Pens and Lines

In our school-age program, educators share art techniques with the children inspired by observations and conversations in the classroom. Children learn new art techniques and explore an exciting assortment of creative materials. Having educators in the classroom who enjoy sharing new skills with the children supports growth in the learning community.

One day I noticed the art invitation looked different. Only three materials were on the table for the children to explore, paper, colorful pens, and a ruler. Intrigued, I asked the educator what inspired the invitation. The educator opened a small portfolio on the table and pulled out a small paper square. On the paper were hundreds of colorful individual lines. At the center of the work, the lines were dark from the accumulated pen marks. Branching off from the center of the paper were strings of colors flying in all directions. I was interested in observing how the children would connect to this work.

The educator kept examples of each art technique in a folder to show the children. Sharing examples of creative work may influence the children's outcomes. During this project, the children were encouraged to explore the technique and make a connection to the creative process.

Many children joined the paper and line invitation. The educator demonstrated the basic technique and then invited the children to explore the method and materials. Work started slowly. It took some time for the children to become comfortable with the process, and images began to take shape amongst the colorful lines on paper.

The children enjoyed the paper and pen technique after learning the process and potential of the materials. They explored the paper and pen process for many weeks, and some children extended their exploration for months. The process also transferred to other mediums. Soon children were using a straight edge along with markers, sharpies, crayons, and paint to create lines on different materials.

Watching the children take one technique and expand it into a deeper investigation is enjoyable. As the children created new iterations of this work, we displayed each evolution so everyone could experience the learning journey.

Today, children use pen and paper to create new work and share the paper and pen technique with other children, building connections within the learning community. It is terrific that we come together to create, share, and learn from each other. As an educator, we cannot ask for more.

What I learned from this experience may benefit your learning community.

Encourage educators in your program to share their unique talents and skills with the children. People enjoy sharing their talents with others. Sharing knowledge helps the children know the educators better and builds the learning capacity of the program.

Displaying work shares the children's learning journey with others. By sharing the evolution of an invitation and exploration, children, parents, and other educators benefit from the learning journey in your community.

Direct instruction is part of the learning journey in learner-centered programs. As children explore their questions and choose work, there are moments when skill acquisition is a part of the learning journey—Educators scaffold children's learning by teaching techniques that support the children's interests.

Educators introduce art techniques to help the children expand their creative practice. In our observation, we always see children use these techniques later in their artistic expressions.