National Endowment for the Arts

imagine!

Introducing Your 

Child to the Arts
imagine!

Introducing Your 

Child to the Arts

National Endowment for the Arts

Second Edition

2004

IMAGINE! Introducing Your Child to the Arts iii

CONTENTS

A Message to Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction by Chairman Dana Gioia . . . . . . . . . . . 3

Chapter 1: From Words to Stories . . . . . . . . . . . . . . . . . . 5

Chapter 2: Making Art through Movement. . . . . . . . . 15

Chapter 3: Making Music Together . . . . . . . . . . . . . . . . 23

Chapter 4: Dramatic Play for Children. . . . . . . . . . . . . 31

Chapter 5: Your Child and the Visual Arts . . . . . . . . . . 39

Chapter 6: Folk Art: Art in Everyday Life . . . . . . . . . . . 49

Chapter 7: Media Arts and Children . . . . . . . . . . . . . . . 59

Credits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Photo by Sonya Wolff / Courtesy of Primary Movers
iv

A

Mes

s

a

ge

to

Parents

Photo by Avis Mandel / Courtesy of Urban Gateways
A MESSAGE TO PARENTS

“The arts are, above all, the special language of children, who, even

before they learn to speak, respond intuitively to dance, music, and

color,” Dr. Ernest Boyer, former U.S. Commissioner of Education 

and president of the Carnegie Foundation for the Advancement 

of Teaching once stated. The magic of finding a new way of

communicating, a new way of envisioning the world, is one of

the most exciting discoveries that children make. Children need

encouragement and guidance, though, in making these discoveries.

The National Endowment for the Arts created this publication,

Imagine!, to offer parents practical ways to introduce their children 

to the arts.

This book revises and updates two earlier publications, its namesake of

1997, and Three R’s for the ‘90s. What started as a collection of essays

by national associations in the arts and education has been enhanced

and expanded—enhanced by perspectives on the arts and children

informed by recent research on children’s learning and development;

expanded by the addition of an easy-to-use chart that relates the stages

of child development to sample arts experiences you and your child

can participate in together. The activities and suggestions in Imagine!

are aimed specifically at children ages 3-8 years old.

Also updated are resources in each of the arts discipline chapters to

help you learn more about the arts and to introduce your child to the

creativity and joy of making art. Many of these resources have been

made possible by grants and national leadership initiatives from the

National Endowment for the Arts. Since 1965, the Endowment has

supported programs for children and youth. National leadership in

arts education continues to be part of our agency’s mission. To find

out more about our Learning in the Arts grants and initiatives, visit

our Web site at www.arts.gov.

IMAGINE! Introducing Your Child to the Arts 1
2 Introduction

Photo by Marlin Wagner / Courtesy of Bloomsburg Theatre Ensemble
IMAGINE! Introducing Your Child to the Arts 3

INTRODUCTION BY

CHAIRMAN DANA GIOIA

A number of research studies over the past several decades have drawn

a clear correlation between early exposure of children to the arts and

increased long-term critical reasoning, communication, and social

skills. Since its inception in 1965, the National Endowment for the Arts

has devoted its resources to the arts and arts education, including

studies on their tangible, positive impact upon the nature and quality

of our communities and citizenry. What we have learned about arts

education can be stated simply: the arts matter profoundly and should

be introduced into the lives of children at the earliest possible age.

The Arts Endowment has revised and reissued Imagine! to help parents

and teachers share the arts effectively with children. This essential

publication is divided into seven focused areas of learning: reading and

writing, dance, music, dramatic play, visual arts, folk arts, and media

arts. Easily adapted to the home or classroom setting, Imagine! explains

how to share the joy of learning and artistic creation with children

during their most critical developmental years.

As a parent, I want my children to live complete and fulfilling lives. For

many people, true fulfillment is closely linked with finding an early

path toward excellence. It does not matter whether one’s early interest

develops into an adult career. What matters is that every child finds a

positive, meaningful activity that instills self-confidence and self-worth.

For some children, excellence will come on the athletic fields. For

others, it will come in the class spelling bee. But for many children,

fulfillment will arrive on the stage, at the piano, or with a paint brush

in hand.

As parents and teachers, our responsibility is not to dictate rigidly

which path ultimately is the right one, but rather to expose our

children to constructive educational opportunities, especially those

grounded in the arts and humanities. With our hectic modern lives, it

can be a struggle to make time for our children’s proper education, but

we must not shirk this fundamental responsibility. To do less is to

impoverish our children. Impoverished minds do not lead to

enlightened lives.And it is enlightenment our children deserve.

Photo by Vance Jacobs
4 From Words to Stories

One must be drenched 

in words, literally soaked 

in them, to have the right

ones form themselves 

into the proper pattern 

at the right moment.

