Happiness Reflected Through

Art and Expression

By
Erica Archibald
Final Senior Capstone
Colby-Sawyer College
April 2016

Table of Contents:
1. Introduction
2. Art and Expression in the Early Childhood Education
3. Moral Building through Education
4. The Growth of Spirituality and Developmental Transformations
5. The Study of Fluency in a Childs Creativity
6. Cognitive Pairing to Art and Expression
7. Humor and Art seen through the Lens of Education
8. Analyzing and Identifying Childrens Creative Thinking
9. Engaging in a Childs Spiritual Development through Education
10. Theories Summarized and Applied
11. Sample Lesson Plan 1
12. Sample Lesson Plan 11
13. Sample Lesson Plan 111
14. Sample Lesson Plan IV
15. Final Thoughts
16. Bibliography

Introduction
Art is a personal form of therapy. The value and expression that one can feel using
the technique of art is so essential in the identity development process. Art has always
been intriguing to me and it quickly became my outlet. Throughout my academic career,
various art forms have become apparent, but ceramics has been the biggest life-changing
experience. Ceramics as an art form has allowed me to direct my energy and to learn to
release stress and emotions. If children are exposed to different forms of art earlier on, it

allows them to find what makes them happiest; art needs to be applied to the curriculum
at an earlier age.
In the early development stages of a childs life, the role of art, expression, and
creative thinking is key in their growth as an individual. If art is introduced at an earlier
age, children will be better able to express themselves; practicing different forms of art
will enable children to learn alternative ways to develop themselves and ultimately find
happiness.
Looking from multiple disciplinary perspectives reveals that art sets a foundation
for children to express themselves. Ranging from childhood development, science,
philosophy, etc., the process of creative expression never stops flowing. Theorists and
philosophers across multiple disciplines have tested, studied, executed, and investigated
the phenomenon of art in a childs life, illuminating the connection between art,
expression, and achieving happiness. The following theories will shed light on the
importance of this special communication from oneself into an art form. These theories
allowed me to construct and conduct my lesson plans, which were implemented at the
Windy Hill school.
*

Art and Expression in the Early Childhood Education

Children need art and expression in their development process. In a childs youth,
especially between the ages of three and six a child is still expanding his or her minds
(Elkind, 1). There are so many factors that go into this growth, some examples being
time, imagination, current trends, building blocks in terms of learning, learning to be

active, nature, and an open-ended and creative environment. In a review of a childs

development and exploring playtime, written by David Elkind and other Ph.D. educators,
has evolved the meaning of learning through these specific beliefs and learning
techniques. Their book titled, The Wisdom of Play: How Children Learn To Make Sense
Of The World offers many acquiring notions of development.
In Elkinds first review, he discusses how essential and beneficial playing is. Not
only does it serve as a building block in the interactions children have with one another
but for themselves. The role that play has on children needs to be more appreciated,
because it not only serves as a time for the children to express themselves but gives them
a chance to realize their intellectual, emotional, and social potential (2).
David Elkind introduces his readers to a view of childs play. This is an essential
learning tactic to get children wondering and exploring the creative nature of play. Art
and expression are related to this ideology because it allows the children to understand
their surroundings, objects being used to play, ways they interact with others, as well as
how art appeals to the child. This form of expression is simply fun and useful in how
children can take playtime and form it into an art form.
In an article by Richard Lewis titled, Imagination this section of Elkinds book
sheds light to how imagination works for a child through play (7). Lewis compares the
act of solitary play to outside play and how they differ for a child. The imagination is of
course stimulated in both situations although the difference is how exuberant the child is
about the act of play. In a social play situation the children are feeding off of one another
to create a scenario whether its dress up or building blocks. In a solitary scenario the

children are using their own resources and creative expression to create the setting. Lewis
explains a childs expressional, creative, artistic thought process as,
Both play and imagining are instinctive capacities. They are not only crucial to a
childs sense of well-being, but also, if encouraged and supported, the path to
envisioning possibilities, discovering new ideas, enlarging experience, and
questioning the delicate boundaries of the known and the unknown (7).
This is such an essential argument as it points to all the ways that a child can directly
relate these experiences and intuition into a form of art. It is simply a seamless activity
(7) that derives off how art and expression has impacted humans from the beginning of
his or her life.
Lewiss view tells us a lot about art and expression. The art that children create
are for the most part based off of an experience. The expressional aspect of this is a
reflection of why they found that experience special. Art is a way for anyone, but
especially children to express his or her knowledge and emotions on activities or events
that have impacted them. Art is an excellent way for a child to express something special
to someone else. There can be no debate that art is not a special tool for a child to use in
order to verify or extract their feelings.

