This professional development video seriessupports adults who want clarity and confidence when teaching visual arts to children ages 3 to 12. With six thoughtfully designed video trainings, you can earn seven hours of professional development while building strong art literacy. Instead of guessing which art lessons to offer, you gain clear guidance rooted in years of real-world experience. Each video focuses on helping art feel approachable, intentional, and enjoyable. You can watch at your own pace, anytime that fits your schedule.
Why Art Literacy Training Matters
There is plenty of art advice available, but much of it does not truly support how children learn visual arts. Without clear guidance, adults often feel unsure about where to begin or what matters most. This training series helps remove that uncertainty by focusing on foundational art understanding. As a result, you can offer art experiences with greater confidence and purpose. Over time, this clarity helps children feel more supported and engaged.
How These Art Videos Support Your Growth
This six-video training bundle was created to help you start strong and feel supported along the way. Each session builds understanding while keeping the focus practical and realistic. You gain insight into what children need from visual arts and why those experiences matter today. The goal is to help you feel prepared, not overwhelmed. Learning feels steady, clear, and encouraging.
Each video focuses on a specific area of visual arts education, offering guidance without overcomplicating the process. The sessions vary in length, allowing you to dive deep while still respecting your time. Together, they create a well-rounded learning experience.
You will explore topics such as:
What visual arts learning looks like for children
Which art lessons to introduce first
How art connects with the natural world
How to organize and present art materials thoughtfully
Supportive and encouraging ways to talk with children about art
How to approach watercolor painting with confidence
Learning Directly With an Experienced Art Educator
These trainings are led by Spramani Elaun, who brings over 30 years of experience as an artist, art instructor, and parent. Her approach focuses on clarity, encouragement, and respect for children’s creative process. In addition to the videos, you receive an invitation to a live Q&A session. This session gives you a chance to ask questions and gain further clarity after watching the trainings.
Flexible Access That Fits Your Life
Once you purchase the video bundle, you receive instant access to all six trainings. You can watch on your phone, tablet, or computer, whenever it works best for you. With a three-year viewing window, there is no pressure to rush. This flexibility allows you to revisit lessons as your confidence and experience grow.
Rather than offering quick fixes or surface-level ideas, this training focuses on understanding visual arts at a deeper level. You learn why certain approaches work and how to feel confident offering art experiences. The videos support thoughtful decision-making instead of rigid instruction. As a result, art feels calmer, clearer, and more enjoyable for both adults and children.
For deeper guidance and creative structure, explore my books, art teaching curriculum, and professional training resources. Addional questions about this trainng, email: info@spramani.com
About the Instructor
Spramani Elaun is an international art trainer, professional artist, and the author of 10 books on early childhood visual arts education. Over the past two decades, she has developed the Science Art Method™ and certified thousands of Montessori educators, school teachers, and independent guides globally, empowering them to deliver structured, joyful art programs with total developmental clarity.
This website and its blogs supports individual educators in teaching children visual arts. It does not authorize professional development, staff training, or adaptation of the Science Art Method™ for institutional use.
No part of this blog may be used or be reproduced in any manner whatsoever including reproducing, publishing, performing, and making any adaptions of the work – including translation into another foreign language without written permission except in the case of brief quotations embodied in critical articles and reviews.
Nature of Art® Publishing P.O. Box 443 Solana Beach, California 92075.
Choosing fun art activities for children can feel overwhelming, especially when you want them to feel meaningful and engaging. Art becomes especially powerful when it connects to big ideas children are naturally curious about, like space, stars, and the universe. These activities invite children to explore imagination while visualizing concepts that can feel abstract. Art gives children a concrete way to express what they are learning. Creativity and curiosity work best together.
Why Fun Art Activities Work So Well With Big Ideas
Fun art activities help children process complex ideas in a relaxed and creative way. When children paint, draw, or build, they explore ideas through movement and choice. Art supports focus, imagination, and personal interpretation. Big science-inspired themes feel less intimidating when children can respond visually. The process encourages exploration rather than memorization.