Hart Crane, poet

“

”

Photo courtesy of The Minneapolis Institute of Arts
IMAGINE! Introducing Your Child to the Arts 5

All young children love to play with words. They love to make jokes

and puns, sing silly songs, make up rhymes, invent names, and tell

stories. This same joyful and creative spirit can help children develop

as readers and writers. Learning to write can be as natural for a child

as learning to sing, run, and play games. It begins even before a child

has the ability to represent ideas with standard symbols of writing. In

the initial stages of writing awareness, young children understand that

written symbols represent ideas and are a means of communication. It

is common that first attempts at writing are frequently categorized as

scribbles with little or no meaning. It is at this early stage, however,

that adults can nurture a young child’s interest in the written word,

inspiring a deep and fulfilling relationship with this creative endeavor

that will last a lifetime.

A child who becomes a confident and creative writer will reap the

benefits in countless ways. In school, children who write well find that

they excel in almost every subject. Becoming a better writer means

becoming a better reader; it gives children the skills to evaluate and

appreciate the work of others. In addition, a child who likes to write is

a child who usually has something important to say. As they get older,

children find that learning to express themselves on the page, and to

revise and refine this expression, are talents valued in many endeavors.

Becoming confident writers makes it possible for children to grow into

active, critical participants in our culture and society.

CHAPTER ONE
6 From Words to Stories

ENGAGING CHILDREN 

IN READING AND WRITING

With a little support, children can move from the crude play of early

childhood to a full engagement with writing. From your children’s

earliest days, you should read them stories, demonstrate that reading

and writing are meaningful aspects of your own life, and encourage

your children to explore the wonders of the written word.

Telling a story can take a variety of forms. Preschoolers and

kindergartners can be active in the process. They love to create

storylines and develop characters or ideas. Stories take on new

meaning when children dictate their tales to older siblings, teachers,

and parents. Seeing their words in print has a powerful impact. An

active approach to story writing also provides the opportunity to add

illustrations, another form of early representation.

Children learn the nuances of narrative simply by listening to stories.

Before children learn actual words, they grasp the tone and intonation

proper to different stories and imitate that speech pattern in babbling

or nonsense syllables. Preschoolers acquire a sense of story sequence,

recognizing the importance of beginning a tale with the familiar words

of “once upon a time” and bringing closure to a narrative with the

words “the end.”

Reading and listening to stories make writing easier. Children develop

a natural understanding of how sentences, ideas, and narratives work,

and have an easier time later when these elements are taught to them

in school. Reading also can make your child more eager to write. Just

as young sports fans long to play the games they watch, children who

love reading want to create their own stories and poems.
IMAGINE! Introducing Your Child to the Arts 7

YOUNG CHILDREN AS READERS

A strong foundation for writing begins with an interest in books and 

a love of reading. Here are a few ways to include reading in your

child’s life:

w Read aloud to your child, even to infants and toddlers. As you

read aloud, children get not only a good story, but also a chance

to be close to you. Continue to read to your children even after

they have developed independent skills. You can read more

advanced books than your child is capable of reading, or enjoy

old favorites together. Build a reading time into your daily

routine so that it is a natural part of everyday life.

w Play with words through rhyming or alliteration. Read examples

from children’s books and then let your child make up rhyming

words or think of sentences in which each word begins with the

same sound. Children enjoy Dr. Seuss’s unique style of

storytelling with silly, made-up words with lots of rhyme and

rhythm.

w Visit the library with your child. Take advantage of programs

offered by the library and local bookstores where your child can

enjoy stories read by seasoned storytellers or meet an author or

illustrator of a favorite book.

w Give books and subscriptions to children’s magazines as

gifts. The most successful book gifts are those that reflect

a child’s personal interests. If your child loves nature

and animals, then books on those subjects or a

subscription to a nature magazine may be a

perfect choice.

w Engage your child in the reading process by asking

questions about ideas in the book. Young children

often surprise adults by recounting a favorite story

Photo by Ross Anania/Photodisc Red/Getty Images, Inc.
8 From Words to Stories

word for word or correcting the reader when a word in the text is

skipped. Allowing your child to “read along” with a familiar text

gives him or her a sense of confidence and excitement about

being a reader.

w Acknowledge print in the environment. Engage your child in

conversation about signs and symbols that you encounter in

everyday life. Respond to your child’s curiosity about what signs

say and what words mean. This simple task helps young children

realize the importance of the written word and also builds a

framework for reading and writing.

YOUNG CHILDREN AS WRITERS

Children are eager to imitate those around them. They learn

about the world and make sense of it by mirroring the actions

of others. Writing is something that is a natural part of the

child’s environment and typically approached by children

with curiosity. For some, exploring writing will be a natural

outgrowth of that curiosity. Others may need

encouragement.