Moral Building through Education

In Mark Runco and Jill Nemiros article, Creativity In The Moral Domain:
Integrations and Implications they study Howard Grubers work on the importance of
moral creativity and how it is currently implemented into the studies of creativity and
education. The authors also explore the controversies of personal growth and literature

for general knowledge in moral education. They ask their readers to answer the question
of why creativity in the moral domain is more important now than ever before.
This article is directly related to art and expression as it takes a look on multiple
theorists. The theorists highlighted are Gandhi, Piaget, Haste, Stein, and many more that
all have opinions on how an individuals moral domain is directly impacted by art and
experience. Many of them claim that art is a form of expression and therefore leads to
moral success in a humans life. Whereas many others disagree with this standpoint,
marking art as an ethical thing to do, but not an essential aspect of the development
throughout ones life.
The authors guide the readers through a section titled, Art for Arts Sake. This
section studies multiple theorists that highlight the importance of art for an individual.
Morality plays a role in this as it represents creative expression. The moral agenda that
each individual follows is essential to his or her growth and adaption as a human, for it
lets the mind wander and express what words may not be able to (Dudek, 94). While
many theorists tend to disagree, Louis Dudek finds that the idea of art is worthy and
beneficial to the growth of a person. Artists are leaders in the moral domain because it
cannot be presented as anything less than the artists symbolic identity (Dudek, 94). Louis
Dudek called on the artist to take a leadership role in bringing about changes for the
benefit of this planet and to assist in the return of the equilibrium (94). However, not all
artists want this role as leader but to ensure happiness among themselves. As quoted by
Dudek, the ultimate purpose of art is that it be enjoyedbeauty and joy are a function of
art and that is what we need in the world today (Dudek, 94). This is crucial, as it not
only serves as a function of expression, but to evoke happiness for a person. This tells us

that art and expression are so essential for humans to grow as individuals. Without art in
education, we are denying people the chance to express their moral perspectives and
judgment.
Throughout multiple debates presented by authors Mark Runco and Jill Nemiro,
alternative art forms were observed. While there is no way to teach creativity and moral
perspective, but perhaps instead of a general knowledge base, educators should target
metaphorical thinking skills (100). Problem finding is an aspect that can be seen
throughout all disciplines, the way it connects to art is critical for creative thinking and
may be particularly important in the attainment of moral creativity-problem finding sets
the stage for problem solving; a high quality problem probably has a high likelihood of a
high quality solution (100). This quote sums up the necessity for educators to promote
art and expression as art sets the foundation for students to find the solution, as it may
have not been apparent. Educators need to identify ways that encourage their students to
get excited about expression and using cognitive and metaphorical thinking skills to find
a solution to help the student to adapt and progress in their life (not only academic but
real world situations).
The debates between these theorists are constructed off of the moral domain.
Experiences and education serve as a platform for creative morality. Accomplishments
/successes/ happiness are all factors that could be achieved for a student if they
understood ways to express themselves artistically. Without these aspects, how can an
individual be functional if there is no way for them to express it? These views all apply to
art and expression because it takes a look at how, without creativity, the moral domain
cannot be further adapted. No matter what discipline a student goes into, the art form that

derive from these disciplines is still beneficial and serves as a way for that individual to
function better as a human.

The Growth of Spirituality and Developmental Transformations

Joseph Cervantes and Alexis Arczynski explore the dimensions of childrens
spirituality through practices of transpersonal experiences, counseling, and relational
consciousness. In their article, Childrens Spirituality: Conceptual Understanding of
Developmental Transformation, they identify practices that will induce the spirit found
within a child. This article mainly focuses on how religion and culture make an impact on
children s spirituality, although art and expression can be directly related to this, as it is a
source of spirituality.
Art adds an alternative direction and way of expression for the childs spirituality.
As stated in the article, Spirituality introduces a holistic perspective that allows a child
to understand that he or she is not alone in the world and that there are greater forces
surrounding and impacting his or her life, which emphasizes hope and belief in
something greater than the child (250). This quote represents how art and expression can
lead to a better understanding of themselves and what it can open their lives too by
allowing them to psychically create something that mirrors his or her spirit. Art is so
absorbent, without it available in a childs curriculum they may not have other things to
outlet to, so art can take it that extra step where a child can feel comfortable, confident,
and proud in what they are creating in expressing an emotion, etc. through art.
Childrens spirituality is made up of multiple disciplines and experiences. Within
the first three years of their life, they have developed so many tools and expressional

