Art and Life Skills Class Update
As we progress through the school year, the Art and Life classes have developed into a rhythm that balances creativity, structure, and collaboration, tailored to the unique needs of each class.
Pre-K and Kindergarten
In Pre-K and Kindergarten, we are creating an alphabet book, where each child draws a letter in oil pastel and then paints it, blending artistry with early literacy skills. We are also exploring wet on wet watercolor to create a sensory experience of painting and learning about primary colors and their many possibilities. The structure of the class reflects the children's need for balance, alternating between active and calming activities. Each session is divided into three parts:
The Art Project: Focused on the main creative task, such as working on their alphabet book, drawing, or painting.
Independent Exploration: After cleaning up their supplies, and washing their hands, children engage with art and motor-skill-related materials like lacing cards, stacking rainbows, and magnets.
Story Time: The class concludes with a calming story, offering a reflective and imaginative end to the session.
This structure mirrors an “in-breath and out-breath,” providing a rhythm that supports the children’s energy and engagement.
Grades 1-5
For grades 1-5, each class begins with form drawing, a practice that develops fine motor skills, spatial awareness, and handwriting. It also serves as a warm-up to help students transition into the art-making process and eventually into learning/practicing cursive handwriting.
This year has been markedly different from past years, as students adapt to a classroom environment with more structure. They are learning essential skills like gathering supplies, following demonstrations, cleaning up, and working cohesively as a class rather than individually.
The first part of the year focused on color study, starting with primary colors and exploring mixing and blending using wet-on-wet watercolor techniques and oil pastels. (For instance, the pumpkin paintings in the front were made only with primary colors, requiring students to consider how to transform yellow to green or orange.) I also introduced a challenging project using yarn to create compositions and "yarn paintings." This activity pushed students to develop their fine motor skills and dexterity, as manipulating yarn requires patience and precision.
After the main art project, students actively participate in cleaning the room, using appropriately sized tools such as brooms, dustpans, and table-cleaning cloths. Some students even assist in setting up for the next class, fostering a sense of responsibility and community.
All students have shown a joyful interest in learning to finger knit, so we’ve started ending each class with a short knitting session after clean-up. This activity has sparked discussions about being helpful at home, with students enthusiastically sharing their daily chores—many claiming to clean their entire house from top to bottom every day (with a touch of humor!).
Overall, the students are building skills not just in art, but also in collaboration, responsibility, and self-discipline.
Blair Butterfield
The Art of Life, Educator K-5