How Art Can Be Integrated With Learning
Integrating art with science allows children to express ideas creatively while staying engaged. Art stimulates the senses and offers hands-on experiences that deepen understanding. When exploring topics like space and the universe, art gives children freedom to imagine and visualize. Books with strong illustrations can also inspire art-making. Visual storytelling helps children connect ideas naturally.
How These Fun Art Activities Adapt for Different Ages
These fun art activities can be adjusted for a wide range of ages. Younger children often approach them in an open-ended way, focusing on color, texture, and movement. Older children may include more details and intentional design choices. The same activity can meet children where they are. Flexibility keeps art inclusive and enjoyable.
Fun Art Activities Inspired by Space and the Universe
1. Create a Cosmic Painting Children can explore color and movement by painting their idea of the universe’s beginning. This activity encourages imagination and expressive mark-making.
2. Design Constellations Children create their own constellations using paint, drawing tools, or clay. This invites storytelling and personal symbolism.
3. Make Paper Mache Planets Building planets helps children explore form and scale. Each planet can reflect unique textures and colors.
4. Galaxy in a Bottle This activity allows children to explore swirling color and depth. It is a simple way to visualize galaxies.
5. Moon Phases Art Children create artwork showing different moon phases using paint, chalk, or mixed media. This supports observation and sequencing.
6. Starry Night Sky Mural A collaborative mural invites teamwork and large-scale creativity. Children explore patterns, dots, and movement.
7. Cosmic Collage Using paper scraps and found images, children assemble their own vision of space. Collage supports layering and composition.
8. Sun Catcher Creations Colorful materials help children explore light and transparency. These projects celebrate brightness and warmth.
9. Universe Mobile Creating hanging elements encourages balance and design. Children can include planets, stars, and imaginative shapes.
10. Astronaut Art Children imagine themselves exploring space through drawing or painting. This activity blends storytelling with visual expression.
Why Fun Art Activities Build Lasting Engagement
Fun art activities allow children to explore ideas without pressure. There is no single correct result, only personal interpretation. Art supports confidence, creativity, and curiosity. When children connect learning with creativity, engagement deepens. These experiences often become memorable moments.
For deeper guidance and creative structure, explore my books, art teaching curriculum, and professional training resources.
About the Instructor
Spramani Elaun is an international art trainer, professional artist, and the author of 10 books on early childhood visual arts education. Over the past two decades, she has developed the Science Art Method™ and certified thousands of Montessori educators, school teachers, and independent guides globally, empowering them to deliver structured, joyful art programs with total developmental clarity.
This website and its blogs supports individual educators in teaching children visual arts. It does not authorize professional development, staff training, or adaptation of the Science Art Method™ for institutional use.
No part of this blog may be used or be reproduced in any manner whatsoever including reproducing, publishing, performing, and making any adaptions of the work – including translation into another foreign language without written permission except in the case of brief quotations embodied in critical articles and reviews.
Nature of Art® Publishing P.O. Box 443 Solana Beach, California 92075.
Bringing art into the classroom means creating regular, welcoming opportunities for children to explore ideas through hands-on making. Art does not need to be complicated, time-consuming, or messy to be meaningful. It can happen in a shared classroom space, during a short creative block, or in a small art corner children return to often. When art is part of the weekly rhythm, it becomes familiar and grounding. Over time, children begin to see art as a natural way to think, create, and problem-solve.
Why Art Belongs in Every Learning Environment
Art supports far more than creativity alone. When children work with art materials, they build focus, confidence, and perseverance. Exposure to different materials helps children discover what they enjoy and where they feel capable. Art experiences can also help children regulate emotions and settle their energy during the day. Many children naturally enter a calm, focused state when art is available consistently.
Six Art Areas to Focus On
A strong classroom art experience grows from a few thoughtful focus areas rather than too many scattered ideas. These areas keep art approachable and sustainable throughout the year.
