Hello are you new to teaching your Montessori student about visual arts? In this blog I want to give you some general art information if this is totally new to you. I’m a Montessori Art Teacher and the author of several Montessori art guides. And I want to share creative activities 3-6 for your Montessori students. So lets get started… Montessori education is focused on hands-on, experiential learning, and this approach extends to art education as well!
3-6 Art
Art lessons for 3 to 6 Montessori students should be designed to engage all their senses, promote creativity, self-expression, fine-motor movement and independence. To give you an idea of what art lesson activities might look like here are four types of lessons that are well-suited for Montessori students in this age range:
Sensory art lessons are a great way to engage young children in the creative process. This type of art involves using materials such as clay and paint to support tactile experience. Sensory art projects allow children to explore different textures, colors, and shapes. Sensory art activities support good cognitive function. There are plenty of creative activities that are sensory!
Nature Art
Montessori education emphasizes the importance of connecting with the natural world, so nature-based art projects are a great fit. Nature art can include activities such as making leaf rubbings, creating collages with natural materials like sticks and leaves. Or even painting on these types of natural materials.
Process Based Art
Process Art: Process art is all about the creative process, rather than the end product. This type of art encourages children to experiment with different materials and techniques, and to focus on the experience of creating rather than the final result. Process art projects can include activities such as painting, collages, 3D sculptures and doodling.
Storytelling Art
Montessori education emphasizes the importance of storytelling. Storytelling is a wonderful way to connect children to art language through beautiful books. Sharing stories and pointing out the art elements helps children build a rich art language. Art can be a catalyst to teaching primary vocabulary.
So this is just a few examples of what visual arts lools like for 3 to 6 year old Montessori students. Get on my newsletter to start gettting free advise and offerings how to teach art. Sign-up HERE
So overall, art lessons for 3 to 6 year old Montessori students can engage their senses, promote creativity and self-expression, and develop fine motor skills. Sensory art, nature art, process art, and storytelling art are all great options for Montessori students to start with.
If you would like to learn more and get all my resources for teaching for 3-6 Year Old Montessori Students check links below and on the top menu. I have a great FREE video you can take to understand what visual arts should look like for Montessori student.
Last week I started a series on the topic of art routines Part 1. By having routines in place you can stop chaos during art sessions. Having these routines in place has helped me in art classroom management.
Art Smocks
Art Material Set-up
Art Language
Continuing on this topic I’m sharing my insights on art talk & the artist language we teach. If you are not familiar with what art language means, it’s how we describe artworks and our process. It’s art’s own language. You can learn more by reading these books Defining Visual Arts, or Early Childhood Art Guide.
Routines & Language
Art literacy is not only about making art, but also teaching students how to communicate. Keep in mind I’ve been teaching children for over 30 years. These routines and expectations came together over a long period of time. So it will take time for you to practice.
Over the years I’ve had my share of students disrupting my art classes. At some point I reflected on the times I spent in fine art studios working with other artists. I wanted my teaching sessions with kids to have that same feeling of expressive openness. So I came to the conclusion that my role was not just to show them how to make art, but also how to behave and talk like an artist. I created fine art studio behavior models (art expectations).
Only communicate in art language
No negative peer critiquing
Observe like an Artist
Reading Instead of Disturbing
As a now roaming art specials visiting classrooms across the county, I use these with all ages from 3 – 12 years.
Communicate in art language
This means you are talking about your art, your art process, or helping someone with their art. Not what you are eating for lunch, or what happened at recess. This is also how I can hear when my students are getting off track.
No negative peer critiquing
Unnecessary comments could affect a students confidence to express openly in the classroom. I make time to explain how acceptable critiquing is using art language. I explain that I will make time for open refection time. And any student can volunteer to share with the classroom their art. I describe what positive critiquing sounds like.
Example
Negative – “Why does that nose look like that, it looks weird!”
Vs.
Artful talk – “I noticed he used thick wavy green lines to create the nose. That’s not something I expected to see in his drawing.”
or ,
“I wonder why he put purple leaf shapes in his nature drawing, rather than making green shapes”.
