Art Introduction

The formation of an artistic and aesthetic sense occurs in the first plane. The formation of the personality
happens now, and the child goes through a sensitive period for sensorial discrimination. The child is very
interested in colors, forms, shapes, and textures. In addition, movement, especially movement of the hand,
intrigues him. He has a strong tendency toward manipulation. This is a perfect stage to introduce the usage of
tools. Around age three, the child becomes more conscious and has a strong tendency toward communication.
Art can be a wonderful form of self-expression.

With art, we are preparing the child’s sense of aesthetics and self-expression. We are not giving art
lessons. We are offering the child a “key,” like we do with music. The Montessori art curriculum is a key
to the world of art.

The direct purpose of all art activities is identical to that of Practical Life – independence, control of
movement, and concentration. The indirect purposes are activity-specific; the child will learn how to use
scissors, paint brushes, glue, etc. Common to all indirect purposes is the appreciation of beauty and design.

Many activities in the environment help prepare the child for the development of the sense of aesthetics. Almost
any activity in Practical Life will aid the child’s hand development so she can use art media and tools in a
satisfying way. All of the sensorial materials except for tasting and smelling allow her to gain a deeper
appreciation of design, color, and form. The general beauty and order of the environment as a whole helps the
child appreciate aesthetics.

In the classroom, art appreciation and the art area are distinct and separate activities. Art appreciation is a
cultural and often historical study. Making art is quite different than learning about other artists and art forms.
For the child, the two are not related; in the same way playing the bells is not related to listening to an Italian
aria.

Children are not artist, musicians, or geologists. They may become these things someday, because we offer
them this key during the period of the absorbent mind that will help them enjoy life and find satisfaction in
themselves.

Art presentations are very similar to Practical Life presentations. Early on the child’s experience is very much
the same; she is working with tools, materials, repeating and perfecting. She is focused on the process, not the
end product. Art differs from Practical Life in that in most cases, there is an end product that belongs to the
child. As the child gets older and more conscious, she starts making decisions and plans. She will say to herself,
“I have an idea. I want to do this.” She receives feedback from the material and focuses more on the end
product. This happens at around 4 ½ years.

There is no particular sequence to the different areas of art. One presentation does not come before the other
necessarily, but within each area there is a sequence and may variations. The art area includes cutting, drawing,
collage, painting, printing, sculpture and fibers.

Art is not a group activity. It is quite personal. Everybody does not make something at a particular point in
time. The directress doesn’t pay particular attention to products.
 Collage

Material
Tray, paper towel, small stiff brush, small container of paste, sponge, (on a dish on the tray) a limited
assortment of white geometric shapes, supply of rather small black construction paper, apron, underlay,
extra brushes and a container of water at the sink for soaking brushes.

Purpose
Direct: Independence, Concentration, Control of
Movement Develop coordination
Indirect: Exploration of various media for collage-
making Appreciation of beauty and design

Age
2 ½ (or a new child)

Presentation
1. Open the paste. 6. Press.
2. Choose a shape and place it on the folded 7. Repeat several times, using all the shapes
paper towel. and all areas of paper.
3. With left hand, secure piece by holding it in
the center. To Clean Up
4. Get a small amount of paste and spread it 8. Show the child how to soak the brush.
in a thick line along the edge of the shape. 9. Replace the brush and paper towel.
5. Deliberately turn over the shape and place 10. Invite the child to get her own piece of paper.
on the paper.

Variations and Extensions

1. Different shapes, sizes and colors of paper.
2. Different media other than paper. On collage tray on the shelf, for the older children:
o Scrunched up tissue o Felt
paper o Macaroni / Beans
o Yarns o Sticks
o Feathers
The heavier the materials, the heavier the paper. Can collage on wood or cardboard.

Points of Interest
• Turn over shape to stick on paper.
• Making a decision on where to place shape.
Language
Collage Brush Paste

Notes
Don’t tell a child they can only do one collage, one drawing, etc.

Start with black and white. Use paste to attach pieces to paper. Never use Elmer’s glue in

classroom. Hold paste in small 1-oz container. Can find paste at teacher supply store or can

make it yourself.

