Mixed Media: I've got the evidence...

This summer is testing my patience. Less than 2 months to go before I start my Montessori primary program at MINW. I recall the slight feelings of dread and panic that used to accompany the waning of summer's freedom. This time around, I feel more like a child wearing one of those monkey-on-my-back backpacks (you know, the ones with the leash). I'm ready to bolt forward (to September), but someone's got me reined in, restricting my movement. That someone would be Time, and he's not about to let me go an inch (or minute) faster than he pleases. So I wait.

A few years ago while cleaning out the attic, I discovered a huge pile of papers stuffed into an old art portfolio folder. Upon further investigation, they revealed themselves as my 3-6 year old self's artwork. While I haven't yet learned the elaborate theory behind art's role in the primary Montessori classroom (and I'm sure there is one), I can explain what I glean from examining their ink blot mysteries. Directly below is a list I came up with for planning and promoting art with young children. Below that are the observations that lead to these conclusions.

Suggestions for the Art Encouraging Parent/Teacher/Nanny:

• Set up an Art Corner or Shelf where supplies are accessible to the child. At first, maybe rotate types of medium and paper, keeping only one type available at a time. As the child gets comfortable, make more available at a time for his or her choosing.
• Prepare various sizes and types of paper to have on hand at all times. Let the child choose which to use. Butcher paper, water color paper, construction paper, old newspaper/magazines, etc. are some ideas.
• Teach the child how to take out the materials, set them up, use them and put them away. Do so by example without a lot of talking.
• If you save the art (which any art loving person would), write the child's name and date on the work.
• Teach the child to use both sides of the paper. This saves paper and teaches conservation.
• For the younger child, use on one medium at a time. This limits the mess and helps them focus on the behavior and properties of each type.
• Be sure that the materials are non-toxic and easy to clean up. Good media include tempera paint, oil pastels (cray-pas), chalk, watercolor, glue, etc.
• For collages, show the child how to cut up smaller pieces of paper, newspaper, magazines, tissue paper, etc. and glue them onto a lager paper. Other items such as leaves, thread, stickers, cloth, etc. can be used. I even have a collage with small scraps of wood glued and painted to a stiff cardboard. Help the child gather appropriate items for collage and put them in a basket only for these things so they aren't tempted to glue puzzle pieces, socks, or cell phones to the paper!
• Use an apron to designate the time specifically for art. Make it clear that the child can do the activity as long as they want, but show by example that it must be cleaned up afterward. Art should be done at a table or easel, but not on the walls!

Observations of My Primary Art


First of all, I observe the sheer volume of work. I now consider myself an artist and suppose primary was where I made my grand debut. My mom evidently cherished each and every scribble and glue caked paper because she saved all of it. I must have done other things in Ginni's classroom, but a big chunk of my time had to have been spent engaged in artistic wanderings.

Next I notice a level of consistency. The paper size, while varied, was clearly cut (by the teacher or assistant) and available for use at all times. There were large butcher paper pieces, which were taped to an easel for use with tempera paint. The next size down was still large...maybe 10 by 16" and was used primarily with oil pastel crayons (cray-pas). Finally there were various types of paper (watercolor, construction, stationary) cut in half to about 8.5 by 5.5." These are filled with three distinct media. Either (but not mixed) chalk, watercolor or collage.

That's where the subject of mixed media comes in. I guess in this case, instead of mixing media together, my art from primary is made of many distinct materials. In most cases, each piece of art is made with only one medium. I think this points out the importance at the 3-6 age of focusing on one thing at a time; allowing the child to get to know the properties of chalk and chalk alone. Later, after putting away the chalk and cleaning up it's dust, one could move to the easel to paint large dripping strokes; mixing colors into mud. The next day, chalk and paint are old news. How about using scissors to cut, paste and tear small scraps of paper into a masterpiece?

My art is evidence to these theories...just see for yourself.