The Benefits of Early Exposure to Art
What happens when a child does not have art exposure? Is it necessary to invest in young children’s art education? Isenberg and Jalongo (2016) found that “Exposure to the arts in childhood was a stronger predictor of adult arts participation than education, gender, age, or income” (p. 290). The school environment might be the only place this exposure happens. When skipped in the classroom, it can be skipped altogether if not a priority in families or communities.
Exposure to the arts for children does not mean coloring in the lines, copying crafts, or following step-by-step directions. Exposure to the arts for children means seeing various artists’ artwork, connecting meaning to their lives, and creating from within. Fostering an element of art-rich education can change a child’s habits, involvement, and experience through adulthood. Is there a benefit to purposeful art integration? Yes! The advantage is individual and life-long.
There are multiple benefits for children to have art incorporated to increase their learning in various ways. “Skillful teachers have learned to use the arts, not as an afterthought or an add-on, but as an essential tool for learning” (Isenberg & Jalongo, 2016, p. 92). With careful planning, a teacher can meet standards and foster life-long growth characteristics. Isenberg and Jalongo (2016) present that the development of learning with art integration benefits children through skills of observation, organization, focusing, purposeful work, respect for themselves and others, communication, expression, acceptance of others’ work and ideas, appreciation, and methods of collaboration. Such experiences incorporate increased language skills, cognitive development, social and emotional interactions, and fine and gross motor skills for early learners.
Replace the Recipe Cards
Recipe Art
What is recipe art? It’s a lot like a baking recipe. It includes a prescribed amount of supplies, colors, and materials for assembly to mirror an example. Recipe art is a formula for conformity. Following a recipe is not art. Art recipes can have a pass-or-fail mentality. Students can self-assess and feel the impact of their success or failure. Using art recipes is a cookie-cutter simulation.
Stepping away from recipe art, where students produce the prescribed example, creativity through art allows students and teachers to focus on a variety of outcomes. Sharing adult artwork is different than showing an example project done by an adult. Visual teacher examples provide adult expectations and can alter children’s creativity by imposing our opinions on their process. Adult project outcomes set standards that the majority of children cannot meet. Whereas, showing a variety of adult artwork as inspiration for the students allows comparison of individuality and proves that there are many solutions to art for both students and instructors. Presenting a range of pieces is a visual reminder that the students’ outcome of their artwork may be done in their own way – opening the stage for creativity.
Easily accessed, recipe pre-made art materials rarely foster deep thinking. Mulcahey (1990) notes that when children have a coloring page, they serve little to encourage their creativity. Because coloring book pages are adult-generated, children cannot mimic the clean lines. In turn, when they go to draw, frustration can occur. The standard has been set, and they cannot copy it. Although coloring pages can be a time-filler, they do not challenge creativity. “A creative opportunity allows children to begin choosing and seeking knowledge on their own, giving them more confidence in their abilities” (Mulcahey, 1990, p. 16). A better choice would be to give a child a blank piece of paper or, better yet, a large-format paper. An empty paper has no boundaries. There are no lines to color in or outside, only the limit of the child’s imagination.
Teacher Wants vs. Students Needs
Managing thirty busy little bodies all day can be tiring for any teacher. Using a recipe project allows a teacher control of what supplies are used, the short attention span of the students, and the outcome, but does not fulfill student needs. Repetitive cut, paste, and color projects do not encourage the development of creativity. Isenberg and Jalongo (2016) warn, “Creativity is easily extinguished” (p. 21). Foundational creative development in early childhood can reach beyond that day. Planning various opportunities for children to seek solutions keeps the original fire lit. This method actually involves less teacher preparation of materials, and its outcomes enlighten both the student and teacher. We can encourage creative application by asking ourselves, how can I present the content in a way that allows multiple answers and applications while mastering the concept of the standard? Or, how can I offer this to expose the children to new tools to develop craftsmanship and try other techniques? When I have been willing to hand over control to the students – to be a mentor and supporter of their ideas – I enjoy the process more, and I’ve observed students are invested and are more pleased with their outcomes. I love the individual expression of creativity, and it inspires me. I am trying to be better in this role as a teacher.
Creativity is essential to exercise and incorporate in all areas and should be interwoven throughout a child’s day. Ideally, each learning activity would have a different thread of application. Student attention could increase with a wide diversity of creative approaches to learning. Presenting an assortment of innovative approaches is a fragile element of education. “Sadly, creative abilities can be underdeveloped, diminished, or even ruined” (Isenberg & Jalongo, 2016, p. 313). Every day is a new opportunity for children to learn through creative exploration. It is not only essential to encourage and provide opportunities to create but also to be creative. One way to do this is through literature.
