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1. THE ARTIST MINDSET
IN THE EARLY
GRADES

2. LEARNING OUTCOMES
1. Familiarize yourself with the mindset, attitude, and values
that must be developed in young learners to help foster a
healthy attitude toward the practice of art; and
2. Reflect on the presence or absence of these artistic values in
your own life as an art educator, and consider how to
develop them to the point that you can encourage their
development in others.

3. “YOU CANNOT GIVE WHAT YOU DO NOT HAVE”
(NEMO DAT QUOD NON HABET)
-Latin Maxim

4. CAN THE END PRODUCT BE TRULY CONSIDERED
“ART”?
MINDSET
VALUES
PHILOSOPHICAL
POSITIONS
FOCUS

5. A. INSPIRED BY DAILY EXPERIENCES
AND ENCOUNTERS
Part of the “artistic sense” is a sensitivity to
beauty, not just in big and grand spectacles and
experiences, but particularly in the everyday
things we see and experience as we go about our
lives. This is difficult to explain and likewise teach
for a number of reasons:

6. 1. EXPOSURE - the ability to see beauty
every day does not appear out of thin air,
rather, it often takes someone else explaining
to us how something simple and
commonplace can be beautiful , and in terms
that are appropriate for our developmental
stages. Students will need to be exposed to
artwork that celebrates the commonplace
over the course of several occasions before
the lesson sticks.

7. 2. CONTEXT - It is almost a cliché to say that beauty
is subjective, that is, what is beautiful depends on
the individual. It can also be said that beauty
depends on the context. We know it when we see or
hear it, but when something is framed within the
right context, it suddenly appears beautiful.
Conversely, when something is placed in the wrong
context, we do not perceive it as beautiful. The trick,
then, is finding the right context for what we wish the
learners to appreciate.

8. 3. AGE - Children are naturally drawn to the novel,
the unusual, and the exciting. Bigger, bolder, faster,
brighter, louder are a guaranteed formula to gain the
interest of children. Action and movement excite
them, whereas the comparatively slow, methodical
pace of everyday life does not. Educators will need to
tailor the experiences they have planned for young
learners so that they both communicate the lesson
while holding the learner’s interest.

9. B. CONSTANTLY CURIOUS
It is also an essential part of being an artist, albeit that
while a scientist might be curious as to what is in the design of
a bird’s wing that enables it to fly, an artist might be curious as
to how to make the wing “look alive” even when rendered in a
static, unmoving work of art. Where a scientist is curious
regarding the how and why of natural phenomena, an artist
should be curious regarding how to make beautiful things given
a set of limitations and parameters.
-Lack of materials
- Lack of time
-Lack of conducive environments, etc.

10. B. CONSTANTLY CURIOUS
It is also an essential part of being an artist, albeit that
while a scientist might be curious as to what is in the design of
a bird’s wing that enables it to fly, an artist might be curious as
to how to make the wing “look alive” even when rendered in a
static, unmoving work of art. Where a scientist is curious
regarding the how and why of natural phenomena, an artist
should be curious regarding how to make beautiful things given
a set of limitations and parameters.
-Lack of materials
- Lack of time
-Lack of conducive environments, etc.

11. Singapore’s Mass Rapid Transit (MRT)
“You don't need to go to a gallery to enjoy art – these MRT stations around the 'hood offer plenty to
explore.”
~ Muneerah Bee

12. C. OPEN-MINDED
Related to curiosity is “open-mindedness”, which
is the willingness to exposed to new ideas and to
consider them on their own merits. it is the quality of
not being “locked down” by a particular set of rules or
principles for the sake of tradition, but rather a
willingness to wrestle with ideas and ways of doing
things that might be very different from our own. All
with the attitude of learning new things to add to one’s
“toolbox” of techniques and perspectives.

13. Some areas where an open mind is an artistic asset are:
1. Lack of resources
2. The idea of perfection
3. Criticism
Open-mindedness is also an asset when it comes to the
idea of “perfection” in art -- a concept which artist reject.
An open mind is necessary for an artist to benefit from
criticism.

16. D. ART AS AUTHENTIC SELF-EXPRESSION
EXPRESSION
OF THE INNER
DESIRE
CREATE
BEAUTY
ART

17. E. ART AS SELF-EXPRESSION
We see that teaching art is not limited to a simple
technique the “HOW OF ART”.
But must also include teaching it as means for students
to communicate feelings, experiences, interests, and desires the
“WHY OF ART”.
“Being true to oneself” vis-a-vis “giving the people what
they want.”

18. E. ART AS SELF-EXPRESSION
In the classroom, teaching students to use their art to
express something that they feel rather than simple feeding
off the works of others - the “authentic” part of “authentic
self-expression.”

19. F. VALUING AUTHENTICITY
In the mind and heart of an artist is a desire for affirmation.
Beautiful in the way the artist intended it – that is the artist want
to know what they wanted to express via their art has indeed
been expressed.
As a result, there might be a strong desire to simply
imitate the work of others for the sake of the validation it
brings.
AUTHENTIC SELF-EXPRESSION
FEEDING OFF

20. Imitate the
work of others
Sake of
validation of
their artwork
Young
Learners
NOT
Authentic
self-expression
“Feeding off”

21. There will be a tendency for young learners to value
others’ work over their own, moving them toward originality
involves opening their eyes to the value of their own original
work. This can be done by gently encouraging them to first
“modify” whatever it is they are imitating to suit their own
tastes or satisfy their curiosity. For example:

22. G. ENJOYMENT IN THE PROCESS
• An artist must enjoy the process, plain, and simple.
• Artist perseveres when the process of creating beauty
becomes tedious, frustrating, and repetitive for the sake of
producing something beautiful.
• Artist will endure long, lonely hours of drawing pattern by
hand or create sketch after sketch after sketch in repeated
attempts to understand the visual physiology of something
before committing it to a more permanent medium.

23. G. Enjoyment in the Process
 Varying degree of patience and grit for the process of creating art in
your classroom.
 A few will be willing to take the time carefully and neatly fill in areas
with color.
 Many will start well and then give up as the minutes pass.
 A few will hardly care for any art exercises you give them.
 You might not be able to turn them into artist; but overall goal is to
expose them to a wide variety of artistic processes so that they
might find one that they enjoy, as they will be more likely to pursue
it to completion.
As an art teacher, you will find learners :

24. G. Enjoyment in the Process
When it comes to young learners the goal should not be attaining
mastery of any artistic technique – that will come with time.
The goal should be to teach them to love creation of beauty,
however small it might appear to us. After all, love makes the labor
light.

25. ~ Maryann Kohl