finger paints in primary colours
• Damp cloths or hand wipes for clean-up
• Smocks or old shirts for protection
• Sample art piece by the kaiako (teacher) to model
• A quiet instrumental backing track (optional, NZ nature sounds or waiata)

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Preparation

• Set up tables with smocks laid out and paper pre-labelled with names.
• Set out small containers of finger paint on each table.
• Play calming background music to create an inspiring environment.
• Read or revisit Guess What We Are Doing Today before transitioning into art.

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Session Breakdown

1. Warm-Up and Introduction (10 minutes)

• Gather ākonga (students) on the mat.
• Briefly discuss Mr Luke’s story from earlier in the day.
  • Ask reflective questions: “What colours did you hear in today’s story?”
  • “If today was a colour, what colour would it be?”
• Show your own example of an abstract painting that represents how today ‘feels’ to you.
  • Emphasise expression over perfection.
  • Make it whimsical and light-hearted so tamariki feel free to explore.

2. Art Creation Time (25 minutes)

• Children move to tables in groups of 5–6.
• Each child uses finger paints to express what “today” feels like to them—linking to the book or discovery moment.
• Encourage tamariki to experiment with mixing colours and using their hands to create shapes, swirls, and marks representing time of day, weather, feelings or themes from the story.
• Walk around and talk with each child:
  “Tell me about what you are painting?”
  “Which part of today inspired that squiggle?”

Kaiako tip: Encourage language development by labelling colours and shapes as children work.

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3. Sharing Circle (8 minutes)

• Invite children to bring their paintings to the front.
• In small groups of 4-5, each child talks about one part of their painting.
• Use prompting phrases like:
  • “Point to your favourite colour on your painting.”
  • “Can you show us the part that reminds you of morning/kapa haka/outdoor play?”

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4. Clean-up and Closure (2 minutes)

• Help tamariki clean hands with wet wipes or at the sink.
• Dry artworks on a clothesline or art wall titled “How Today Feels”.
• Tidy space together with fun music to promote teamwork.

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Extensions and Variations

• Incorporate bilingual colour vocabulary:
  Whero (red), Kākāriki (green), Kōwhai (yellow), Kahurangi (blue) as part of the waiata or discussion.

• Repeat semi-weekly, allowing tamariki to build a portfolio of how different days felt or looked to them.

• Use the final artworks for a “Feelings Through Colour” wall at the end of term.

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Assessment for Learning (Informal)

• Observe children's confidence in expressing an idea through visual art.
• Listen for vocabulary development during sharing time.
• Look for participation, choice-making, and engagement indicators.

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Culturally Responsive Practice

• Acknowledge diverse interpretations by celebrating all cultural narratives linked to story time.
• Allow tamariki to use colours that are meaningful to their own whānau culture or background.
• Integrate values like whanaungatanga and manaakitanga by encouraging shared resources and kind feedback among peers.

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Reflection Notes for Kaiako

After the session, consider:

• Which tamariki were particularly expressive or engaged?
• What colours or motions were most common? What might this imply about their mood or the story’s impact?
• Are there children showing emerging artistic strengths or interests to nurture in future sessions?

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He toi whakairo, he mana tangata – Where there is artistic expression, there is human dignity.