You can model this type of art language with practice. If you would like to learn how to talk to children artfully, check out this mini art training course.
Observe like an artist
I explain that if they want to look at someone’s art, to walk quietly around them, and observe with eyes only. So not to interrupt a working artist. In fact I show my young students how to observe by putting their hand behind their back. The action is like they are viewing art in a museum, to not disturb the art. I explain it’s OK to be curious and look at everyone’s work, but observe like an artist.
Reading Instead of Disturbing
When a student is disturbing the classroom, I give them a choice. Join us in art, or dismiss yourself into reading quietly until we are done with art. This usually works because the student feels left out when everyone is enjoying art. Generally students usually ask to return back to art. I will ask if they agree to participate artfully, leaving it up to them.
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 foreignlanguage 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.
I have been getting some good questions from parents and teachers about art routines. So I will be doing a 3 part series explaining my most successful Montessori art routines and expectations.
Art Routines
Art routines can help you not worry about prepping daily, plus stop classroom chaos! When students understand routines they know how to encounter the art space. When you design art routines there’s less guess work for the student. Plus children actually thrive and succeed with routines in place. Outlining routines lays the foundation for actions and expectations from your students.
Montessori art routines can be simple and last only minutes. While others may be complex with students working up to an hour. Children already have routines that start the minute they get out of bed each morning. Like brushing their teeth, dressing, eating, and getting to school. In most cases you usually have your students in routines at the start of the day. So why not set them up for art.
Today I will share what some of these routines look like. I’ll share two key important routines to start with, and the others in part 2 and 3 in this series:
Art Smocks
Art Material Set-up
Art Language
Process-Based
Creative Flow
Art Smock Routine
These routines have worked with tens of thousands of children I’ve worked with. The first expectation is that art is messy and I have a system in place to ensure messes don’t spread around the room. This system keeps wet mediums from spreading around the room or on clothes. I have this conversation before children touch any mediums. Here’s how that might sound.
“Today I thought I would introduce you to the art space I’ve designed to work in, and how to manage the artist materials. The art space is available to those who agree to follow my simple rules.”
With that agreement, then you can move into the smock demonstration.
I explain how messes accrue from spills, hands and splatters. I further explain how the space is designed to manage that type of mess. The first thing I do is introduce the artist’s smock (apron). I explain how artists wear a smock when working on art projects. Then I explain the function of a smock is to keep their clothes and hands clean. I explain when their hands become spoiled, they will use their smock to wipe them, kind of like a big napkin. I explain that artists do not go back and forth cleaning their hands while working. This helps to keep mediums from spreading around. They stay in their work space and use their smock to manage that type of mess.
I don’t have rags or napkins nearby to wipe with. This eliminates paint, glue or pigmented mediums from smearing around the space. Cleaning hands happens after everything is put away, and they are ready to transition out of art. Then I show them what this action looks like by wiping my hands on my smock. I also show them where to find their smock, how to put it on, and where to return it.
I recommend you have your students always wear a smock or art tee-shirt when working in these spaces. If they are working like an artist, they should dress like an artist. It may take time to implement. But if you keep reminding them, everyone in the class starts to behave artfully.
Material Set-up Routines
Set-up presentations are key and can support your students in many ways. By introducing these routines children will be able to set-up independently. This helps with getting into creative flow states. They will be able to construct and use the materials in artful ways. And be able to clean-up the materials on their own. They will also take on the responsibility of leaving the materials ready for the next student to use.
So what type of material set-up routines should you introduce to your students:
How to gather art materials
The expectations of how they will work in the art space
How to use tools & mediums properly
Where to store artworks
How to clean up the materials
How to return them for the next student
How to transition out of the art space
Most art activities require students to get everything they need to construct. So beforehand you will need to decide which materials to stage for easy access. Group work is where you set-up stations for students to pick up their materials, or you pass them out. Independent work is when you stage the materials for students to collect on their own. Either way you will have to be sure everything is ready to access. For both you still want to explain the expectations and procedures and order of work flow.