Nurture your child’s interest in writing by providing

appropriate writing materials. Make sure that your child

has access to the tools of the trade: paper, pencils, and

pens. As their skills develop, computers or typewriters

become increasingly useful. It is also helpful to designate 

a special place for writing that has adequate space and is comfortable

and quiet. You can make writing special by allowing your child to use

your desk, your typewriter or computer, or just your favorite pen.

It’s essential that children learn that it takes time to develop ideas and

compose sentences. Let them enjoy the process and play with different

versions. Remember that your child’s daydreaming, make-believe

adventures, and imaginary journeys could be the basis for future

writing and storytelling.

Encourage and support your child’s efforts in writing:

w Writing can begin with storytelling and the understanding of the

concepts of beginning, middle, and end. Use sequencing cards to

Photo by Ryan McVay/Photodisc Green/Getty Images, Inc.
IMAGINE! Introducing Your Child to the Arts 9

encourage order and plot. Have your child make up a story with

a beginning, middle, and end. Record your child’s thoughts in

his or her own words. Then re-read the story and make changes

suggested by your child—an introduction to the process of

editing. Have your child add illustrations to the text to help tell

the story, creating a simple picture book.

w Build on your child’s interests. Select a favorite book and then

borrow or purchase other books by the same author. Help your

child explore the idea of being an author or illustrator. If Eric

Carle is a favorite, ask your child, “What can we learn about Eric

Carle by reading his books?” “Why do you think he chose to

write about animals, bugs, and butterflies?” Encourage your 

child to think as an author and ponder what it would be like 

to be a writer.

w Journal writing is a wonderful early step. Buy a journal with

plain pages and encourage your child to fill it with words and

pictures. Have your child “read” his or her stories after writing.

Even though a very young child may not be able to write a single

recognizable word, it is important that he or she begins to

associate written marks with the spoken word as a means of

communicating ideas to other people.

Encouraging your child to write is a delicate matter. Many children

react to pressure by withdrawing, in this instance, avoiding writing

because they are afraid of making mistakes such as spelling errors.

Adults can reassure children by relaxing rules of grammar and spelling

and stressing plot, characters, and settings. Children will write a lot

only if they enjoy it!

Some children in elementary school eagerly pick up pencil and paper

to create stories and poems. For these children, it is probably best not

to meddle. Children will spend more time writing if they feel that it is

really their own. If they do ask for help, or you see that they are

running out of inspiration, here are a few ideas you could try:

w Riddles. Ask your child to describe something without revealing

what the thing is. For example: “I have four legs but I don’t

walk. What am I?” (A chair.) Writing riddles improves children’s

ability to describe accurately.

As young children begin to

experiment with writing, there 

is little resemblance between their

work and the basic standards that

frame formal writing—spelling,

grammar, and punctuation. 

While there are different

perspectives about the use of

these standards, there is general

consensus that early writing

should be about the process of

expressing ideas rather than an

emphasis on the rules associated

with these standards. Inventive

spelling is the term used for early

writing where children apply basic

knowledge of letter sounds and

words from memory to represent

their ideas through symbols. 

This approach gives children the

freedom to concentrate on the

ideas, an important aspect of

writing. As children mature 

and writing is acknowledged 

as a means of communication, 

it is important to help your 

child explore and understand 

the associated standards. 

It is helpful to emphasize that 

rules or standards increase

everyone’s ability to be able to

read the same written words. 

INVENTIVE

SPELLING

a b c d e f
10 From Words to Stories

w First sentences. Help your child start a story by providing a 

first sentence that sets up a strange or intriguing situation.

For example: “When we reached the mountaintop, we found 

a rope hanging from the sky.”

w Photostories. Suggest that children flip through a magazine until

they find an interesting photograph. Then, have them write a

story that describes what happened before, during, and after the

photograph was taken. This idea also works well with paintings

and family photographs, particularly if they are about unfamiliar

people or places.

w Poetry. Poetry has many of the verbal elements children love—

rhyme, rhythm, alliteration. Pick a subject—a person, an

animal—and compose a poem together, letting your child 

make the rhymes, similes, and verse length.

Photo courtesy of Teachers & Writers Collaborative
IMAGINE! Introducing Your Child to the Arts 11

SUPPORTING YOUNG WRITERS

Your response to your child’s writing is crucial. When you take pride

in your child’s efforts and accomplishments as a writer, your child will

also do the same. A positive experience sets the tone for future efforts

and often leads to a desire to continue writing.

For the beginning writer, early attempts should be acknowledged

simply for the effort. Showing genuine interest in a child’s writing is

one of the most productive ways of encouraging young writers. As

children develop more sophisticated skills, ask them to talk about their

writing and consider alternatives within their storyline. Encourage the

child to rethink ideas and descriptions. “What other words can you

use to describe the game that the boys are playing in your story?”

