Free Art

There are an infinite amount of possibilities for Free Art in a Montessori environment. Here are some ways that I prepare an opportunity for Free Art.

Every child has a sketch book. We make covers out of construction paper and the drawing pages are nothing more than regular copy paper. We stack eight sheets of copy paper on a sheet of construction paper and staple down the center into a book. I have not found a source for sketch books that I can afford. They go through them about one every month or so.

They use these while children are finishing up their lunch and cleaning up from lunch.

I also create opportunities for Free Art in combination with research and story writing. I stock paper that has a blank space on half and handwriting lines on the other half of the sheet. When the children finish a research using the Animal Question Cards they have an opportunity to create a drawing to compliment their work. Often I hear that they don't know how to draw something. I keep a few books that can assist them in drawing. 

Who does free art in their classroom? What do you do to allow for free art?

Table of Contents

Here is a tentative list of what I will be posting throughout the school year. This is the table of contents I am using to develop my album. Please let me know anything I neglected to include in the curriculum. Thanks and enjoy!

Table of Contents

Elements of Art                  

• Color                  
• Primary and Secondary Colors                  
• Tertiary Colors                  
• Line                  
• Shape                  
• Size                  
• Scale and Proportion                  
• Texture                  
• Rhythm and Movement                  
• Progressive Movement                  
• Sculptural Movement                  

• Repetition/Pattern                  
• Balance                  
• Value                  
• Space                  
• Background/Foreground                  

Art Media                  

• Collage                  
• Sculpture                  

• Clay Modeling                  
• 3d Figures                 
• Negative Relief                  
• Positive Relief                  
• Clay Hand building 1                  
• Clay Hand building 2                  
• Painting                  
• Tempera                  
• Acrylic                  
• Watercolor                  
• Mosaic                  

Drama                  

• Stage Craft                  
• Puppetry                  
• Acting                  
• Directing/Producing                  
• Play Writing                  

Sewing/ Handwork                  

• Sewing                  
• Cross Stich                  
• Knitting                  
• Weaving                  

Art History                  

• Prehistoric Art                  
• Ancient Egyptian Art                  
• Ancient Chinese Art                  
• Ancient Indian/Asian Art                  
• Ancient Greek Art                  
• Ancient Roman Art                  
• Pre-Columbian American Art                  
• African Cultures                  
• Hawaiian Cultures                  
• Asian Cultures                  
• Native Peoples of South America                  
• Native Peoples of North America                  
• Europe: Middle Ages                  
• Europe: Renaissance                  
• Europe: Impressionism                  
• American Artists                  
• Invention of Photography                  
• Pop Art                  
• Texas Artists                  

Disclaimer

Dear Readers,

During my AMI training there were many discussions between the trainer and the students regarding the development of artistic potential in elementary children. I perceived two camps when it came to these discussions and no real research was provided to prove the point of view for either side. Therefore, I feel the need to provide a brief warning about the curriculum.

I make three assumptions about the development of artistic ability in the 6-9 year old. First, I assume that showing the best techniques respects the child's potential and is preferable to watering down technique in order to make it seem less intimidating. Second, I assume that tracing, to some extent, is an appropriate way to practice art technique, in the same way that muscle memory and hand/eye coordination is developed through tracing metal insets. Finally, I assume the philosophy of Picasso that the development of the artist is a cycle that begins with the most basic abstraction, is developed through specific training in classical art techniques before the artist can begin their return to abstraction. This means that the lessons are designed to be very specific in the instruction of art principles and techniques.

These lessons will not be brief introductions before a period of "free art" Although my concept of "free art" and the way I organize my classroom to allow for and encourage such expression will be addressed in a future post.

I hope these lessons are inspiring and helpful.

Sincerely,

Emily