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DOUBLE TAP TO ZOOM ON PHONE OR TABLET Documentation and Display The story of fingerpainting is not about the actual completed paintings. The process is the story. Think of the finished paintings as snapshots of action and as records of hues and shades, documents that reflect the children’s research process and discoveries. As you collect documentation about fingerpainting, highlight the encounter between children and color, the adventures in movement and texture. Photos can capture the children’s hands up close, covered in paint. Aim for a photo of each child early in his encounter with fingerpaint, when his hands first meet the paint, and a photo later in his exploration, when his hands are full of color. Take notes as the children work: k What do the children say as they move the paint on paper? Do they tell stories as they paint? Do they make connections between their experi- ence with fingerpaint and other experiences? k How do the children move their bodies as they paint? k What discoveries are the children making about color, movement, or texture? k How do the children share their observations with one another? Test their discoveries with one another? To create a display about fingerpainting, choose a few paintings that capture visible movement and that contain a range of color shades and hues. If the children were working on plastic, you might use this plastic in your display, or you might take a few photos of sections of the plastic cloth in which movement and nuances of color stand out. Also, choose a few photos of children’s hands that tell the story of movement, of research, of sensual delight. Your text for the display can include children’s words and your reflections as the teacher about the children’s experience of movement and color, and their collaborations with one another while they fingerpainted. COPYRIGHTED MATERIAL Exploring Textures and Movement 49