Make with flour and water. Mix until you get the right consistency, cook to a boil and use whisk. This spoils,
so keep it in the fridge. Put out container with enough to last a morning. Use wheat.

Applicator – stencil brush. Must be stiff enough to work with. Have a container by sink in which the paste
brushes can soak. Replace on tray with extras for the next person. At end of day, older child washes with warm
water and sets out to dry.

Paper should be stiff. Cut out geometric shapes.

 Cutting

Material
Tray with scissors, strips of patterns to cut, basket for scraps.

Purpose
Direct: Independence, Concentration, Control of
Movement Develop coordination
Indirect: Exploration of cutting with scissors
Appreciation of beauty and design

Age
2 ½ (or a new child)

Presentation
1. Get a strip of paper. 6. Continue, moving your hand as necessary.
2. Demonstrate how to hold the scissors, 7. Show the child where to place the scraps.
with your thumb in top hole, index 8. Invite the child.
finger on the bottom.
3. Hold the strip of paper a couple inches from
Exercise(s)
1. Introduce child to cutting between straight
the end.
4. Obviously open the scissors wide.
lines and on straight lines.
5. Cut a small bit in one downward movement. 2. Repeat Exercise 1 with curved lines.

Variations and Extensions

• Child can draw their own lines and cut on them.
• Can simply cut a blank piece of paper.
• Cutting different weights and colors of paper.
• Cutting a swirl out of a circle or a square. (Makes bouncy things for decorations.)

Points of Interest
• Holding the scissors with the thumb on top and the index finger on bottom.
• Opening the scissors wide.
• Squeezing thumb and index finger together to cut.

Language
Scissors Cut
Notes
Also nice to have tearing paper in environment. Use newspaper because it’s just the right thickness. Cut
newspaper in a rectangle to fit in a basket. Demonstrate by tearing in strips. If a child is full of energy, send
them to tear paper or use clay. Demonstrate tearing slowly and quickly. Later, tell child, “I wonder if I can tear
a curved figure.”

Children do not take strips home; they dump them in recycling basket.

Assume a child doesn’t know how to use scissors. Use fairly thick paper, no cardstock.

Scissors – use ambidextrous scissors. Plastic scissors get loose after a while; just throw them away. Or, look
for scissors that cost three times more than other scissors; ones that have a screw for tightening. (Mundial)
Germans make great ones. Must have a blunt end to be in environment.

Children should not carry scissors in the environment. Always on the tray.

Thumb on the top is a point of interest. Most children will want index finger

on top. Have a skinny strip so action of closing scissors and cutting is

isolated.

Child should not keep this work. Have a basket for scrap paper. Save for making mosaic collages for older
children. Never use both sides of the paper for art.

Lined paper comes later for restricted cutting. Cut between the lines first, then on the lines. Same thing for

curves. All material is for practice, so child can master the usage of scissors.

Children should write their names and dates on material; tray with white and regular pencils is by art
cabinet. Have chalkboard where you write the date daily.
 Drawing

Material
Tray with three primary color crayons, flannel cloth, underlay 15”x18” or larger, papers 8”x10” or larger.

Purpose
Direct: Independence, Concentration, Control of
Movement Develop coordination
Indirect: Exploration of crayons for drawing
Appreciation of beauty and design

Age
2 ½ (or a new child)

Presentation
1. Demonstrate the use of the crayon. 3. Use all parts of the paper.
2. Make curved lines, straight lines. Use the 4. Invite the child to get her own piece of paper.
side of a crayon. Press hard for some and
lightly for others.
There are no exercises.

Variations and Extensions

1. Different and more colors of crayons.
2. Different colors and textures of paper.
3. Draw on cardboard, wood.
4. Use chalk, or chalk dipped in water.
5. Use different kinds of crayons, i.e. gold, silver and bronze.
6. Use pressed crayons for rubbing.
7. Oil pastels. (Always have full-sized, damp washcloth. As soon as they’re done, wipe hands, then wash them.)
8. Pencils, only after they have worked with metal insets. Must first have the fine motor control. Pencils
should be soft, art pencils (Prismacolors).
9. Add blending tools – wrap finger with flannel, rub; pressed paper tool.
10. Washable markers.
11. Charcoal – high quality paper for oil pastels and charcoal.