Scheduling regular art time
Choosing clear art subjects
Exploring foundational art elements
Working with a variety of art mediums
Introducing simple artist techniques
Building practical art skill sets
Together, these areas support independence, creativity, and confidence.
Schedule Art Lessons With Consistency
Start by deciding how often art will appear in your classroom routine. This might be daily, weekly, or a few times a month, depending on your schedule. Consistency matters more than frequency. Children feel more secure and capable when art time is predictable. Even short, well-prepared sessions can have lasting impact.
Choose Art Subjects That Feel Manageable
Once art time is established, choose one clear art subject to explore. Drawing, painting, sculpture, or color exploration each provide direction without limiting creativity. Focusing on one subject at a time helps children feel grounded. It also makes planning easier for adults. From there, ideas can expand naturally.
Art elements such as line, shape, color, texture, and form give children a visual language. Highlighting one element at a time helps children notice it in their own work and the world around them. This approach builds awareness without overwhelm. Over time, children begin using this language naturally. Their confidence grows alongside their understanding.
Explore Art Mediums and Simple Techniques
Choosing art mediums is often the most engaging part of planning. Paint, clay, collage, pastels, and mixed materials all offer different experiences. Pairing a medium with one simple technique keeps the focus clear. Open-ended exploration encourages curiosity without pressure. Variety over time helps children discover personal interests and strengths.
Build Art Skill Sets That Support Independence
Independence in art begins with practical habits. Setting up materials, cleaning tools, and caring for shared supplies are essential skills. These routines help children complete the full creative process with pride. When these foundations are in place, creative skills develop more smoothly. Children work with confidence rather than relying on imitation.
Focus on Art’s Purpose, Not Perfection
You do not need to be an artist to support meaningful art experiences. What matters most is understanding the purpose behind each activity. Clear preparation and thoughtful demonstrations set children up for success. Creative thinking and imagination naturally follow. Often, adults find themselves learning alongside their students.
Teaching art can feel intimidating without guidance, but it does not have to be. With the right structure, art becomes both manageable and rewarding. For deeper guidance and creative structure, explore my books, art teaching resources, and professional training materials. They are designed to support adults while protecting the joy and curiosity of childhood creativity.
Art belongs in the classroom because it supports how children think, feel, and grow. When art is simple, intentional, and consistent, it becomes a powerful part of everyday learning
About the Instructor
Spramani Elaun is an international art trainer, professional artist, and the author of 10 books on early childhood visual arts education. Over the past two decades, she has developed the Science Art Method™ and certified thousands of Montessori educators, school teachers, and independent guides globally, empowering them to deliver structured, joyful art programs with total developmental clarity.
This website and its blogs supports individual educators in teaching children visual arts. It does not authorize professional development, staff training, or adaptation of the Science Art Method™ for institutional use.
No part of this blog may be used or be reproduced in any manner whatsoever including reproducing, publishing, performing, and making any adaptions of the work – including translation into another foreign language without written permission except in the case of brief quotations embodied in critical articles and reviews.
Nature of Art® Publishing P.O. Box 443 Solana Beach, California 92075.
Planning art activities for young children can feel challenging, especially when you are trying to keep lessons fresh, meaningful, and age-appropriate. Many teachers find themselves wondering what to teach next or how to simplify art without losing its value. This free 1-hour video training was created to support teachers working with early childhood children who want practical, confidence-building ideas for teaching art.
This training focuses on making art accessible. You do not need to be an artist. You do not need advanced art knowledge. The goal is to help you feel comfortable pulling together simple, engaging art experiences that children genuinely enjoy. The ideas shared are easy to apply and flexible enough to work in a variety of learning environments, including Montessori classrooms.
Important clarity note: This training supports art literacy and creative planning. It does not present Montessori pedagogy, certification content, or institutional training. It offers independent art-teaching guidance designed to be used alongside child-centered classroom environments.
Common Myths About Teaching Art
Many teachers carry unnecessary pressure when it comes to art. Over time, a few common misconceptions have taken hold. These ideas often stop teachers from fully enjoying art time with their students.