Example: You will gather around the circle so I can discuss the art mediums, how they work, and show art technique. And even share some artist samples. Then direct when it’s their turn to get their materials. How long they work, and where to store completed artworks. How-to return the materials back to their station, how-to be dismissed to put their smock away and wash up.
After you have presented a few times, your students will understand these routines.
Diverse Learners
Chaos happens when students don’t understand their individual role. You might have diverse learners in your classroom. Some might be good at art, but not good at following the linear work flow. In this case you may need to group your diverse learners into a smaller group. To process the instructions slower giving them more time to go through the flow of the activity.
Some might get distracted or confused in larger group commotion. In this case I would recommend you set aside time to work with them in a slower smaller paced group.
You or an assistant can work throughout the work cycle showing them the steps. You may have to slow down every step. Showing them how each step looks like. Picking up the materials, working along side them, and how to store finished artworks. Even how-to gather and clean and return materials. Make time to answer their individual questions. You will eliminate the chaos and your studwents will fall into routines.
If you would like to know more about my art method, check out my books, curriculum and teacher professional development [PD] HERE.
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 foreignlanguage 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.
In this blog, I want to share some fun ways to combine arts and crafts with beloved children’s storybooks! Sometimes, it can be challenging to envision how to teach art to children. However, I assure you that it’s much more enjoyable and straightforward than you might think. By incorporating a captivating storybook into your lesson, the experience becomes even more engaging. I am excited to share an inventive idea that originated in my art class. This concept has been well-received on Instagram and Facebook, with many parents, bloggers, and Montessori guides sharing their inspiring stories about how children enthusiastically embraced my art activity using the book “Harold and the Purple Crayon” to learn basic drawing elements.
Quotes About Art Activity
Some Montessori parents and guides have written to me to say…
“My son is obsessed with all his purple art supplies!”
“We read the book together, and I created a fun art space for drawing with various types of purple crayons. Thank you for such a great idea; my daughter loved it!”
“My son loves doodling, and this book was an instant hit. In fact, he started drawing parts of the story!”
“My child adores purple, and this was such a fun adventure for them.”
“I loved how easy it was to set up just by reading the book and selecting purple art supplies we had around the house.”
This is a classic book I’ve been using for years. The author of the book is Crocett Johnson. You can find this book in paperback and a thick board book. The children loved it so much in Vietnam that I left my copy and had to buy a new one!
Combine Art & Story Books
One of my favorite things to do is combine children’s story books with art activities. If you would like to learn more on how to do this check out this free training How To Theme Art Activities With Story Books. This Montessori video training will show you how simple this concept can be.
Recently I had a chance to to take this into an 3-6 classroom in Vietnam. Wow what fun we had after story time.
To set up this Montessori art activity, all you have to do is gather some purple drawing mediums such as:
Crayons
Oil Pastels
Dot Stampers
Markers
Color Pencils
Paint
Ink Stamp
Tempera Paint Sticks
This variety of supplies will offer a range of creative options for your child to explore and enjoy.
Any Color Or Purple Will Work
You can begin with a purple crayon, but feel free to use any color you prefer. Usually, when I introduce this activity, my young students may opt for different colors they enjoy. Allow your students to select any color they prefer, even if you initially provided only purple. The goal is to encourage doodling and drawing in whichever way they find most engaging.
Watch my mini video
Introduce Purple Art Activity To Any Age
Setting up a Montessori toddler art shelf to introduce the color purple can be a fantastic educational experience. Whether you’re teaching colors to young students or engaging elementary kids, this versatile story appeals to various age groups. By reading the book repeatedly and introducing different colors like orange, red, or green, you can spark creativity and interest. Incorporating a range of easy-to-use mediums and focusing on one color can help emphasize key concepts. Providing guidance on creating lines, textures, patterns, and shapes with purple materials offers a fun and creative approach to introducing isolated colors in a playful learning environment.
You can find this cute book Harold and The Purple Crayon – Story Book in book stores, barnes and nobles, amazon, used online book stores.
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 foreignlanguage 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.
