In this photo, it can be seen that the classroom applies the various elements of art to store display their creativity and use visible learning. Looking at the classroom photo, it can be noted that some of the images can be kept on the wall while some of them need to be removed. The wall is used as a documentation tool by the students to display their ideas and experiences. The photos that should remain on the fence include; the first photo on the wall. As it can be seen, this photo is authentic, and its function on the wall can be well defended, the art uses bright colors that will enable those viewing not to get visual bombardment. Other photos that should remain on the documentation will include; the second, third, fourth, fifth, sixth, seventh, ninth, eleventh, twelfth, thirteenth, fourteenth, fifteenth, sixteenth, nineteenth and twentieth photos. This because the images as displayed on the wall are authentic, they can be seen as original ideas of the children or those who designed the images (Bullard, 2014). The photos present the innovative views of the owners and also provide the best form of documentation of the ideas. The functions of the pictures are also defendable. The artwork displays different animals that can be found all around the globe. The images are also designed to look current and modern, most people can relate to the artwork. The colors that the designers of the artwork used in creating the art are minimal. This is good because it prevents over stimulation. The rest of the photos need to be removed from the wall. This is because they do not seem authentic, some of the artwork has already been developed, and it is only the colors that have been changed. The art is also not current; many people could fail to understand what the photos stand for and what their purpose is. The way the artwork is displayed on the walls of the classroom represents the way the children think and document their ideas visible. They use their past experiences, thoughts, and imaginations to present their ideas in the documentation wall.
As a teacher in the classroom, there are different ways in which the materials could be stored. With the advancements in technology, the teacher would use technological methods to save the documents (Souto-Manning, 2013). For instance, he or she would take photos of the art material that has been developed and keep it on a computer hard drive or online storage service. The teacher can also generate an art gallery album for the elements, instead of posting the art materials on the wall, the documents would be stored in the gallery album. A different room can also be created by the teacher, the room could be divided into different sections using cardboards, this way students could store their arts, and document their ideas visibly.
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Some photos need to be included in the wall for documentation. The images include the ninth photo, the fourteenth and the twenty-first photo.
The pictures are authentic; this is because they portray the origins of particular animals and they seem to describe the animals in their natural habitat. The images show the way the children are imaginative and how they document their ideas visible. The images represent a different function when placed in the wall, they represent different kinds of animals and also present different ways that the children could document their ideas on the wall. The photos also have used minimal colors; this means that the people who will be viewing the art will not be visually bombarded (Jeong, Gaffney & Choi, 2010). Including these photos on the documentation wall because it will help in improving the way the children think and present their ideas visible in the classroom.
References
Bullard, J. (2014). Creating environments for learning: Birth to age eight.
Souto-Manning, M. (2013). Multicultural teaching in the early childhood classroom: Approaches, strategies, and tools, preschool-2nd grade. Teachers College Press.
Chicago
Jeong, J., Gaffney, J. S., & Choi, J. O. (2010). Availability and use of informational texts in second-, third-, and fourth-grade classrooms. Research in the Teaching of English, 435-456.