Teachers often believe they must:
Be a trained artist
Teach famous artists and art history first
Know how to formally critique or “appreciate” art
Create complex, polished projects
This training gently clears away those assumptions. Art for young children does not need to be complicated. When lessons are simple and well-timed, children engage more deeply. Teaching art becomes lighter and more enjoyable.
What You Will Learn in This 1-Hour Training
This video is packed with practical inspiration you can use right away. The focus is on ideas, not rigid lesson structures. Everything shared is designed to help you plan art more easily and with less stress.
Inside the training, you will explore:
How to create simple art lesson ideas using children’s storybooks
What matters most when teaching art to early childhood children
Ways to theme art activities without overplanning
Gentle tips for spacing art projects throughout the school year
How to make art feel approachable and engaging for children
Storybooks become a familiar, friendly starting point. They help spark ideas without requiring extra materials or preparation. This approach works especially well for teachers who want clarity without complexity.
Who This Training Is For
This free training is ideal for:
Early childhood teachers
Montessori classroom educators
Homeschooling parents
Caregivers supporting creative learning
Teachers who feel unsure or overwhelmed by art planning
If you have ever felt stuck when planning art, this training is for you. It meets you where you are and offers encouragement along with practical ideas.
About the Host
The training is hosted by Spramani Elaun, an international art educator and curriculum developer with decades of experience supporting children’s creative learning. Her work focuses on making art teaching accessible, calm, and confidence-building for both adults and children. She has supported teachers and families worldwide through books, resources, and trainings.
Watch the Free Training
This 1-hour video training is available for a limited time and is completely free to watch. You can register and view it at your convenience.
Training Title: How to Theme Art Activities Using Storybooks Length: 1 Hour Format: Pre-recorded Video
Teaching art to young children does not need to feel intimidating or complicated. With the right perspective and a few simple tools, art lessons can become one of the most enjoyable parts of your week. This free training is designed to support you, inspire you, and help you move forward with confidence.
For deeper guidance and creative structure, explore my books and art teaching resources.
Spramani Elaun is an international art trainer, professional artist, and the author of 10 books on early childhood visual arts education. Over the past two decades, she has developed the Science Art Method™ and certified thousands of Montessori educators, school teachers, and independent guides globally, empowering them to deliver structured, joyful art programs with total developmental clarity.
This website and its blogs supports individual educators in teaching children visual arts. It does not authorize professional development, staff training, or adaptation of the Science Art Method™ for institutional use.
No part of this blog may be used or be reproduced in any manner whatsoever including reproducing, publishing, performing, and making any adaptions of the work – including translation into another foreign language without written permission except in the case of brief quotations embodied in critical articles and reviews.
Nature of Art® Publishing P.O. Box 443 Solana Beach, California 92075.
Supporting children while they paint does not mean controlling the outcome. It means creating conditions where creativity can unfold naturally. Children learn best when they feel calm and capable. Painting becomes more meaningful when adults observe rather than interrupt. Small changes in how we support painting make a big difference.
Why Flow and Focus Matter
Children often enter deep focus when they paint. Interruptions can break that concentration quickly. Allowing uninterrupted painting time helps children stay engaged longer. Standing back and observing supports confidence. Quiet presence is often the best support.
Encouraging Independence Through Setup
A well-prepared painting space helps children work confidently. Materials should be easy to reach and simple to use. A nearby drying area keeps movement smooth. When children know where things belong, they feel capable. Independence grows naturally from thoughtful preparation.
Supporting Exploration and Discovery
Children learn about paint by experimenting. Choosing colors, tools, and paper sizes gives them ownership. Exploration leads to discovery over time. Avoid rushing children toward a finished product. Skill develops through repeated experience.
Children may use materials in unexpected ways. As long as materials are used safely and respectfully, experimentation should be welcomed. Unplanned choices often lead to the most meaningful learning. Trust the creative process. Flexibility supports growth.