aspects to their personalities, their spirit is formulated from so little, yet they can bring so
much to life through art and expression. The authors state,
Spirituality and religion are central dimensions of human development. A
working definition of childrens spirituality is an increasing awareness, subjective
inner experience of wonder and curiosity, striving for something grater than
oneself, believability in unseen forces, and playful transcendence. Spiritual
development, relational consciousness, and transpersonal experience contended,
are natural processes inherent to all children. Respectively, these concepts have
been defined as acknowledgement of the mystery and sacredness in life;
increasing awareness of the interconnectedness of all things; and openness to
mystical, unexplained events and experiences. We view these concepts as primary
elements that connect both secular and sacred life experience and that underscore
a persons fuller participation in the humans life span (246).
This quote represents so much more than a definition because it tells the reader not only
about the meaning of spirituality and life, but to take those small opportunities, such as
doing an art project, and taking advantage of the recognizing of those feelings and
applying it to a physical creative process.
The authors use three different models on how children can obtain this sort of
spirituality. Some debates have been raised on the matter as to how one can tell the
spiritual level of a child, if the child can even obtain such a level of maturity and insight.
Cervantes and Arczynski unfold these questions through multiple disciplines (listed
above) that can surely explain how a childs spirituality affects their present and future
along with the decisions they can make in order to fulfill themselves. Art and expression
is yet another formation that can add on to a childs spirit. It builds not only a stronger
bond with oneself, but also the environment around them (250).

The Study of Fluency in a Childs Creativity

Natasa Sturza Milic conducted an experiment on preschool children, testing their

level of motor behavior skills accompanied by art. Milics research titled, The Influence
of Motor Experience on Motor Creativity (Fluency) of Preschool Children has taken the
testing trial of motor creativity as a phenomenon in these modern academic times. The
aim of the research was to observe the relationship between motor achievements and
motor creativity (fluency) of preschool children.
The study took place in Vrsac, Serbia where she tested 154 children in preschools.
All of these children had undergone motor testing and the next step was to evaluate their
motor creativity (fluency). Milic states,
Insufficiently stimulated and underdeveloped motor skills and motor knowledge
in children can be a cause of decreased or slumbered motor creativity which can
have unfavorable effects on motor and overall development of a childthat the
relation between motor achievement (motor skills and knowledge) and motor
creativity (fluency) in the case of preschool children is significant but
insufficiently explicated issue of theory and practice, especially in the field of
education (82).
Milic is testing the theory that motor creativity is stunted earlier on in
their life if their motor skills arent developed. Milic claims, the nature
of creative behavior of a child, it must be taken into consideration that
childhood has its own features and specific characteristics that makes
it different from any other period of time (81). Although, Milic states a
good case that during these early years of a childs life, motor skills are
developed, to state that if a child cannot be creative without those
skills is incorrect. At such an early age, the child may not have

10

developed motor skills, but if introduced to alternatives, they could still

have the opportunity to express their creativity.

Cognitive Pairing to Art and Expression

Based on theorists in Russia, the Development of cognitive
capacities in preschool age by Nikolay E. Veraska, offers reasoning
behind each cognitive reaction whether it may be a normative
situation, like at home, or generalization, in school, in their learning
process. Throughout the article Veraska presents the readers with
multiple strategies that encourage children to exude their brilliance
into a form of expression through art. He discusses scenarios where
children, specifically at a pre-school age (3-5), are at their fullest
capacity to indulge everything they have into art, play, relationships,
school, etc. In simple terms, Veraska has broken down a childs
cognitive tasks into generalizations, experience and identification, and
symbolization. Along with these three essential aspects of the art
reflected through a child is the identification of the objects used and
how to further benefit from different types of art. Along with the
concept of identification comes symbolic tools that children use to
structure their thoughts and ways of expression. According to a
theorist that Veraska mentions he claims,
The essence of child development consists of a process of
gradually getting involved in human culture through mastering the
cultural tools, and
developing the potential to see the world and
interact with it by means of the
methods
existing
in
the
11

surrounding cultureIn the process of development of

mediation,
childrens psyches become conscious and voluntary. These actively
adopted cultural tools enable children to analyze any new situation
independently, to be free in selecting their own ways of action,
and to
arrange their activities independently. (80)
In summary, the child has an opportunity to take advantage of the
essential tools to create and adapt a new sense of reality that adds
new experience to their framework of art.
In a normative situation the rules that are applied to the child are
based

off

of

these

aspects

(generalizations,

experience

and

identification, and symbolization) that the parent or teacher are

implementing to the activity being done (Veraska, 83). It also connects
to the greater society and the way that art should traditionally be
performed. There is nothing in this article that defies following this
method, but it is definitely present within a performance from a child.
It is more looked at as a rule that has been followed by generations,
but of course governed by cultural rules (83). This method does
introduce further studies that could be conducted to continue the
understanding

of

cognitive

action

within

childs

early

art

development.
The key is to encourage culture, definition, tools, and scenarios
that will let the child explore and create new products. Veraska
mentions a study conducted by the Russian Academy of Education that
tested the intellect a child has at the preschool age. The two variables

