Most people realize that giving children access to art materials will keep them occupied and quiet for a few minutes. However, creating with art materials also builds thinking (cognitive) skills, physical skills, communication skills, social skills, and it leads to scientific inquiry.
- Cognitive/Thinking: Children ask questions and learn by setting their own goals and challenges
- Science: Children can experiment and observe that problems may have several solutions
- Communication: Children can communicate visually through art and develop new means of self-expression
- Self-Esteem: Art builds a sense of success and independence. Children develop pride in their abilities
- Creativity: Imagination and visual thinking skills are stimulated, and aesthetic awareness is enhanced
- Physical: Art provides opportunities to develop and practice physical and motor skills
It is clear that experiences with art are important, but choosing the kind of art materials and experiences to help children develop these skills may seem more complicated. The “big box” art and craft stores, such as Michaels and A.C. Moore, have an overwhelming amount of choice and variety. Many child development experts believe that “less is more”.
We live in an increasingly fast paced and competitive world. Video games and television give children immediate “feedback” and gratification, and children learn to expect instant results with little effort. They may gradually become less patient and less persistent. Even the art materials many children use emphasize immediate and easy results. Pre-packaged art kits, coloring books, and product-defined materials decrease the need for imagination, focus and concentration.
Today’s children use colored play-dough, with “pasta” makers and cookie cutters, instead stiff grey clay that must be kneaded and manipulated to achieve a desired result. Wax crayons and pencils have been replaced by washable markers, which require very little pressure and force. Basic composition and drawing opportunities are fewer because children use pre-printed coloring books. Coloring books also limit imaginative creations. Children have less opportunity to practice with scissors because they are given sticky-back foam pre-cut shapes. Consider how these foam shapes, in particular, can diminish artistic challenges: there is no need for glue because they are sticky; no need for scissors because they are pre-cut; no need for paint because they are colored; and no need to be careful about tearing the shape- and no opportunity to alter it- because it is plastic.
Basic materials are best, such as clay, paper, glue, scissors, and paint.
Of course, variety adds interest and challenge, and stimulates creative thinking. Adults can help children to experiment with basic materials. For example, “What happens if we add grass or sand to the clay?” or “What happens if you paint on top of the crayon marks?” Adults can suggest using materials in new ways, such as glue and wrapping paper for collage or painting using a broom. Children can help make their own art dough and use large, satisfying portions, instead of manipulating small crumbling bits of fluorescent plastic-y dough. (Which, by the way, must be regularly discarded and replaced for sanitary reasons.) A few other reminders:
- Provide safe and non-toxic materials
- Provide a large amount of inexpensive paper and basic supplies
- Provide enough time for exploration and innovation
- Provide a space where children can get “messy”
- Demonstrate the use of materials but resist the urge to tell children what to do and how to do it. Try not to correct them.
- Focus on the process, not the product
- Talk about their creations and extend their learning. Children’s art should be respected, appreciated, and viewed as serious work.
There is really no need for coloring books, pre-packaged art materials or product-oriented kits. All that is needed to stimulate creativity and extend ability are simple and basic materials, ample amounts of time, interested and encouraging adults, and enough space to work. We can help children develop many important “academic” skills by allowing them frequent opportunities to create, imagine, and explore art.
Mary Schreiber regularly leads art classes for children at Arts on the Lake in Carmel http://www.artsonthelake.org/, and she is a NYS Credentialed Training Consultant and Community Liaison for the local Child Care Resource and Referral Agency: The Child Care Council of Dutchess and Putnam, Inc. http://www.childcaredutchess.org/ Mary has extensive experience working with children and she taught adults at NYU, Teachers College-Columbia University, and SUNY Westchester. Mary holds an MS from Bank Street College of Education, and is an active artist.
