Part 4: Consider Different Approaches Based on Age
- Stephanie Cox
- Mar 23
- 2 min read
Process art can help K-8 students express their emotions and practice critical developmental skills.
By Katie Loos
Experts suggest parents facilitating process art take into account the age of their children so that their approach is developmentally appropriate.
Kindergarten to fourth grade. Elementary school kids are often very direct and sincere in how they communicate. "They are also very eager to tell stories about what they notice," Crow says. He recommends parents encourage their young children to use those impulses in their art.
Similarly, Murphy wants his elementary school students to ask a lot of questions about art. When looking at other works of art for inspiration, he guides the discussion from concrete concepts like, "Let's identify what we see," to more abstract ideas by having kids make educated guesses about the process and intention behind a work. For example, he will have them finish the statement, "Because I see this, this is what I wonder ... "
Bakri often integrates a lot more play into her sessions with younger kids, who typically have higher energy. She may read a story, do some art and play with different tactile materials all in one session to keep up with children's need for a variety of stimulation.
Fifth grade to eighth grade. As kids reach early adolescence, social pressures and peer awareness can sometimes inhibit their creative practices, Crow says.
With his fifth graders, Murphy likes to encourage experimentation and failure to promote confidence. By the end of fifth grade, his students have used the same sketchbooks throughout elementary school, which allows them to reflect on their growth and try out iterations of works. Mistakes are welcomed.
In practice, Bakri says, "Adolescents are able to focus a little bit more, and they often need much less directive." They can typically work on a project that lasts several weeks and look into the various layers involved.
Read part 5/5 next Sunday.
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