Creating Clear, Gentle Boundaries
Creative freedom works best with clear limits. Define where painting happens and where it does not. Show children how to care for materials and clean up afterward. Boundaries support safety and respect. Within those limits, creativity can flourish.
Want More Support and Structure
For deeper guidance and creative structure, explore my books and art teaching resources. You will find practical tips, thoughtful approaches, and inspiration for supporting children through art.
About the Instructor
Spramani Elaun is an international art trainer, professional artist, and the author of 10 books on early childhood visual arts education. Over the past two decades, she has developed the Science Art Method™ and certified thousands of Montessori educators, school teachers, and independent guides globally, empowering them to deliver structured, joyful art programs with total developmental clarity.
This website and its blogs supports individual educators in teaching children visual arts. It does not authorize professional development, staff training, or adaptation of the Science Art Method™ for institutional use.
No part of this blog may be used or be reproduced in any manner whatsoever including reproducing, publishing, performing, and making any adaptions of the work – including translation into another foreign language without written permission except in the case of brief quotations embodied in critical articles and reviews.
Nature of Art® Publishing P.O. Box 443 Solana Beach, California 92075.
Painted paper is exactly what it sounds like, paint applied onto paper. You can paint on white paper, or start with colored paper for an instant mood change. The fun comes from trying different tools, marks, and layers. Each sheet becomes a collection of textures, patterns, and color surprises. Later, those sheets turn into collage pieces for brand new art.
Why Paint Paper Like Eric Carle
Eric Carle is well known for creating rich, textured papers and then cutting them into shapes for collage. This approach helps children notice how paint can create texture, pattern, and contrast. It also makes art feel playful and low-pressure because there is no “perfect picture” to aim for. Painted paper becomes a creative stash you can use again and again. As a result, kids often feel proud because their earlier painting becomes part of something new. The Very Hungry Caterpillar
How-to PAINT PAPER like Eric Carle | Montessori Art
What You Can Do With Painted Papers
Once the painted papers dry, they become a collage material. Children can cut, tear, or layer pieces to build animals, nature scenes, or abstract designs. Painted paper also works well for greeting cards and seasonal crafts. You can keep finished sheets in a folder and pull them out anytime inspiration hits. In addition, using painted papers encourages kids to see leftovers as valuable art materials.
You do not need anything fancy to start. A simple setup keeps the experience enjoyable and manageable. Here is a basic list to guide you:
Kid-safe paint in bright colors
Paper, white or colored
Paintbrushes plus a few “texture tools”
A protected surface for painting and drying
Paper towels or napkins, and a water cup for rinsing
Texture tools can be as simple as sponges, cardboard scraps, corks, or other safe household items that create interesting marks.
Tips for Painted Paper That Looks Rich and Textured
Painted paper works best when children feel free to experiment. Offer a few colors at a time so choices feel easy. Encourage them to try pressing, dabbing, scraping, or stamping to make patterns. Let layers dry before adding more paint if they want clearer textures. Most importantly, keep the focus on exploring marks, not “finishing” a picture.
A Gentle Note About Open-Ended Painting
Open-ended painting is valuable because it lets children follow their curiosity. You can demonstrate how tools work, then step back and observe. Kids often surprise you with color choices and patterns you would not have planned. That freedom supports confidence, and it keeps art time joyful. Over time, those painted papers become a wonderful starting point for future collage projects. Process-based
Want More Support and Structure
For deeper guidance and creative structure, explore my books and art teaching resources. You will find kid-friendly material recommendations, painting confidence builders, and plenty of ideas to keep art time flowing.
About the Instructor
Spramani Elaun is an international art trainer, professional artist, and the author of 10 books on early childhood visual arts education. Over the past two decades, she has developed the Science Art Method™ and certified thousands of Montessori educators, school teachers, and independent guides globally, empowering them to deliver structured, joyful art programs with total developmental clarity.
This website and its blogs supports individual educators in teaching children visual arts. It does not authorize professional development, staff training, or adaptation of the Science Art Method™ for institutional use.