12

were literature and science verses art and creativity. The results were
interesting as
A high level of general intellectual giftedness was characterized
through
both intellectual and creative giftedness, although the
degree of their
intensity could be different in a child. The potential
for giftedness requires a
restructuring of the tools of cognitive and
creative capacities. The indirect
result of childrens mastery of the
tools for solving cognitive and creative
tasks was an increased
interest in cognitive activity and steady growth of
motivation
to
engage in such activity. (85)
The experiment conducted was interesting, as the measures of
creativity in the characteristics of a child have not yet fully developed.
Some children dont like to indulge their time or effort into art like they
do traditional school subjects. Others have no problem getting involved
in art projects where they can generalize, identify, and symbolize the
task. Art should be a requirement, as it allows the child the option to
engage in an alternative way.

Humor and Art seen through the Lens of Education

Studies and theorists have proven that children who are given
leeway with the imagination are motivated to tell their story through
art. In Eliza Pitris, Childrens funny art and the form it can take over
time, concludes studies of children communicating their humor, but
also their culture. There are four theories mentioned and followed
throughout this study that provide background information on why the
children choose to express themselves through humorous art; the
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superiority theory, the relief theory, the incongruity theory, and the
sociological theory. They represent different perspectives the child may
be taking while expressing their stories through art, no matter what
form it is taken in. Pitri states, Children are natural communicators
and when given the opportunity, they can use multiple means of
expression in order to discover and communicate what they know,
understand, wonder about, question, feel and imagine (82). This is
incredibly accurate and shown to be true throughout the discussion in
this article.
Pitri conducted a study that analyzes childrens artwork. The
students ranged from age seven to twelve and the results fit with my
belief that art facilitates expression. Pitri identifies the four theories
through the student artwork and the multiple ways that children are
motivated to express themselves. It not only communicates the
students experiences and imagination, but also ties in the sense of
humor that each student holds. This aspect is called the conceptual
system that tunnels their thought process onto paper, into art. With
connecting experience to inspiration, it can develop a sense of self and
identity through their artwork. Pitri states, stories explaining what
they thought was funny had a beginning and evolved to reach the peak
of its humour. In images that depicted either the beginning or the
result of an incident, humour was verbally explained but not directly
demonstrated in a picture (85). This is an important point because

14

while art serves as a final product there is still always a story behind
the thought process and engagement in this piece. Pitri also makes an
interesting point as to how these children expressed their stories; it
would be set up as a comic or graphic novel. The essential elements
are not only speech, but to be able to take advantage of expressing
these feelings into art, the presence of an intended message
motivates children to communicate. Cases of drawings of funny
incidents provide evidence that multiple forms of correlated symbolic
representation enhance young childrens communication (86). This
point also raises the concern that if children may not know how to
communicate with one another, art may be their preferred outlet. Most
children are visual and can easier express their characteristics and
messages through art. This is a playful way for children to identify with
one another. Humor is the basis of so many essential interactions with
people. Art is a form that can better one if the resources and
motivation are available to them.

Analyzing and Identifying Childrens Creative Thinking

Theories on a childs creative framework is an interesting
approach to solving the regulations that many researchers and
teachers struggle with to induce and implement an environment that a
child can essentially be creative in. In Sue Robinsons, The Analysing
Childrens Creative Thinking framework: development of an

15

observation-led approach to identifying and analysing young childrens

creative thinking gives the reader background on what creative
thinking is. Following this is a study conducted by Sue Robinson that
measures the analyses of other researchers, but also her own
interaction with children and adults in a creative way to ensure and
prove creative thinking.
To introduce the idea of creative thinking, it is now accepted in
multiple disciplines as theorists say,
Creativity, as an overarching concept, has often been seen as
largely the preserve of arts-based activities, such as dance, music,
drama and artHowever, whilst it has proved hard to shift, in recent
years more emphasis has been placed upon creativity as a universal
capability, and thus
the idea that everyone has creative potential
(122).
This is such an important outlook of creativity in general as it touches
so many uses by all different kinds of people. It is mentioned that
creativity flows not only with art, but rather an idea that may have
been thought for the first time for that individual, not through a
societal lens (122). Therefore, the conception of creative thinking is an
identity builder, along with a morally righteous engagement with
oneself.
Robinson mentions multiple researchers throughout her article;
one that stood out in particular was Sara Meadows, an educator in
psychology on the development of children has an especially
distinguishing analysis of creative thinkers. Meadows, identifies a
number of attitudes that may be common to [children]. Amongst these
16