Every Montessori school should have an art environment. Whether an art shelf inside the classroom, dedicated classroom, or specials visiting. Elementary students should be engaging in some type of art lessons regularly. Allowing children to express creativity plus building basic skill sets. One of the reasons art programs exist is to expose children to different kinds of mediums. In this blog I want to share some ideas on How To Bring Art Into The Classroom
When children are exposed to different art activities they are likely to find the right art domain they enjoy. As children find the right art experiences they enjoy, they become independent as they practice these skill-sets. When elementary students work independently they can also self regulate their own stress with hand work in the classroom. Independent working students can also reach creative flow states! So where should you start with to bring art into the classroom?
6 Art Areas To Focus On
Schedule Art
Choose Art Subjects
Teach Art Elements
Choose Art Mediums
Choose An Artist Technique
Teach Skill Building Foundations
Focus On Art Direct Aims
Schedule Art Lessons
Start with scheduling regular interactions with art making in the classroom. Schedule daily, weekly or even bi weekly art lessons. Even bi monthly if your teaching schedule is super busy. I did this as a visiting Montessori art specials and I heard from Montessori guides how the children learned so much from just 4 visits! Once you have chosen the day, move to creating time segments. Be sure your timeline is specific to lower or upper elementary attention spans.
Art Subjects To Teach
Then move into deciding which visual art subjects you want to explore. I recommend choosing from my five art domains. Subjects like painting or color theory. Learn more about the 5 domains by buying: Defining Visual Arts Book HERE. Once you decide the area you want to focus on then you can decide on the lesson plans.
Art Elements To Teach
To meet the national art standards it’s important to teach children the Art Elements. The Art Elements cover things like line, color, shape – etc. Each one of your art lessons should always focus on a key art element. I can’t stress enough how important this is to a solid art program. I meet many Montessori guides not even aware of art literacy standards. Even how to teach the artistic process, how-to scaffold art lessons, or what art sequences should come next. Learn more about the Art Elements by buying: Defining Visual Arts Book HERE
Art Mediums & Technique
Then the fun stuff starts by deciding on which mediums to experiment with first. This also includes what presentations and demonstrations to schedule. For example you could teach the subject of painting and focus on the watercolor medium. Then show children a crayon technique – wax resist marks. Or let’s say you decide to integrate a sensory craft with zoology. Like cutting sea life shapes from paper with a collage – technique.
Building Art Skill-Sets
The best advice I have for you is to teach how to set-up, clean-up, and prepare the environment for their next classmate, learning to complete the cycle in the Montessori way first is important. This supports independent work through the school year. Then foucs on building skill-sets and don’t waste time on the wrong type of art lessons. Like focusing on the Masters, copying images, or too much process- based art. Try not to focus lessons on copying the Masters artworks. These lessons can be lacking in developing independent art skill-sets or their own creativity. Montessori elementary students need the right order of skill-set lesson first.
Focus on Art Direct Aims
The other important thing I want to share is even if you can’t draw or paint you can still teach proper art lessons. Your own refined skill-sets are not the focus. What’s important is knowing your direct aims. Direct aims like preparing the environment, and presenting the right order of demonstrations. Scheduling and choosing age appropriate art lessons. Indirect Aims will happen like – your students brainstorming or conjuring up original ideas. Even exploration that leads to the most optimal state of creative flow!
Teaching art can be intimidating without any basic knowledge or experience. But I’m here to tell you I’ve taught thousands of parents and teachers. I have lots of preparatory teaching methods easy for you to follow. But here’s a secret… you will learn right beside your students, I promise!
Art Professional Development
I invite you…
No matter what capacity of training you desire, I’ve built art teaching resources you can have access to!
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 foreignlanguage 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.
Toddlers are curious explorers with short attention spans. It’s important to keep this in mind when setting up the art environment. Your child’s art environment can have a positive impact on how they appreciate art. A toddler’s art environment will function differently than a 3-6 years olds space. Art should be hands-on, which means it can get messy.
The goal is to set up an environment for exploring, as well as containing messes. Toddler paints spread on clothes and fabrics. So you want to set up this environment for splashing, smearing, and dripping. When you spend the time creating the perfect environment, you won’t have to worry about messes.