At the beginning of the year with my third-grade students, I read Dr. Seuss’ The Sneeches to the class. Following the reading, I display multiple blank canvases. Then, I place an identical yellow star in the center of each canvas. I asked the class, what if all art was the same? How would it feel to go to a museum? What makes museums interesting? We discuss creating a variety of projects and how being different is okay. I pass out an identical yellow star to every student. I then challenge them and create something new out of it. A variety of tools are available to deconstruct their star. I’ve seen the most inspiring translations of the cookie-cutter shape. Students glue their star pieces on a quarter piece of black paper, and we hang them all up to recognize the beauty of diversity. Not one is the same. They all started with the same shape but had a different story to tell after their deconstruction. Literature is a great tool to encourage creativity and introduce various applications!
Are there things teachers do that hinder creativity? Isenberg and Jalongo (2016) warn, “Creativity killers include such things as inflexible schedules, intense competition, reliance on extrinsic rewards, lack of free time, and the absence of social support.” (p. 36). It is best to refrain from having contests among the students, have a reward for a winner, and even a feeling of competition. A better environment displays all the solutions, celebrating individualism and community. Such an atmosphere encourages creativity through the acceptance of all perspectives.
Benefits of Art Integration
Incorporating a creative art element into multiple subjects engages student’s interests and learning in school. Isenberg and Jalongo (2016) suggest the Talking Drawing Strategy, where children listen to a description and draw. This strategy is a visual way for students to see their understanding increase and a visual assessment for teachers. Variations could include the teacher reading a description and students following by listening and drawing. It would be educational to see how a room full of students can hear the exact words and yet interpret them differently. All of the drawings would be right, just different visions and applications. It might be helpful to show how various artists understand the same picture. They can tell the same story through color choice, style, lighting, etc., yet look very different.
Through collaboration between grade-level teachers and specialists, such variety in learning is achievable. “Teachers need to design engaging, open-ended activities that captivate children’s imaginations and allow them to respond in their ways. Having high expectations for children and providing ample support is the best combination” (Isenberg & Jalongo, 2016, p. 38). The Talking Drawing Strategy is an example of a planned activity to engage student learning through art integration. It involves more senses than just hearing. Although it can seem complicated to come up with ideas, it is a simplification for the teacher because it promotes individual exploration instead of scripted instruction. Such methods allow teachers to teach the skills and let the students learn.
Ingredients Only
5 Senses – Learning for all
In classrooms, we use our eyes and ears the most when learning. Students learn and retain information through different senses. How can a teacher incorporate other senses to magnify the experience? It does not need to be a buffet of food or a circus in town. “The simplest choices for teachers become major decision-making opportunities for children” (Mulcahey, 1990, p. 24). Just offering an option of two choices changes the experience for the student. A teacher could ask, What opportunity can I give the student for this lesson? How can I incorporate all the senses today? Is there a way to segregate the experience with a single sense? If I remove sight, would the experience of hearing mean more? Isolating or incorporating the five senses can provide different backgrounds and learning opportunities.
Learning Environments & Materials
Student engagement increases when a change and adaption to the room occurs to support an activity. Children notice small changes, which excites them to create because things are different. Rearranging the room’s flow can create space even if space is not there. Sometimes, that means pushing the desks to the side, going under them, or going outside. Bring the outdoors in or take the indoor activity out. These simple alternations add diversity to learning.
Supporting student’s material ideas while creating encourages learning. If you don’t have the supply, brainstorm with them what you can use instead. Encourage their keen thinking. If you have the product, share it with them. Anything you can do to encourage their ideas conveys the message they should continue to do so. Sometimes, you might have to experiment with the product with the kids; that exploration is part of the journey. Explain to them it’s a trial for all of us and take the time to reflect on lessons learned if you were to do it again.
Building supplies for a classroom takes time and money. Material selection revolves around age, group maturity, ability to follow directions, time, and cost. Providing parents with a teacher wish list and using sites like donorschoose.org can help a teacher obtain otherwise impossible supplies. When selecting materials, think of the longevity of the product. Is it a one-and-done item, or can it be enjoyed for years?
Having a library of classroom exploration toys is invaluable to student learning. Whether for individual or group learning, both are integral parts of education. Area assignments for such items are sometimes called centers. Isenberg and Jalongo (2016) explain, “The best centers have a clear purpose, a rich variety of safe materials that invite exploration, experimentation, problem-solving, and connections to real life, and a means of assessment or evaluation” (p. 339). Increasing learning skills is possible through the exploration of materials and simple adaptations.
Clear expectations of centers mean explicitly simple rules of how to treat the material. Teacher modeling what is okay not okay, and then expectations for use creates a safe environment for all participants. Clear expectations do not mean visually showing the student’s outcome. “With all materials, be certain to focus on children’s process and avoid pushing them to create a product” (Isenberg & Jalongo, 2016, p. 295). Ask the student questions while they are creating to expound on their vision. This simple interaction allows them to verbalize their thinking and decision-making during that time.