No part of this blog may be used or be reproduced in any manner whatsoever including reproducing, publishing, performing, and making any adaptions of the work – including translation into another foreign language without written permission except in the case of brief quotations embodied in critical articles and reviews.
Nature of Art® Publishing P.O. Box 443 Solana Beach, California 92075.
A Montessori art curriculum is a structured, sequential framework for introducing visual art to children in a Montessori environment. Unlike a general art program, a Montessori-aligned curriculum applies the same principles that guide every other area of the classroom: isolation of difficulty, independence, control of error, and developmental sequencing. The goal is not to produce finished artwork. It is to build visual art literacy the same way the classroom builds reading and mathematical literacy — one carefully prepared step at a time.
Montessori philosophy provides the pedagogical foundation. What has been missing is a visual art framework built on top of it.
The Science Art Method®, developed by Spramani Elaun over more than twenty years of work inside Montessori environments, is that framework. It applies Montessori principles specifically to the introduction and sequencing of visual art mediums — something standard Montessori training has never included.
Why Most Montessori Classrooms Do Not Have One
Montessori training is comprehensive. Guides leave certification programs with albums for Practical Life, Sensorial, Language, Mathematics, and Cultural work. There is no album for visual art.
This is not a flaw in Montessori philosophy. Maria Montessori’s writing on the hand and its relationship to the developing mind is some of the most compelling educational writing on creative work that exists. But visual art was never systematized within the Montessori curriculum the way other subject areas were.
What that means in practice is that even deeply trained, experienced guides are left without a map when it comes to the art area. Most adapt by pulling activities from blogs or Pinterest, organizing art around seasonal themes, or defaulting to craft production — activities that look like art but do not develop visual art literacy.
None of these approaches are wrong. They are simply insufficient for a prepared environment that is meant to invite sequential development.
What a Developmentally Aligned Montessori Art Curriculum Actually Includes
Not every art curriculum available for Montessori classrooms is built on Montessori principles. Some are adapted from general art education and layered onto Montessori settings. Others offer activity libraries without developmental sequence. The criteria below are drawn from the Science Art Method® — the first visual art framework developed specifically from inside Montessori pedagogy. They reflect what genuine Montessori alignment looks like in an art curriculum, as distinct from a general art program that has been loosely adapted.
Sequential material introduction. A Montessori art curriculum should introduce art mediums in a specific order based on hand development and cognitive readiness — not by season, not by theme, and not by teacher preference. The sequence matters. Just as the mathematics materials build on one another, art materials should follow a developmental logic the child can navigate independently.
A prepared art environment, not a craft station. The art shelf in a Montessori classroom is not a supply area. It is a prepared environment. Each tray should be designed so a child can select it, work with it, and return it independently. A curriculum that does not address how to stage and maintain the art environment is missing the most important part of Montessori implementation.
Brief, contained demonstrations. Montessori presentations are precise and minimal. An art curriculum built for Montessori should follow the same micro-demonstration principle guides already use across all other curriculum areas. If the curriculum relies on extended teacher instruction or whole-group lessons, it is not structurally Montessori.
No prior art background required. A Montessori art curriculum should be teachable by an educator, not an artist. The framework should give the guide confidence and clarity regardless of their personal art experience.
A developmental framework, not a theme library. Themed art activities (autumn collages, holiday crafts, artist-of-the-month projects) are not a curriculum. A curriculum has a developmental arc. Children move through it as their skills and readiness grow, not according to the calendar.
What Happens When the Art Curriculum Is Missing
Without a structured framework, Montessori classrooms tend toward one of two patterns.
The first is adult-directed craft production. The guide prepares a model. The child reproduces it. The pieces go home looking nearly identical. It is manageable. It is also contrary to every principle that defines Montessori education.
The second is unstructured free exploration. Materials are available. Children choose freely. The guide steps back. This approach honors child autonomy, but without a developmental sequence, children often stall. They repeat the same mark-making because nothing in the environment invites them forward.
Both patterns produce the same result: a classroom where art is present but visual art development is not happening.