Toddlers Need Space for Fine-motor Movement
With setting up it’s important to remember that art making is perfect for fine-motor practice. (Learn more about how art can help fine motor skills and why it’s important, read this blog.)
Create enough space for movements. Like gliding hands in fingerpaint, making wide brushstrokes, and pounding clay.
Toddlers’ first interaction with art making is process-based, discovery-based, exploratory, and playful. It’s not until they get a little older that they will be able to sit and create with intention. Create that space for fine-motor-movement exploring tasks. Toddlers can learn through tactile senses and their body movements. Seeing and feeling mediums with their fingers is good for them. So build those environments for lots of movement!
Birch Aquarium at Scripps Institution of Oceanography | aquarium.ucsd.edu
8 Toddler Art Environment Features
There are many features to consider when designing your Montessori toddler art space. Here are eight elements to include, and the practical reasons I recommend them as both a mom and art teacher.
1 Art Evironment Location
Montessori art making is messy. Set up in a space around your home where messes are OK, like the kitchen, outside patio, or dining table.
You can anytime “move” your child’s art space to areas that make the most sense for each project. Your not so messy projects can be in your child’s play space. Messier art projects should be in an area that can clean up easily if spills happen like the kitchen or patio.
Over the years, the art environments I created for my two children moved all over our home! We liked making art in the kitchen; in fact, to this day, we still paint on the kitchen table!
2 Toddler Art Table
The table size will not affect your child’s ability to be creative, but the sturdiness of it will. I’ve seen children make beautiful artworks on a surface as large as their lap. So don’t feel like your child needs a glorious art table. You can start with something small first.
I don’t recommend art easels at this age, although kids do like to stand at one, but it’s not required, a flat table is fine.
3 Chair for Toddler
Along with a sturdy table, kids need a sturdy chair. Toddlers are movers; they will not always want to sit while making art. Sometimes I do activities without a chair for freedom of movement. I do this so children can move around and reach their materials. But have a chair handy when they start spending more time doing art.
4 Art Supply Storage
You know toddlers love to open drawers, cabinets, boxes, anything they can get their hands on. That’s why it’s important to store art supplies where children can’t get into. Store materials and anything small your child can choke on. This might mean a high shelf or in a container with a closing mechanism latch so your toddler can’t open.
5 Montessori Art Shelf
An art shelf isn’t necessary, I recommend it as an option for art making inspiration and activities. This serves as a place where your child can have easy access to the materials. Place these items in baskets, jars, or trays so your toddler can make projects as they choose. The shelf can also be a springboard for inspiration. The shelf can stage books, nature elements or art samples.
6 Floor Covering
Wherever you decide to place an art environment, you’ll need to consider the chance of regular spills. For this reason, make sure you set up your child’s art space off carpets; tile, wood, patio, or concrete are easier to clean. If you’re concerned about stains, you can use a floor covering (like a tarp or cheap rug) for your child to work on.
7 Light Source
A good light source is important for children to create visual art. All art projects are colorful and need a light to identify the varying pigments and color hues. Natural sunlight is the best, but a bright desk lamp can work as well.
8 Art Smock (apron)
Not every art project will need an artist’s smock. Sometimes drawing, building, and sewing are not messy projects.
Asking your child to wear a smock–can help them understand that some art projects can be messy. and help them build great artist habits.
For the longest time, teachers of early childhood students have been told, “toddlers can’t learn art.” And based on that misinformation, as well as out-of-date art teaching practices, you might be thinking that’s true too. I’m here to tell you that’s not the case! Toddlers CAN start to learn art! It all comes down to how you teach them. After years of observing art, I’ve developed my very own teaching method that engages and excites young children; it introduces them to art in a way that makes sense to their little developing brains. I want to share some quick ideas on teaching art to toddlers.
Process-Based
Montessori toddler art activities should be process-based only. Discovery and experimentation are key to process art activities for toddlers. Their learning and development of problem solving skills come from spending time making process art. Want to learn more about what Montessori toddler process-based art means? Visit Teaching Process-Based Art in the Montessori Classroom
Montessori toddler art is tactile
Art for toddlers is a very sensorial experience. Visual art learning can happen from direct sensory touching by hands. Tactile art making stimulates learning in different ways than visual or audio learning. For a developing child, tactile exploring can also lead to better fine-motor function and control.