are choosing challenges rather than avoiding them, valuing

appropriateness, tolerance of risk, and the ability to both confront
uncertainty and complexity (123). These qualities Meadow has listed
will lead a child (or any person no matter what age) to dive into
creative thinking as a necessity for better communication and living.
Robinsons project was derived from these two questions: 1. How
do social relationships in early childhood settings support and influence
childrens creative thinking? 2. How do children express their creativity
at home and in early childhood settings? (125) The actual project was
conducted through videotaped episodes and reflective dialogues. Their
research came down to two conclusions, (a) the conditions under
which young children might optimally display their creative thinking;
and (b) the indicative behavior it would be useful to look for (126). In
this case, the degree of creative thinking seemed to be more in tune
with the activity being done. The framework of creative thinking is
indeed in motion at all times. It is just further proved that art is
valuable and one of the notions to ignite creativeness in all activities.

Engaging in a Childs Spiritual Development through Education

A persons spirit only grows greater and more apparent through
life. M.J. McMurtary calls attention and establishes representation to
the idea of childrens outward spirituality. Through his article, Realms
of engagement-toward an understanding of the contribution of the arts

17

to childrens spiritual development McMurtary investigates how ones

spirituality, specifically childrens, gives a child the benefit to engage
and express themselves through art and other forms of learning.
In order to fully understand this craft, the perspective of
aesthetics must be in play. McMuratry notes, If some of the
characteristics of aesthetic activity may find common ground in
spiritual development and expression, our understanding of spirituality
might contribute to the arts (85).
The next stage titled the reflexive process encourages
stimulation and develops a sense of understanding within oneself and
about the experience. Emotions can be channeled through all types of
characteristics,
By applying these principles to our spiritual expression, we are
reducing the
spirituality of our inner world, merely to the realm of
the emotions. But it is suggested that a process which aids our
understanding of self through
reflexive exploration of feeling also
offers us a legitimate vehicle for the
feeling dimension of our
spiritual expression (88).
There are multiple ways that one can find happiness. Experience and
art offers a whole new outlook that gives the child an advantage to be
able to reflect upon their spirituality. This interaction that the child has
with the world or a particular person or place is so essential in his or
learning process that if these categories are not explored and cannot
be expressed through some form of art, they may lose touch with
themselves. Getting the child to engage in art through this spiritual

18

outlook will provide a better understanding of the world behind them

and how to express their feelings.
The discussion of aesthetics, spirituality, and engagement in an
understanding of self introduces the idea of being aware throughout
his or her journey in making discoveries. The application of art is so
vital in the framework of a childs education because the
fundamentals of experience are guided by ones spirit and captures
the essence of self, as well as furthers the development of identity.
McMurtary closes his article with the idea that if he or she follows their
soul, accepts the self, and hones in on what they love (art being the
specific subject) he or she will find happiness, therefore enhancing
engagement and expanding their spiritual development.

Theories Summarized and Applied

The whole heart of this capstone project is guided through these
theories; art and expression in the early childhood education, moral
building, growth of spirituality, motor skills and creativity, cognitive
pairing, and humor. Each theory provides vital background information
to make this project possible. Each one is unique and testifies the
importance of art and expression. Happiness is only one of many
factors that boosts a childs moral and spiritual level. Through art,
expression is possible and through happiness, life is alternated and the
experiences one carries are indisposable.

19

By identifying each of these vital theories, the essence and

outcomes of this project has been an incredible guide. Applying these
theories, along with my knowledge on my interpretation of art and
expression, it has given me advantage point and outlook on the
importance of art and expression. Each and every one of these
theories has been applied to lesson plans I have implemented with the
children at the Windy Hill School. The process of elimination to narrow
it down to five theories was difficult, although represent a different
discipline. It is essential to know that each theory gave new life to the
lesson being done. The arrangement and variety of art forms called for
a theory that would match the lesson. The lesson plans ranged from
making clay pinch-pots to water coloring waterfalls, each theory
needed to provide the additional formation and reasoning as to how
crucial expression through art is in a childs life. It not only provides the
child with a form of expression, but also gives the child a chance to
educate him or herself and grow from these outlets of art.