Points of Interest
• Making different kinds of marks
• Using an underlay.
Language
Underlay Crayon Draw

Notes
In classroom, have a big tray where the children keep all their artwork. Teacher or assistant files it at the end of
the day. Some things that are messy (oil pastels and charcoal) are not put there. Some fixatives might be
appropriate.

Use all the colors and all of the main techniques. Use all the space on the

paper. Pencils for metal insets should not be used for artwork.

Underlay – get pieces of plastic at a hardware store, cut to fit a tabletop. Should be used for all drawing,
painting and collage. If anything gets on it, it isn’t washed at that point. At the end of the day, it is older
child’s job to clean them.

For drawing, start with crayons because they are big and easy to work with, and give satisfying results for
younger children. Start with primary colors. Thick crayons with paper peeled off. Thicker crayons don’t break.
Look in art catalogs or teacher supply stores.

Don’t emphasize cleanliness too much in art. Don’t want children to feel restricted.

Use larger paper, not 8”x11”. Don’t use newsprint, but quality of paper doesn’t need to be

great. Use flannel mitt to easily rub off crayon marks on plastic.

Show children how to put tray / paper on chair, then go and retrieve the underlay.

In any presentation, show how the tool works, and the techniques with crayons. Never draw a picture of
anything. Demonstration paper is teacher’s paper. Do not give work to children. Likewise, don’t accept
children’s work from them.
 Fibers

Material
Basket containing a piece of embroidery cloth stretched in an ellipse-shaped hoop, with threads pulled
at even intervals of 1 to 1 ½ inches. A pin cushion with several embroidery needles, each already with
thick thread.

Purpose
Direct: Independence, Concentration, Control of
Movement Develop coordination
Indirect: Exploration of needle and thread for sewing

Age
2 ½ (or a new child)

Presentation
Complete Weaving activity prior to sewing presentation (concept of over / under).

• Start with pre-cut construction paper piece and multi-colored strips of construction paper. Don’t give
child idea that you are working in a pattern.
• Want child to understand idea of alternating and “over and under.” Weave all the way through and push up.
• Emphasize “That time I was over; this time I’m going under!” with next several strips.
• Pre-cut paper – only one, reused.
• Can vary thickness of paper strips.
• At some point the child can make his own.

After the paper weaving, the child can move up to using a loom. To make a loom:

• Heavy cardboard, cut at even intervals on edges.

• Have 10 looms in classroom.
• Roll yarn into a ball to go over / under. Once child has an idea about what they want to create, put
child’s name on tape and let them work on the weaving themselves.
• Sometimes, put a blunt needle with a very big eye.

Then introduce them to a real loom (IKEA). Actually use the weaving created on this for something (that
isn’t a wall hanging) in the classroom, like a placemat or sew it onto a pillow.

Sewing Presentation
 1. Using a blunt needle threaded with thin 2. Flip over hoop when needed.
yarn knotted at base of needle, demonstrate 3. Stitch the entire line.
a basic running stitch. Use fairly long 4. Invite the child.
stitches.
Show whip stitch with wool cross stitch swatch.

Teacher or assistant cuts knots when all thread is

sewn.

Sewing on buttons:

• Use a hoop.
• Start with two-hole button. Only work with a child who has had plenty of experience already. Perhaps a
4-year- old.

Next, have two pieces of cloth / felt for children to sew together. Stuff with cotton balls.

At holidays, pre-
cut:
• Trees • Ice skates with paperclips
• Felt • Stocking
turkeys s
• Hearts
Cross-
stitching:

• Start with big, checkered fabric and embroidery thread.

• Can also decorate dusting cloths with embroidery. Use quilting pencil to draw design on cloth.
Child can embroider over it.
• Eventually, child can draw on piece of fabric first, if child wants to plan.