Art Develops Early Motor Movement
In recent years science researchers have established that early motor movement develops better cognitive academic performance in the later grades. Children that practice motor movement early even starting in infancy can directly effect cognitive development and their readiness for learning.
Birch Aquarium at Scripps Institution of Oceanography | aquarium.ucsd.edu
Toddler Safe Art Mediums
Start with safe non-toxic paints, homemade play dough, and safe doodling supplies like crayons and tempera paint sticks. Use only safe non-toxic art supplies for toddlers.
Create spill proof environments children can play and spill if needed. I recommend outdoors or rooms with no carpets.
Start with 15 minute art activities toddlers can explore, move to 20 minute segments. Be sure tables are short and children can move around easily. Only introduce 1-to-2 movements, like making a brushstroke, or rolling out clay.
Use colorful story books to make connections to art elements. Start with teaching very basic art elements like colors, shape and line.
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 foreignlanguage 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.
For the longest time, teachers of early childhood students have been told, “toddlers can’t learn art.” And based on that misinformation, as well as out-of-date art teaching practices, you might be thinking that’s true too. I’m here to tell you that’s not the case! Toddlers CAN start to learn art! It all comes down to how you teach them. After years of observing art, I’ve developed my very own teaching method that engages and excites young children; it introduces them to art in a way that makes sense to their little developing brains. I want to share some quick ideas on teaching art to toddlers.
Process-Based
Montessori toddler art activities should be process-based only. Discovery and experimentation are key to process art activities for toddlers. Their learning and development of problem solving skills come from spending time making process art. Want to learn more about what Montessori toddler process-based art means? Visit Teaching Process-Based Art in the Montessori Classroom
Montessori toddler art is tactile
Art for toddlers is a very sensorial experience. Visual art learning can happen from direct sensory touching by hands. Tactile art making stimulates learning in different ways than visual or audio learning. For a developing child, tactile exploring can also lead to better fine-motor function and control.
Art Develops Early Motor Movement
In recent years science researchers have established that early motor movement develops better cognitive academic performance in the later grades. Children that practice motor movement early even starting in infancy can directly effect cognitive development and their readiness for learning.
Birch Aquarium at Scripps Institution of Oceanography | aquarium.ucsd.edu
Toddler Safe Art Mediums
Start with safe non-toxic paints, homemade play dough, and safe doodling supplies like crayons and tempera paint sticks. Use only safe non-toxic art supplies for toddlers. Create spill proof environments children can play and spill if needed. I recommend outdoors or rooms with no carpets.
Start with 15 minute art activities toddlers can explore, move to 20 minute segments. Be sure tables are short and children can move around easily. Only introduce 1-to-2 movements, like making a brushstroke, or rolling out clay. Use colorful story books to make connections to art elements. Start with teaching very basic art elements like colors, shape and line.
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 foreignlanguage 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.
There are so many good reasons to include natural art elements around your home or classroom. These beautiful natural elements can inspire children to create beautiful artworks. Nature has lines, patterns, and textures that can really make fun marks. Natural elements are easy to find around your environments like backyards, school yards, and parks. The other reason to use natural elements is to connect children to the outside world. By going outside to forage for these natural elements you have the opportunity to teach the importance of living biospheres. Here are some nature elements you can forage for:
Elements Nature elements like;
Leaves
Bark
Seeds
Sticks
Stones
Feathers
Seashells
bones
Flowers
Another amazing reason to use nature is it demonstrates resourcefulness! You can teach children to go outside to find objects to create artworks from, rather than going and buying stuff from the store. By using natural items found outdoors in your students’ environment can spark some good conversations! I’ve had some amazing learning opportunities pop up when my students are curious about the outdoors, insects, or animals living in these spaces.
You can also take your students outdoors through the seasons. They can learn about the seasons and what types of natural elements are there. I find interesting seed pods only a few times a year. I also can only get the right colored leaves in certain seasons. There is so much rich education right outside by using nature based elements.