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Sample Lesson Plan 1

Title: Ceramic Pinch Pots
Subject: Art
Grade: Pre-K
Lesson: Learning how to work with clay
Materials:
Clay
Glaze
Tools
Objective: The purpose of this project is to let the children explore different textures and
allow them to stimulate their senses.
Task Analysis:

Give each child a ball of clay

Provide instructions on how to create a pinch-pot
Guide each child in how to work with clay
Once created, the pinch-pots will be fired and glazed with their choosing of which
glaze they would like on their pot

21

While conducting this first lesson plan, clay pinch-pots, the children were
motivated to learn more about the material (clay, glaze, and firing process), and intrigued
about the texture and the outcomes of the pinch-pot. It was important to introduce the
children to a new form of art and get them to think creatively about how to actually form
the pot. I thought it was important to explain the functional usage of the pot, so I
furthered their interest with explaining that the pot could hold anything they wanted in it,
such as beads, leafs, sticks, notes, etc. this would usually grab their attention.
The first step was to introduce them to the project and get the children excited
about the idea of what can be created out of this material. I brought in one of my pinchpots that I had created in ceramics. The children were all excited about how the pot works
functionally. I found it surprising that the children were so intrigued by the different
colors and outcomes of the pot I had made. They felt the texture of the finished pot and
observed its colors. Some students were more intrigued by the process of the pot than
others, but it was still helpful for the children to see a final product of what they would be
creating.
In order to keep the childrens attention, I would take them up in groups of one,
two, or three at a time. I found that bringing three children at a time was too much of a
distraction between them as well as the toys around them in the art room. The art room
serves as a creative space, but also an extra room for the kids to explore and play. This
space is often used as an outlet for the children where they know they can use different
toys and materials. It was difficult to keep the first three children focused on the project,
although it was amazing to see them discuss and observe the pot that I had brought in for

22

them to see as an example. Shortly after I had introduced them to the idea of a pinch-pot,
it became another object in the room. It had no functional purpose to them other than to
put things into it. I knew that they had understood the purpose of the pot, but getting them
to understand how to use their hands and shape the clay with their hands was a hard
concept for them to grasp.
When I brought in one child to do a pinch-pot she was engaged and intrigued by
the pot. She is five years old and I found it interesting that she was thinking rationally
about how she could benefit from this project. She wanted to learn more about its
functional purposes and colors she could use. I gave her the same spiel that I had given to
the other students. She sat down right in front of the clay and at first was hesitant to use
it, as it was foreign to her, she then touched the ball of clay with one of the tools I had
provided and then began to rub it with her fingers. I explained to her how to use her
hands and the tools to form her own pot. She gradually pinched her thumbs and outer
fingers around the walls of the pot together. As we continued the project she got more
excited about what she was going to use the pot for; she wanted to have a basket for her
doll, a pot to hold her findings, and a present for her mom. It was amazing to see how one
simple pot could connect to her daily life in multiple ways.
Once they had created the pots, they used ceramic tools such as craving utensils,
sponges, and ribs to put their final touches on their pots. One four-year-old girl drilled
holes at the bottom of hers. Another four-year-old boy made a hole through the bottom
and then pinched it together to create a raggedy feeling. These are only two examples of
how the kids used the clay and tried to figure out how to form it. Due to the harder

23

texture of the clay that they were using then the one they were used to, it was interesting
to see how confused they became when it didnt form into the shape they wanted it to.
This project relates to the article, Childrens Spirituality: Conceptual
Understanding of Developmental Transformation by Joseph M. Cervantes and Alexis V.
Arczynski because the use of a new material can be considered a holistic experience. Part
of the theory of spirituality includes, effectively incorporate the implications of
childhood and adolescence, a more inclusive theory should account for transpersonal and
visionary experiences reported by children, explain a childs aesthetic appreciation of the
natural world, and understand a childs experience of a higher beings presence (246).
This quote and article fits with this project because the authors discuss the importance of
honoring a childs personal experience, although I showed them how to make a pinch-pot
they were allowed to make it their own.

