My philosophy of art education is that children are natural artists, and it's my job to foster their unique abilities, creativity, and confidence as
they grow. How is this done? In part, by teaching strong craftsmanship skills and encouraging creative decision-making. I'm always striving
for a balance of structure and freedom in my teaching, to challenge students with open-ended, intriguing lessons while giving them a strong
foundation of technical skills so that they can create with confidence.
contour line drawings of hands from observation
In my opinion, drawing is the most important fundamental skill an artist can develop. I teach students how to draw both from observation and
imagination. Both types of drawing are more about seeing than producing. I teach children to examine the world like an artist does, which
means comparing shapes and sizes, noticing things like detail and perspective, and taking note of line quality, value, texture and color. When
we learn to see like an artist sees, it's much easier to make lines on the page that match what our eyes are noticing. Then drawing from the
imagination develops naturally from this enhanced view, because the mind's eye is accustomed to registering the richness around us.
While drawing is important, I also believe that it's valuable (and fun!) for children to experience a variety of art media and techniques. Artists
of all ages have different strengths with different media, so someone who struggles with drawing might excel with 3D art, or conversely,
someone who is well practiced at drawing or painting might benefit from the new challenge and inspiration that another media brings. That's
why each session of classes I teach includes both 2D and 3D or mixed media art. Below are some examples of projects I've taught using
(from left to right) paper mache, printmaking, watercolor painting, mixed media, and clay.
I often begin lessons with motivational materials like Power Point presentations, art reproductions, books, props, and lively group discussions.
I try to introduce as much art as possible, and I teach students to analyze and discuss what they see. I encourage brainstorming and thoughtful
reflection. When we move on to creating art, I demonstrate techniques and give advice about the properties of the materials and how to use
them most effectively. Students practice technical skills to develop proficiency and confidence. I watch my students use their materials,
because they often come up with innovative techniques which I share with the other students as well. I also show strong student
work-in-progress throughout a lesson to inspire classes with different approaches dreamed up by children, so they feel confident that they can
succeed as well. In the end, each student develops unique visual solutions independently
One way that I differ from many art teachers is that I don't have students copy finished samples. When students are taught to copy a sample,
every step of the process has been predetermined, and creativity is discouraged. Children are given the message that their own ideas are not
worth pursuing, that it's better to copy an adult who "does it right". To me, art made by a child is the most beautiful art. Pablo Picasso devoted
a great deal of energy trying to draw "like a child". The way children draw is precious and fleeting. My aim is to help them draw more like
themselves, not like me.
Making original art is a completely different process from copying a finished sample. When you make original art, no one is telling you exactly
what to do and you are free to make your own decisions. Freedom is wonderful, but it can be challenging too. Sitting in front of a blank page
can be uncomfortable feeling. Yet it's important to learn to sit with this uncomfortable feeling, to explore and work through it, and even to
make mistakes. Mistakes are a vital part of the creative process and can lead to solutions the artist never dreamed possible- I call this a "happy
accident". Instead of feared and dreaded, happy accidents can be analyzed, fixed, discarded, or embraced. If a teacher works out all of her
mistakes in her sample and has the class work directly from the finished product, then students are not part of the creative process. They get
to skip those uncomfortable feelings, but they also miss out on learning to solve problems.
I have found that the potent combination of creative decision making and strong craftsmanship leads to a wide variety of artistic experiences
that yield great joy and beautiful results. Making art is valuable even if some parts of the process are challenging. Taking risks requires
courage. I work to make sure my studio is a place where students feel comfortable and emotionally safe. I want them to know that they (and
their art) are valued and respected. Few things thrill me more than watching my students make art. It's my great honor and pleasure to
accompany them on their creative journeys.
~ Christine Thornton
they grow. How is this done? In part, by teaching strong craftsmanship skills and encouraging creative decision-making. I'm always striving
for a balance of structure and freedom in my teaching, to challenge students with open-ended, intriguing lessons while giving them a strong
foundation of technical skills so that they can create with confidence.
contour line drawings of hands from observation
In my opinion, drawing is the most important fundamental skill an artist can develop. I teach students how to draw both from observation and
imagination. Both types of drawing are more about seeing than producing. I teach children to examine the world like an artist does, which
means comparing shapes and sizes, noticing things like detail and perspective, and taking note of line quality, value, texture and color. When
we learn to see like an artist sees, it's much easier to make lines on the page that match what our eyes are noticing. Then drawing from the
imagination develops naturally from this enhanced view, because the mind's eye is accustomed to registering the richness around us.
While drawing is important, I also believe that it's valuable (and fun!) for children to experience a variety of art media and techniques. Artists
of all ages have different strengths with different media, so someone who struggles with drawing might excel with 3D art, or conversely,
someone who is well practiced at drawing or painting might benefit from the new challenge and inspiration that another media brings. That's
why each session of classes I teach includes both 2D and 3D or mixed media art. Below are some examples of projects I've taught using
(from left to right) paper mache, printmaking, watercolor painting, mixed media, and clay.
I often begin lessons with motivational materials like Power Point presentations, art reproductions, books, props, and lively group discussions.
I try to introduce as much art as possible, and I teach students to analyze and discuss what they see. I encourage brainstorming and thoughtful
reflection. When we move on to creating art, I demonstrate techniques and give advice about the properties of the materials and how to use
them most effectively. Students practice technical skills to develop proficiency and confidence. I watch my students use their materials,
because they often come up with innovative techniques which I share with the other students as well. I also show strong student
work-in-progress throughout a lesson to inspire classes with different approaches dreamed up by children, so they feel confident that they can
succeed as well. In the end, each student develops unique visual solutions independently
One way that I differ from many art teachers is that I don't have students copy finished samples. When students are taught to copy a sample,
every step of the process has been predetermined, and creativity is discouraged. Children are given the message that their own ideas are not
worth pursuing, that it's better to copy an adult who "does it right". To me, art made by a child is the most beautiful art. Pablo Picasso devoted
a great deal of energy trying to draw "like a child". The way children draw is precious and fleeting. My aim is to help them draw more like
themselves, not like me.
Making original art is a completely different process from copying a finished sample. When you make original art, no one is telling you exactly
what to do and you are free to make your own decisions. Freedom is wonderful, but it can be challenging too. Sitting in front of a blank page
can be uncomfortable feeling. Yet it's important to learn to sit with this uncomfortable feeling, to explore and work through it, and even to
make mistakes. Mistakes are a vital part of the creative process and can lead to solutions the artist never dreamed possible- I call this a "happy
accident". Instead of feared and dreaded, happy accidents can be analyzed, fixed, discarded, or embraced. If a teacher works out all of her
mistakes in her sample and has the class work directly from the finished product, then students are not part of the creative process. They get
to skip those uncomfortable feelings, but they also miss out on learning to solve problems.
I have found that the potent combination of creative decision making and strong craftsmanship leads to a wide variety of artistic experiences
that yield great joy and beautiful results. Making art is valuable even if some parts of the process are challenging. Taking risks requires
courage. I work to make sure my studio is a place where students feel comfortable and emotionally safe. I want them to know that they (and
their art) are valued and respected. Few things thrill me more than watching my students make art. It's my great honor and pleasure to
accompany them on their creative journeys.
~ Christine Thornton
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four unique jungle landscapes inspired by Henri Rousseau