Ask Don’t Tell
Ask the students questions about their creations. “Tell me about your picture” allows them to verbalize their internal creative process. Using a prompt like “Once upon a time…” can encourage a child to tell you the story behind their lines and colors. When looking at adult art, asking, “What do you see?” first allows the child time to observe, process, connect, and expound upon the image. Then, interject with facts upon request. It’s okay to acknowledge that you don’t know the answer. Asking provides an environment in which we are all learners. As students communicate their interpretation, seize upon opportunities to introduce vocabulary. As a teacher, ask questions more than draw conclusions.
It is crucial for children to describe what they have visually depicted verbally. Mulcahey (2009) notes, “Conversations and sharing of artwork is important in that it extends thinking and reflection and shows that we value the children’s ideas and perspectives” (p. 60). Time is often the deterrent to this, so pair-and-share allows everyone to discuss. Following the pair-and-share with a couple of students sharing what they liked in their peer’s artwork allows more discussion opportunities than a couple of students sharing with the class. Restating their partner’s response promotes listening, caring, peer praise, and self-esteem for both partners.
The Priceless Gifts
A risk-free environment for learning is a priceless gift for students. Applying creativity, exploration, social interactions, and time to play are essential learning foundations. “Play supports children’s development and learning across ages, domains, and cultures. It is the primary vehicle through which their cognitive, language, literacy, social-emotional, and creative learning and development occurs” (Isenberg & Jalongo, 2016, p. 80). Although much of school is structured, unstructured planning time for students to play is just as vital as they solidify their understanding of the day.
Giving Encouraging Feedback
When a project is not cookie cutter or a recipe followed, how does a teacher assess or respond to such unknowns? Students will pursue the direction the teacher points to them. Modeling through verbal problem-solving, how to use materials, and how to clean up are the best guidelines for students. The focus is on the process, not the product outcome. The outcome is left to their imagination. Just like reading a book and seeing a movie, what we mentally picture often differs from the director’s image. While students are creating, guide, praise, and encourage them to continue. Look for students who need help knowing where to begin. Help them brainstorm by asking questions.
As creativity is in process, focus on qualities vs. judgment. Children can detect from body language, tone, and words whether they like or do not like what they have made. Most seek the teacher’s approval. Mulcahey (2009) reminds us, “The best kind of comment you can make is one in which the child learns new information in a developmentally appropriate way” (p. 36). The key is to recognize how to discuss a child’s work without identifying what they’ve created. As instructors, we can verbalize and reinforce confidence in student decisions and explorations. One way to discuss work is by identifying the elements and principles of art when complementing artwork. Using praise this way is another connection for students to see they are applying art skills to their work.
Another way to encourage students is to focus on their work ethic, time, and skills they are applying. Giving positive feedback on creative projects provides opportunities for identifying skills to increase individual self-esteem. Noting specific decisions they made to apply to their piece encourages creativity and future decision-making.
Although it often feels daunting to grade art, there is a significant value in a teacher’s assessment. Assessment is possible only when the student is doing something. Individual effort is the first step in creativity, followed by interest and project focus. “The purposes for assessing children’s creativity are to gain insight about creativity, evaluate progress, identify talents, provide enrichment, and optimize each child’s growth in creative thinking and arts-based learning” (Mulcahey, 2009, p.282). Teacher assessment of art is an individual comparison, not peer-to-peer. Did the students do the best they could? Did they make new connections? Having students write a reflection permits the teacher to assess a student’s growth while allowing the student to put what they learned into words—leaving off the time to contemplate short changes to the student’s development and whole creative experience. Identifying concretely through thoughts binds the right and left-brain learning together.
Conclusion
Teachers need to be ready to pull anything out of their trick bag like a magician! They need exposure to information, techniques, and varied applications to select the right fit for each group and child. “Research shows that children’s creative and critical thinking skills develop early and provide the foundation for their later learning and development across all domains and across all content areas” (Isenberg & Jalongo, 2016, p. 367). One can incorporate multiple creative methods in a rotational balance to strengthen some students while challenging others. Reading specific examples and ideas helps fill one’s idea bucket. Isenberg and Jalongo (2016) reflect, “In the past, in the present, and in the future, our most enlightened educational visions will be connected by the common thread of imagination, creative thought, and enhanced opportunities for artistic expression” (p. 311). The key to any class is finding a way to balance learning with creativity. The importance of early integration for young learners is exposure to building foundational art qualities. Most students are more interested when there is a creative outlet for expression. It’s like hiding the vegetables in a fruit smoothie. Art integration, like including vegetables, needs to be purposeful by a teacher because of the benefits for the student. Adding creativity to learning makes the experience rewarding. Ideally, all subjects will have integrated visual art instruction.
References
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Isenberg, J. P. & Jalongo, M. R. (2016). Creative thinking and arts-based learning: Preschool through fourth grade (7th ed.). Pearson.
Mulcahey, C. (2009). The story in the picture: Inquiry and artmaking with young children. Teachers College Press.