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Sample Lesson Plan 2

Title: Expression through Paint
Subject: Art
Grade: Pre-K
Lesson: Expressing emotion through Art
Materials:
Paint
Paper
Stamps
Paint brushes
Objective: The purpose of this project is to get the children to express their feelings
towards a specific activity or emotion they are feeling.
Task Analysis:
Provide paper and supplies for the children to paint
Ask them about how they are feeling while painting
Observe the motions the children are doing
Use colors as a source of expression

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This project was a bit more fun and easier to persuade the children to get involved
with an art form like painting. The children have access to paint at any point, but the
point of the lesson was to get them to link emotions with paint and express those
emotions onto paper. I brought the children three at a time to the art room where I lay out
big pieces of paper (bigger than printer paper) and paint brushes with all different colors
to choose from. I found it easier to conduct this project in threes because the children
were bouncing ideas and emotions off of one another, which might have hindered their
person reflection.
I had asked the three children originally how they felt, if they were happy, sad,
confused, angry, etc. each of them gave me a positive response. I asked them to link the
emotion to an experience where they felt one of those emotions and the outcomes were
involved and optimistic. Through strokes of paint (using his hands and the brush) one of
the five-year-old boys was able to use his creative thinking skills to express his feelings
towards swimming. He used like colors that reminded him of being on the beach. He
exclaimed happily, Im making the ocean! he showed me where the ocean was in his
picture and used different colors to represent objects he sees when he is there. He
splotched green, orange, yellow to represent different color towels and umbrellas people
use at the beach.
This lesson is not only a familiar subject because painting is accessible to them at
all points, but it forces the children to get comfortable with expressing their emotions and
learning to do it through art. My mission was to get the children adjusted to this form of

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thinking and expressing. All the points on my task analysis were successfully achieved. It
was a very comfortable and controllable environment.
Sample Lesson Plan 3
Title: Waterfall Watercolors
Subject: Art
Grade: Pre-K
Lesson: creating waterfalls with watercolor
Materials:
Paper
Watercolors
Pipettes
Waterfall noises and video
Objective: The purpose of this project is to work the childrens fine motor skills. Having
them in a certain position and using a tool that will allow them to focus on the colors and
ways in which the colors are working with one another. This project is essential in their
ways that they use colors to express feelings. The pipettes will allow the children to be
using different types of art materials and creating beautiful expressional art. In terms of
hearing the noises of the waterfall and the act of what a waterfall does, it will help the
children identify what kind of art and expression they are doing.
Task Analysis:
Provide the children with a sheet of paper positioned facing them
Use the watercolors to explore the motions of a waterfall
Play music that will relax the children and intrigue them

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This project was definitely a bit more structured but also complicated. The
children felt obligated to use certain colors such as blue and white (associated with water)
and brown (associated with the rocks). The watercolor was a fun but a non-expressional
way for the children to fully understand the concept of a waterfall. I brought the children
up two at a time and had a video playing of waterfalls. The sound and vision of the
waterfall seemed to have the children absorb the concept of it (as the video showed
multiple famous waterfalls around the world) but connecting the image to the paper was a
challenge. One five-year-old girl started water coloring images of appearances she had
linked to water. She started making a mermaid and beach balls (associated with water).
Another five-year old girl had looked back at times where she saw waterfalls doing things
like hiking or on television. It was very intriguing seeing the children work their creative
thinking into replicating the exact image on the screen onto paper.
The childrens work range from balls of blue and brown to lines of all different
colors on the page. This cognitive generalization of their knowledge of waterfalls and
what they have been told, along with the twenty-minute video give the children a chance
to fully explore the ideals they have with this subject. It was also interesting they why
they connected it to their life, some had never seen a waterfall before so it was difficult
for them to connect the image onto paper. Others, with the knowledge and conception
were easily fulfilled and could easily control the watercolors onto the paper.
This lesson reminded me of the theories seen in Nikolay E. Veraskas article
Development of cognitive capacities at a preschool age because the theories he gives

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behind this specific plan is in association with the aspects he presents, generalizations,
experience and identification, and symbolization. The children, in this project, represent
each of these ideals because they were given information on waterfalls (some along with
prior knowledge) they experienced the view of a waterfall and identified the functions of
a waterfall. Lastly, the children symbolized waterfalls by associating prior knowledge
(things they had seen in their experience with water in general), but ultimately creating an
idea of what a waterfall is to each of them individually. One can see through their
paintings that it can look different for them all. Between the twelve students that
participated in the Pre-K class, all the paintings differ between color, size, and the
delivery and thoughts of their paintings.

