Find out how much and how well.

Many children use stencils, but make a mess because they do not really learn how to control the paint.

If they describe controlling the paint and shading, you will probably not be able to separate prior knowledge from current ability to learn.

Consider ending the activity, because it will save you from confusion.

Making a Sample

The aim is to get a clear and well defined edge of patterns while avoiding errors such as smudged paint, blobs and seepages of paint under the edge of the stencil. Practice on a piece of paper before stencilling on the card:

The following materials are required:

• Acrylic paints in good condition; colours to match samples. Extra colours are acceptable.
• A paint palette or a flat surface such as a dinner plate.
• A cup of water for brushes.
• Stiff stencilling brushes.
• Absorbent practice paper (glossy surfaces smear and are frustrating).
• Absorbent note cards, roughly half letter (A4) size.
• Masking tape to anchor stencil.

1. Access to a sink for cleaning up.

The stencilling activity was designed to differentiate between ACL 5.0 to 5.8.

The ability to hold an image in the person's working memory means that they are able to correctly identify where the pitchfork, shovel, lettuce and tomatoes were located.

Score

The tentative score is ACL 4.6.

The person is unable to hold an image in their working memory. They are unable to accurately recall where the shovels, pitchforks, lettuces or tomatoes are located once the picture changes.

Score

The tentative score is ACL 4.4 or below.

Select the behaviour that most closely matches your observations:

Now show the person the shovel picture C.

Ask:

Can the person recall where the lettuces and tomatoes are located?

Now show the person the shovel picture B.

Ask:

Can the person recall where the pitchforks and shovels are located?

Continue showing the person the shovel picture B for a further 5 seconds.

Introduce the activity by saying:

Show the person the shovel picture A

for 5 seconds.