Quilting:

• If all afternoon children are at that level, they can each work on individual squares that can later
be put together.

Needlepoint on Plastic Canvas:

• Yarn
• Attach a magnetic strip so it can be turned into something useful, like a gift.

Anything with needles and threads is very Practical Life-oriented, e.g. how to sew a

button. Ojo de Dios:

• Pre-glue popsicle sticks perpendicularly.

 • “Wrap, then turn.”

I- cord Apparatus:

• Knitting and crocheting.

• For 5-year-olds.
 Painting

Material
Tray with brushes, transparent one pint dispensers with three primary colors of paint and white, clear
plastic washable cups to mix paints, stirrers. Paper 12” x 15” or larger (if easel is used), underlay 20”
x 28” (or easel), plastic covering for floor / table, a bucket for cleaning brushes, drying cloth for
brushes, apron.
Purpose
Direct: Independence, Concentration, Control of
Movement Develop coordination
Indirect: Exploration of brushes and paint for
painting Appreciation of beauty and
design

Age 2 ½ (or a new child)

Presentation
1. Choose a color. 7. Sometimes you might press bristles against
2. Put enough paint in a cup to cover the paper. the edge of cup.
3. Place the cup on the ledge. 8. Demonstrate various techniques –
4. Get the brush. curve, straight, thick, thin lines, etc.
5. Grasp the brush. 9. Demonstrate how to clean and dry the brush.
6. Dip in paint so there’s only paint on the 10. Invite the child. When they get to the point
bristles. of choosing the color, you will dispense the
paint.

Exercise(s)
1. After the child has chosen each of the primary colors at least twice, offer the child two difference
colors in two cups.
2. After the child has discovered all the secondary colors by blending, the child can be offered all three
colors in three cups.
3. At some point, offer to mix the colors in one cup ahead of time for the child. Also offer to add white
to make colors a light shade.

Practical Notes about Clean-Up

Don’t have easel painting in general in the afternoon, because the younger children are sleeping. Make sure
that a child isn’t choosing painting right before lunch. Put up paper or take papers away at a certain point to
have time for clean-up. Also, at this time, put all the cups in the bucket to soak for a while. Cups and easel will
have to be cleaned every day.
Offer this big job to a very energetic 4-year-old boy! You will need a big bucket of water and a sponge that
has scrub on one side. Take the bucket outside to be dumped. Scrub-brush the inside of buckets and cups.
Variations and Extensions
1. Different shaped brushes.
2. Feathers.
3. Sponge brush.
4. Difference colored paper. Stay with something pale.
5. Pre-mix little jars of tempera for older children, smaller brushes and paper. Add black. Child can have
as many colors as she wants.
6. Other kinds of paint – tempera cakes placed in separate plastic bowls, watercolors with watercolor
brush and watercolor paper.

Points of Interest
• How brush is held.
• Dipping only the bristles of brush into paint.
• Different kinds of brush strokes.

Language
Paint Brush Stroke

Notes
For older children, when you have a paintbrush on a tray, always place on a chopstick holder. To experience
color, the young child needs a big piece of paper, brush and easel. The easel lets the arm be free.

For the hands, working with brushes helps with drawing. Helpful to have a free

hand. If easel doesn’t fit, have a big, inclined table.

We want to think through how we give this activity to a child from a practical and aesthetic point of view.
This has potential to be really messy. We want to make sure there's not too much clean-up involved so
that it turns into a Practical Life activity after an art activity.

To prevent messes:

• Paints – always get washable paints.

• Child’s body must be covered. Use an apron that is not heavy plastic. Looks like a little kimono. Arm
hole is loose enough so arm is free to move. Don’t use an old, button-down shirt. Too cumbersome.
• Plexiglas plastic on floor under easel. Also helps child know where they should be standing. Stiff
plastic is very easy to clean.
• Paper – doesn’t need to be the best quality paper, but don’t use newsprint. Don’t buy a newsprint role.
Heavy enough so children won’t paint through it.

