Creative Art Opportunities

“Creative“

It’s not just the art that we hang on the wall

It may not be something that we’ve saved at all

Except like old tickets that say “‘member when?”

A memory—your face as it lit up again

It’s the process of making the art—the modality

From which it derives educational quality 

And maybe today we will use something new

Then sit back in wonder as you express you

Laura Windels

Of all the ideas that I brainstorm for a thematic unit, creative art opportunities are the most challenging.  I may come up with 10 cute ideas that could nicely represent what we learning about, and then realize with frustration that 9 of them aren’t actually creative art at all.  We like the idea that we can display art that others will “get,” and often we feel like the art opportunities we provide may not have any value without the validation of adults appreciating the finished piece… but validation isn’t really why people make art, and it’s certainly not why we want children to make art.

A piece of paper painted entirely black in thick layers isn’t worth any less than a drawing of stick figure family.  Loopy swirls aren’t worth less than landscape paintings.  A colorful tissue collage isn’t worth less than a piece of white paper covered in smudged glue spots where you think there might have once been tissue before it was pulled off again– and here, at least, we can begin to recognize a some of the value in the process.

An infant’s first finger painting is likely to feature crumpled paper with large rips and messy globs of paint that never seem to dry.  It’s an early experience most easily documented in photo, and photos are a great way to document the process in a meaningful way.  It may be unclear, in the finished product, when a child has used a goose feather to paint instead of a paintbrush, but for the child the experience of creating art that way is significant.

Creative Art calls us to remove ourselves from the child’s creative process.  Of course we have visions of how their artwork is going to turn out, but our input and influence isn’t needed there.  Our job is to provide a variety of opportunities for creative art experiences—without feeling like we have to reinvent the wheel every time. Using a basic set of paints, markers, pencils, and chalks is a solid platform to build on.

Example: Red, white, and black tempera paints

  • Paint with a large bold brush
  • Paint with a fine tip brush
  • Paint with sticks
  • Paint with feathers
  • Paint with sponges
  • Paint with fingers
  • Paint with toes
  • Paint on an easel
  • Paint on paper taped to the door
  • Paint on paper taped to the bottom of the table
  • Paint on paper taped to a bright and sunny window
  • Add glitter
  • Add confetti 
  • Add spices
  • Add leaves
  • Add dry grass clippings (collect and store for off-season use)
  • Paint flat cardboard
  • Paint a box
  • Paint on a baking sheet and press paper over the paint to transfer the image

Recommended Materials

  • Dot markers—I don’t know if it makes a great difference what particular brand of dot markers you use, but I recommend something with a slim uniform body that isn’t too chunky to comfortably grip in either a fist or pincer grasp
  • Crayola Write Start—very sturdy colored pencils for young children that mark paper way more easily than crayons do. I’ve never seen one snap and, if you can avoid over-sharpening them, the tips won’t break off easily, either.
  • Tempera paint—I’ve had good experiences with allergen-free Colorations, but whatever paint you choose to buy, be sure to check reviews of the product to avoid pungent paint smells and other pitfalls. Tempera paints did historically use egg, so be sure to check if you have an egg sensitivity.
  • Crayola chalk—Crayola has excellent vibrant sidewalk chalks, but their colored chalkboard chalk also shows up beautifully on white or black paper and it’s easy to hold in a pincer grasp (and smaller pieces of broken chalk will help in practicing that grasp).
  • Liquid glue—white or clear school glue should do the trick for most things. Tacky glue may be needed for heavier pieces like sticks or pasta. Glue sticks barely adhere paper and leave exposed glue sticky on the page, even if your child isn’t prone to biting off pieces or leaving the cap off.
  • “Tackle box” of loose pieces–you can use probably any divided craft organizer big enough to hold loose pieces for collage work. Mine is filled with die-cut “confetti” of flowers, snowflakes, leaves, hearts, circles, butterflies, etc. as well as bits of yarn, twine, and q-tip halves. I like to have this on hand to supplement other art on the fly (because the prep work has all been done in advance).
  • Variety of paintbrushes – it has never been my experience that very young children are only able to use chunky paintbrushes. You get different brushstrokes from different brushes, and having access to a wide variety of brushes opens up possibilities for children to experiment with different techniques. Having opportunities to use thinner brushes also allows children to develop techniques that comfortably utilize pincer grasp.
  • Drawing frame or clip board – Art can be difficult for independent little hands when the paper just won’t stay still. You can invest in a quality double-sided clipboard to take art out in the park or add suction cups for a portable-mounting canvas that will stay put for your young artist. A simple frame of sturdy cardboard and tape is less durable but also less expensive.
  • Art-To-Go pencil bags – Throwing a set of materials in a small canvas zipper bag has made it easier than ever for us to take art to the park with us!