Ten o’clock, painting class, anticipation, running. Start, topic, discussion, idea search, rejection, imagination, new idea, analysis. Thought, acceptance, pencil on paper, movement, attachment, observation. Pause. Shapes on paper, thought, analysis, corrections, dress. Pencil back on paper. Encourage, again the pencil on the paper, change, format displayed. Painting gradually completed.

Acceptance, pleasure, pride, smile. Palette, colors, brushes, excitement. Brush that stirs colors. Red that’s yellower, yellow that’s blueder, blue that’s redder. Shades. Enjoyment. Brush on paper, techniques, colors.

Painting that comes to life. Bell, 11:00. Finish. Allready? Oh no! I ‘ve tried here to describe a part of the range of emotions that I think the child experiences when he paints. In the way of my presentation I emphasize what I consider the most important, namely the process of visual act. For me, as an educator, it is ultimately a question of building a positive experience for the child.

An experience that can include problem solving, autonomous decision-making, activating imagination, enhancing self-confidence, and developing multiple skills.

Equally important is to teach the child to concentrate through his favorite activities, but also to be able to see the world through the special eye of the painters. Finally, we must not forget the important “small moments of satisfaction” that only creative act can offer the creator.