At the beginning, the adult dispenses the paint. Still want the child to be able to choose this work independently,
so there should be a way the child can know if painting is available or not. For example, if the easel doesn’t
have a paper on it, it’s free to work with. If child wants to choose it, she can take a paper and hang it up.
Easel – consider that you have children of different heights, especially for the 3- and 4-year-olds. They’re most
attracted to it. Easel should be adjustable. Ledge that holds paint is plastic. Polished wood eventually stains.
Don’t use both sides of easel. Artwork is something you do by yourself.

Decide where you’re going to store the papers. Children should be able to get it themselves. Store paper rolled
wide in rubber bands. Attach to easel with one big clip.

When finished with paintings, don’t have children take care of it themselves. It’s too messy. The assistant or
teacher should take care of it. The child leaves painting there; once it’s dry enough, the adult takes it and
moves it somewhere else. You might have to put them on the floor in another room.

Use plastic cups for paint; spoons for mixing paint; and three brushes (one for each color). Start with long, flat
brushes. Need pencil for writing child’s name. Write name really big on the back. Large bucket to wash brushes.
Towel tied to side of easel to dry brush.

Keep records for painting – clipboard near easel for keeping track of child’s choices of color. Paint container
must obviously be that color. Child chooses one color; dispense enough paint so child can cover entire paper if
she wants to. When you see that they’ve chosen all three colors more than once, you ask child, “What’s your
color today?” Then, “What’s your other color?” Now the child can work with more than one. Continue
recording these two colors, and keep track of their paintings to see if they’ve discovered blending. Wait for
them to discover that red and blue make purple. Keep track that they’ve chosen all combinations and blended
combinations. Then they can work with three colors. After this, don’t keep track anymore.

You can ask the child if she wants the red into the blue. The child starts mixing colors directly in cup. Child will
eventually ask for orange, green or purple. Next, bring in white. Ask child, “Do you want a lighter shade of
blue?” Child will eventually say, “I want a very pale blue, a medium orange, and a dark purple.” Around this
time, child can start pouring and mixing the paint herself.

Children have a really good sense of color if you follow this method. They will be very aware if you get a
new type of paint with slight variations in color.
 Printing

Material
Tray containing sponge cut-out mounted on Masonite, flat brush, small sponge, paper towel and little
bowl with enough tempera paint to last the morning, underlay, paper, apron.

Purpose
Direct: Independence, Concentration, Control of
Movement Develop coordination
Indirect: Exploration of printing with sponges and
tempera Appreciation of beauty and design

Age
2 ½ (or a new child)

Presentation
1. Demonstrate applying the paint to the 3. Do this several times.
sponge, making sure to cover the whole 4. At some point, apply more paint.
surface. 5. Show the child how to wash the brush.
2. Choose a spot, place the sponge, flatten 6. Invite the child.
your hand and press down.

Variations and Extensions

1. Work with different shapes. 5. Spatter painting with screen on frame.
2. Different colored paint. Place (leaf) on paper under screen, take
3. Two different paints and two different toothbrush and rub along screen.
shapes to work with at once. 6. Rubbings. Use tissue paper. Can rub:
4. Make your own prints out of potatoes, leaves, bottom of shoe, keys, etc. Collection
apples, celery bunch (looks like a rose). of items in basket.
Let food dry a bit.

Points of Interest
• Covering the entire surface of sponge with paint.
• Pressing down on sponge.

Language
Printing
Notes
There are a lot of different things we can use with which to print. Start with sponge. Never use inkpads with
primary children. Messy, but also it doesn’t allow children to understand the process.

Sponge – cut shape yourself. Can have geometric shapes, or shapes that aren’t really recognizable. Mount
on hard surface because it keeps child’s hand away from the pain and it gives the best result. Use Masonite
squares. Glue on sponge with white glue. When you want to change it, soak it and pull it off.

Use tempera paint. Short, stiff brush, not quite as stiff as paste brush.

Pick a color, it doesn’t matter what. Mix enough paint to last for a morning. Don’t wash it out in

between uses. In the morning, dampen sponge.

Print on a flat table with underlay. Want paper fairly big so child can repeat.

When finished, it’s fine to leave paint on it, unless you’re in a really dry environment.