Montessori Art Training: What Guides Need Before Choosing a Program
When a school director or guide begins looking for Montessori art training, the options available vary significantly in depth, scope, and alignment with Montessori pedagogy.
What to look for in a Montessori art training program:
The training should have been built specifically for Montessori environments, not adapted from general art education after the fact. The difference is significant. A program developed from inside Montessori applies its principles to the structure of the training itself — not just to the content.
The training should include a practicum component. A guide who learns a framework but never implements it in a real classroom environment does not have professional development. They have information. A practicum bridges that gap and is the primary indicator that a program produces classroom-ready educators.
The training should address the prepared art environment specifically. Setup, staging, material rotation, and how to introduce the art area to children are not peripheral topics. They are the foundation on which everything else rests.
The training should not require the guide to be an artist. This disqualifies most educators before they begin. The right program is built for educators, not art specialists.
The Art Teaching Blueprint: Montessori Art Training Built From the Inside
The Art Teaching Blueprint certification was developed by Spramani Elaun, founder of Nature of Art® and creator of the Science Art Method®. Spramani has spent over twenty years working specifically inside Montessori environments, developing a visual arts system that extends the same principles guides already understand and apply every day.
The Science Art Method® is the pedagogical framework at the center of this certification. It is distinct from Montessori philosophy itself — Montessori provides the principles; the Science Art Method® is the visual art structure built on those principles. No standard Montessori certification program includes this framework, because it does not exist within standard Montessori training. It was created separately, over two decades of direct work in Montessori classrooms, and it belongs to Nature of Art®.
The Art Teaching Blueprint is the only professional certification that trains guides in the Science Art Method®. It is not a general art education course adapted for Montessori classrooms. Every structural element reflects both Montessori pedagogy and the Science Art Method® — from the way the art shelf is prepared to the sequence in which mediums are introduced to the format of the demonstration itself.
Certification requires a minimum of 50 hours of video training, coaching checkpoints, and a practicum assessed by Spramani Elaun directly. No prior art background is required. Guides who complete the certification enter the following school year prepared to build, maintain, and sustain a structured art environment for the children in their care.
The self-paced track is designed to be completed in 7 to 11 weeks. Most guides who enroll in summer complete it before the school year begins.
Frequently Asked Questions
What is the difference between a Montessori art curriculum and a regular children’s art curriculum? Montessori philosophy establishes principles like isolation of difficulty, control of error, independence, and developmental sequencing. A Montessori art curriculum applies those principles specifically to the introduction of visual art mediums. The Science Art Method®, developed by Spramani Elaun, is the framework that first systematized this application. A general children’s art curriculum focuses on activities or techniques without a developmental framework or the environmental design principles that Montessori requires.
Does a Montessori art curriculum need to be taught by a trained art teacher? No. A properly designed Montessori art curriculum is teachable by any Montessori guide regardless of their personal art background. The framework teaches educators how to prepare the environment and guide children developmentally — not how to make art themselves.
What age range does a Montessori art curriculum cover? Montessori art curricula are typically designed for early childhood (ages 3 to 6) and elementary (ages 6 to 12) environments, following the Montessori plane-of-development model. The Science Art Method® by Spramani Elaun covers both planes.
How is an art shelf different from an art supply area? An art shelf in a Montessori classroom is a prepared environment, not a supply station. Each tray is staged so a child can independently select it, complete the work, and return it. Materials are introduced sequentially and rotated intentionally. A supply area offers access to materials. A prepared art shelf invites development.
Where can I learn more about Montessori art training? The Art Teaching Blueprint certification by Spramani Elaun is available at montessori-art.com. Enrollment opens in May and November each year. A waitlist is available at spramani.lpages.co/arttraining2020-waitlist.
About the Author Spramani Elaun is the founder of Nature of Art® and the creator of the Science Art Method®. She is the author of 10 books on visual arts education for children and has trained educators in Montessori art environments for over twenty years. Her work has been implemented in Montessori schools internationally.
