Have you taken your kids to see any good art lately? As a an art museum educator I spend a fair amount of time thinking about how adults can help children talk about and make sense of art. But why is this important? Talking about art is good for kids’ minds: it helps them think critically, develop strong reasoning skills, pay attention to nuance, and explore new ways of interpreting the world. But facilitating a rich discussion about an abstract expressionist painting or a life-sized bronze statue can be daunting to many adults who don’t feel like they have enough knowledge about art to share it with their children. Does this describe you?
Well, here’s a little secret: Information is not important. What’s important is helping children find ways to describe what they see. If you understand a basic methodology for discussing art with kids, you’re good as gold and your children will enjoy the process of discovery that unfolds.
I’ll give you an example: There’s a new wall-sized installation at the Stanford Business School by artist Peter Wegner. On a recent walk through campus, it caught my attention and captured my 3-year old’s imagination. Take a sec to watch this video and see what you think.
Pretty cool, right? I hadn’t seen it before and wasn’t prepared with any questions or ideas before discussing it with my daughter. We were both curious about what it was and how it worked, so we stepped up close to take a good look at it. I noticed that the color chips were flipping like pages in a rolodex (remember those?!), and that the whole thing morphed in seemingly endless ways. It was mesmerizing. N didn’t say much, but after she looked at it for a few minutes I asked her, “what do you see?”
She noticed that the colors were shifting, wanted to know how the colors moved, asked where the on/off switch could be found, mentioned the sound, wondered about the label, and asked if she could touch it. As you can see, there were a lot of questions! And a lot of questions that I didn’t have answers to! I turned a lot of her questions back around at her, which compelled her to think critically and look more carefully at the artwork. Here’s a conversation example:
Me: “How do you think the colors can move?”
N: “Maybe someone is behind the wall, pushing the colors forward,”
Me: “What do you see that makes you say that?”
N: “I think someone has to be back there because I can’t see how it moves.”
It didn’t matter if she was wrong or right; what mattered is that she was invested in the artwork enough to think for herself and think critically about the piece by reasoning through her ideas. After we chatted more about her questions, I suggested that we step far away from the piece and look at it from a different perspective, and then I again asked, “What do you see?” This time she talked about how small everything looked, how she could see everything at once, and which colors she could see the most of at any given moment.
Because she noticed the label when we first began our conversation, we walked back up to the installation to talk about it. I explained what I could about what I read. I shared that we can look for labels next to art pieces in sculpture parks and museums in order to find clues about the artwork. In this case, we could find out the artist’s name, birth year and place of birth, title of the piece, year it was made, and the materials the artist used. But that’s all the label had to say…there’s so much more that can be discovered through close observation.
When we got home, she wanted to make her own color installation, so my husband suggested post-it notes as the medium. She loved this idea, requested a step ladder, and began sticking a sea of color on one of our walls.
The methodology I used with N is grounded a research-based teaching strategy called Visual Thinking Strategies. I’ve used this strategy with children and adults for years and have seen it pull amazing ideas out of the quietest participants. It’s usually introduced to children when they reach Kindergarten, but you can try it as I did with younger children who can carry on a conversation.
Five easy steps for talking with children art with children
- Find real art. Looking at a real piece of art can be a far richer experience than looking at a reproduction (like a poster). You don’t have to go to the “best” museum to make this happen, just find something that captures your child’s imagination. Talk about art in your home or look for a public sculpture in a town square.
- Be open-minded. Expect that the child will have his or her own ideas about the art, and try not to interject your own ideas of wrong + right into the conversation.
- Encourage careful looking. Get up close or take a look from a different perspective (up high, the side, far away, walk around it)
- Ask open-ended questions such as “What do you see?”, What’s going on in this picture/sculpture/installation/etc.”and exploratory questions such as “Do you have any ideas about how the artist made this?”, “If you could add something to this artwork, what would you like to add?”, “If this artwork could talk, what might it say?”, “What would you title this piece?”
- Look for an opportunity for related art-making. Making art can help strengthen a child’s understanding and critical thinking skills as they interpret what they saw in two or three-dimensions.