I have written many Nature Based Art Activity Blogs:
It can feel a little overwhelming—maybe even silly—to try and introduce your toddler to Montessori art concepts. Some toddlers might still be learning how to talk and hold a spoon, so how are you supposed to have a full on art conversation? Here’s the good news: How-to talk to toddlers about art making is not something you need to worry about. You don’t have to use “art language,” proper terminology, or fancy words in order for your toddler to start appreciating and experiencing art making.
Toddler Art Language
Art does have its own type of language, it’s called the ‘Elements and Principles of Design” but that’s way too advanced for toddlers to understand! If you start using this strange art terminology, you’re going to lose your child’s attention, and likely get frustrated yourself. When you talk to your toddler about Montessori art—”Art Talk”—it’s really just describing what you see in artworks, like color, shape, and form, etc. Before I get into how-to talk to Toddlers about montessori Art let me break that down an easy way your toddler will understand, I want you to have some basic knowledge.
Basic Art Words
For a young child, exploring through art play is something natural. Children gain a sense of their physical world by using each and all of their senses—seeing, smelling, tasting, touching, and hearing. This is how knowledge is first learned. The enthusiasm a child feels while dipping a paintbrush into a paint palette or creating brushstrokes across a blank paper is exciting! It’s a curious mix of senses.
Learning Montessori art is about discovery and exploration. By allowing toddlers to explore art (without any expectations), it is a natural way for you to introduce toddlers to art concepts. Playing and experimenting can help them build confidence to start expressing art terms. This type of art exploration can manifest in various activities like doodling, painting, color mixing, and clay modeling.
Birch Aquarium at Scripps Institution of Oceanography | aquarium.ucsd.edu
Describe Basic Art Elements
Okay, let’s get started on how easy it is to talk to toddlers about art! When you first introduce art talk to your toddler, keep things basic and simple. Start by describing what you see or what’s happening as you create art. As your toddler begins to explore, art talk will become easier and easier.
Most likely, their inquisitive little brains will start making cognitive connections (like, “if I use this purple paint with this paintbrush, it’ll come out like this”), and they’ll probably start asking questions (such as, “what color is this?” or “why did this happen?”). You don’t necessarily need to use these exact terms, but let me show you how simple this conversation can be with toddlers. Describe basic aspects of art:
Color
Shape
Texture
Line
How-to toddler art talk sounds:
Here are some examples of how to start talking and describing what you see in Montessori art activities: While reading storybooks, you can point out colors like this:
“The bear is all brown. Do you want to color something brown today?”
“Let’s cut out some shapes, like circles and squares, with scissors.”
“Hey, what about making some fun textures in our clay? Watch me!”
“Let’s make squiggly and straight lines with crayons.”
“How many different colored lines can we draw together?”
“Let’s mix yellow and blue. What color did you make?”
Why Is It Important Toddlers Do Art Activities?
Toddler art talk supports confidence.
Toddler art talk supports experimental curiosity.
Toddler art talk can boost brainpower.
Art talk—especially when it’s positive and encouraging—can be the foundation for building up your toddler’s creative confidence. Remember that most artworks made by toddlers are simply led by their curiosity and art play. For them, the purpose of art is to have fun, and their finished pieces won’t necessarily resemble anything realistic.
By encouraging them and addressing their questions, they will become more adventurous in their exploration and ultimately develop the self-confidence to continue learning—even beyond art. Art talk stimulates your child’s imagination.
Art talk can boosts brainpower!
There is significant neural activity occurring in the brain when children engage in art. Studies by neuroscientists, science researchers, and art therapists have shown how early childhood art contributes to brain development. Over my twenty years of studio-based observations, I have seen these connections firsthand, illustrating how creating artwork helps children enhance their brains.
If you have any questions or need help answering their art-related inquiries, please feel free to email me at info@Spramani.com. For more ideas and tips on integrating art into your toddler’s life, sign up for my Montessori Art newsletter. With practice, you will become good at talking to toddlers about art.
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 foreignlanguage 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.
