Talking to Kids about Art Under a Social-Emotional Lens

What is SEL? 

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
- CASEL  https://casel.org/what-is-sel/ 

Even artists and educators struggle to find language to talk about art and the process of creating, and often reduce the experience and final product through the use of oversimplified ideas of good and bad. Instead of attaching labels of good or bad or identifying what we like and what we don’t like, strive to push youth to delve deeper into exploring their experience of creating and thought-provoking questions about the art of others. 

talking to kids about art made by others

Start with the basics. A visual thinking model asks the questions: What’s going on in this picture? What do you see that makes you think that? What more can you find? 

Art appreciation can also develop inquisitive and empathetic thinking.

Ask questions like:

What do you think the artist was thinking when they created this piece? What do you think the artist wants you to feel? What do you feel? Why do you think the artist made this painting in this style? Why do you think they artist used these colors? 

These questions challenge students to release their own judgement of a work of art and instead try to think deeper about the motivation behind the creation of the piece, the impact it had/has, or the feelings it evokes. These exercises can change the way students thought about art, and help shape their ability to put themselves in someone else’s shoes, engaging empathetic thinking. 

Fostering the ability to explore intentionality, emotion, and exhibit empathy that is not dependent on whether they “like” something is integral for the development of socially conscious kids. More and more studies are coming out showing that utilizing art of all kinds is a fun and impactful way to teach these skills. Social emotional skill building should be a building block of education for all students, because these are the skills that help kids navigate through the world and interactions with others, understand their own feelings and reactions, and harness them into productive thoughts and actions. 

Talking to kids about their own art 

Likewise, when kids (or, more likely, older middle schoolers and teenagers) make their own art, they are quick to dismiss it as bad because it didn’t come out like they wanted it to. When working with teenagers, it is a common sight for the trashcan to be overflowing with crumpled rejections of half- attempts at the project. Encourage them to try again and to have fun with the process instead of only fretting about the outcome. 

Ask questions like:

How does the experience of creating make you feel? What are the parts that bring you joy? What are the parts that are challenging or frustrating to you? Asking these more process-based questions helps them reflect on the motions, and revel in the experiential, tactile process of creating.

Use Intentional Language 

  • Use words that show a mutual respect. 

  • Avoid “junk food language” - things like “You rock!” or “You’re awesome!”  - dubbed junk food language because it “disappears very quickly and has no credibility.” 

* Sourced from Overcoming Childhood Trauma: KQED Mindshift Podcast 

  • Take a moment to connect one-on-one with the child and offer praise for the smallest of positive choices (“I really like the colors you used; they make me feel really happy”) or ask reflective questions about their process, feelings, and choices, (“I’m interested to learn more about this section. Will you share with me why you chose these pieces and how they make you feel?”)

  •  Operate from a “growth mindset.” praising participation and effort rather than talent. (“Wow, you have been working so diligently on this! I can see how much cleaner your lines have gotten after you tried a few times. You’re really getting the hang of it!”)

  • Get on their level. Sit/squat next to them and get on their eye level when you’re talking with a child — try not to stand behind them or hover/tower over them.

  • Use language that invites rather than instructs. 

    • TRY SAYING: “I invite you to grab your ball of clay and roll it around in your hands to start” “Try this…” “You might like….” 

    • INSTEAD OF: “Sit down and pick up your paint brush.” 

  • Offer choices. Youth who’ve experienced trauma have often been stripped of their autonomy — possibly both in their trauma and in the context of the program you’re serving. Give them options for using different materials, colors, and supplies to give them ownership of their project and flex their decision making powers. 

Here is my very favorite article for more tips + tricks about talking to kids about their art.