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Sample Lesson Plan 4

Title: Tie-dye Butterflies
Subject: Art
Grade: Pre-K
Lesson: Creating butterflies through tie-dye
Materials:
Clothes pins
Colored markers
Wipes
Rubber bands
Objective: The purpose of this project is to create tie-dye butterflies. This will be used in
order for the children to explore colors and animals. This sort of expression will show
how the children interpret animals and the movement/purpose they have.
Task Analysis:
Provide the children with wipes and colored markers
Guide the children into making the butterflies

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This last lesson plan fell well into place as the children had just finished Eric
Carles book, The Very Hungry Caterpillar as well as had prior experience with the
formation and process of a butterfly. The main point of this lesson was to get the children
motivated and excited about life outside of the classroom and integrate it with learning. I
started setting up the materials I needed in order to conduct this lesson, but as I was
arranging the materials I decided against the traditional exposition of how I was going to
relay this project to them. I set up multiple materials they could use such as feathers,
plastic flowers, and different sized beads, colored pipe cleaners, really anything I could
find in the art room. I wanted to give the children leeway into creating their real image of
what a butterfly looks like to each of them.
Many kids were confused about this method. Most of them sat and stared at the
materials and expected me to guide them through the project. I simply showed them a
sample butterfly I had created, but then told them to make the butterfly out of anything
they wanted. Most of the kids used construction paper, cutting out different sizes and
using straws for the body. Many of the kids drew in pictures of flowers or patterns they
found interesting. Although I had all the materials I had initially planned on using for this
project, many stayed away from it and used the other materials available.
The outcome of this lesson was really inspiring as all the children made a
beautiful butterfly, some other type of bug, or just anything they associated with being
outside. The interaction a child has with art is so crucial to their learning process that
when they are introduced to the specific nature related being; they are stimulated to create

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their own version of it. I am so impressed with what the children know about butterflies
and being connected to the outdoors. Following this project, many of the kids made their
own version of nests, birds, bugs, plants, etc. out of the resources they had when we
would go outside. Snow, dirt, rocks, twigs, leaves, pinecones really anything the kids
could get their hands on they would recreate the environment of what they thought
outdoor life looked like. They were incredibly stimulated and intrigued by this lesson
plan.
From authors Sue Robinson and M.J. McMurtary, their theories on creative
thinking and engagement in spiritual development were proven through this lesson plan.
Robinsons experiment set her to discuss and define the relationship between creativity
and emotions through art. McMurtary analyzes how the impact of art is engaging the
children to better express themselves and build their identity. These two theories stood
out to me exceptionally while I was conducting this lesson because their outlooks on art
in a childs curriculum was exactly what I was trying to get the children to do-express
themselves. Each child had a positive response and was able to stay in tune with the task,
but also further their interest by interacting with the idea outside of the classroom.
Imagination and the outdoors serve as a great booster for the child, an essential
factor that gives the child a chance to better understand their surroundings. Nature is one
of the most beneficial and influential elements in a childs advancement. The outdoors
can consist of playing with rocks and twigs, climbing trees, and taking hikes. This is so
vital in their learning process, it intends for them to explore and connect as well as feel
out their surroundings and themselves (Lewis, 7).

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In terms of their development, the ways that their brains work is through how they
can see and observe body language, tone, volume, etc. In using their hands or body to
reflect something theyre feeling, gives them a better chance to explore their bodies and
what they are comfortable with, limits for themselves and for other people. Hands-on
play is extremely fundamental and beneficial for these children (Lewis, 7).
Ultimately the importance of a childs growth and development serves a longer
purpose for them to compose themselves through engagement with art and nature and
build an attitude, personality, and mentality about the world. All of these factors are so
important in a childs development, there are no ways around the environment of play.
Final Thoughts
To conclude this project, Happiness Reflected through Art and Expression
represents so much more than art formations and the act of expressing. The whole idea of
this project was to get people more involved and excited about the discipline of art.
Throughout my findings, many more aspects of self improvement has arose, not only
through art, but theories of morality, spirituality, identity, self-indulgent, expression as an
art form in itself.
In the application of theories, the multi-disciplinary conceptions came to life as
my research only bettered my knowledge and opened my mind to new ideals. As I have
applied each one of the theories to my study, my viewpoint on art and expression has
expanded. Art as a discipline in itself has proven to touch upon all aspects of these
theories, my research would have no fundamental framework without the openmindedness to apply and find art in correlation with the alternative disciplines discussed.
Each study and philosophy I read for this project has renovated a new perspective.

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This experience has not only affected me in the most positive way possible, but
has reformed the mindset of these children. The kids have shed the most light and without
their participation, my growth and love for the arts would have not been further explored.
Not only do the theories guide me, but also the children at the Windy Hill School taught
me and gave me the chance to reflect my happiness and love for the arts. The children
have definitely constructed and fallen into a mindset that art is important, not only to
better express themselves, but building a new part of their identity. At this point, the
alternative types of art forms have also introduced them to a sense of connection from art
to expression, and in due course finding and achieving happiness.

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