ABSTRACT
Painting can be both satisfying and challenging, providing opportunities to learn and develop skills, knowledge and understanding in art. Painting is often available to younger children, but opportunities to learn and develop their painting skills as they get older and would have more control can sometimes be less frequent. Children can explore and spontaneously discover how to paint for themselves given freedom and time, and with guidance from their teachers and teaching assistants they can develop and improve. It is limiting if they only paint irregularly and to meet prescribed outcomes. In this chapter the following areas will be considered:
● Subject knowledge that underlies teaching painting
● Teaching children to paint
There are many different types of paint and a variety of ways of applying paint for different purposes that children should experience during their primary years. These are listed in Appendix 2, where painting and painting tools are explored in depth. Throughout the primary years children should be taught and guided as well as having opportunities to explore and experiment so they can discover what they can do with paint. Planning should aim for a balance of teaching, exploring and creating with paint. Painting techniques can also be connected to other areas of learning in art. Children might apply paint directly to fabric, they might paint three-dimensional forms to decorate them or apply liquids using what they have learned about painting when making a batik or glue print.