“Do you think that adding interesting words will help me to imagine

what’s happening?”

For six- to eight-year-olds, editing and revising should be taught not 

as criticism but as additions to the writing process. Children’s initial

efforts as writers focus primarily on expressing ideas on paper. As

children begin to think about their work in terms of communicating

with others, new skills such as editing and revising should be

introduced. A good writer ultimately has to be able to express ideas 

in thoughtful and creative ways, and meet the standards of writing so

that others can enjoy the work.

Photo by Digital Vision/Getty Images, Inc.
12 From Words to Stories

EDUCATIONAL PROGRAMS FOR 

NURTURING YOUNG WRITERS

Preschoolers and kindergartners can gain valuable experience from

programs that emphasize the world of writing. When preschools and

libraries invite professional writers and poets to share their love of

writing, young children learn about the process of writing that

ultimately contributes to the necessary skills of the trade. This 

personal interaction often encourages inquiry about the author’s

approach to telling a story or about the selection of topics.

Look for such encounters for your child that will build a strong

foundation for more formal writing of the future.

For elementary students, writing instruction should be lively, engaging,

and supportive. It is important to recognize the different talents and

styles of children and to provide a mix of approaches and forms of

writing. Every child should be given an opportunity to write poetry 

as well as stories or book reports. Exercises in grammar should be

complemented by imaginative assignments. Topics should range from

nature to history to personal experience.

Writing programs outside of school should be reserved for older

children. Some schools offer writing as part of after-school programs.

These can be a wonderful opportunity for your child to hone his or her

writing skills, but make sure the program sparks your child’s natural

interests and abilities and makes the process engaging!
IMAGINE! Introducing Your Child to the Arts 13

Photo courtesy of Teachers & Writers Collaborative

RESOURCES

CHILDREN’S BOOKS 

On the Wing: Bird Poems and Paintings by Douglas Florian

The Cat in the Hat by Dr. Seuss

Nathaniel Talking by Eloise Greenfield

WEB SITES

TEACHERS & WRITERS COLLABORATIVE

www.twc.org

Teachers and Writers Collaborative was founded by a group of writers and

educators in 1967 to send writers into schools and to publish and distribute

materials about teaching writing. T&W writers work with children and

teachers, giving them an understanding and appreciation of literary traditions

and a sense of the methods and motives of writers. T&W houses the Center

for Imaginative Writing, a resource library and meeting place. 

THE HORN BOOK PARENTS’ PAGE

www.hbook.com/parents

This Web site provides lists of recommended books for children of all ages.

Parents can print out a comprehensive list of classic and recent books to

take with them to the library or bookstore. 

CHILDREN’S BOOK COUNCIL

www.cbcbooks.org

The Children’s Book Council (CBC) is a nonprofit trade organization dedicated

to encouraging literacy and the use and enjoyment of children’s books. The

Web site provides information on children’s books authors and illustrators

categorized by age groups and other resources. 
14 MakingArt Through Movement

Photo by Lois Greenfield / Courtesy of Ballet Tech

Dance is 

the hidden

language 

of the soul.

Martha Graham, dancer

and choreographer

“

”
Children love to move and dance. The love of dance does not depend

on capability or even mobility. There is a style or form of dance to fit

every body. The first hint of a child’s interest in and connection with

movement can be seen before a child walks. The urge to move in

relationship to sound is natural for young children. When these

movements are performed with artistic intent, for purposes of

communication, or are organized into a structure, they become dance.

People dance for joy, they dance in sorrow. They dance in prayer,

for courtship, or in friendship at social gatherings. Learning “steps”

is only a small part of the dance experience. In dance, the body

becomes an instrument for creative expression.

ENGAGING CHILDREN IN DANCE

There are many opportunities to introduce young children 

to the art of dance and movement.

w Encourage your child to be aware of his or her motor

experiences. Ask questions such as: “How many

different ways can you move your head (arms,

legs,shoulders, hips, etc)?”“How many ways can

you balance yourself besides standing?” Questions like 

these will help your child become aware of his or her body 

and its relationship to other people and the environment.

IMAGINE! Introducing Your Child to the Arts 15

Photo by Sonya Wolff / Courtesy of Primary Movers

CHAPTER TWO
16 MakingArt Through Movement

w Provide a place and time for your child to explore movement.

Do this together. Make up stories by acting them out with body

movement. Move with different types of imagined walks

(downhill, in thick mud, on hot coals) or pretend to use roller

skates, ice skates, a skate board, a bicycle, or a horse.

w Practice movement as it relates to music or rhythm: clapping,

marching, rocking, or hopping to music or a rhythmic beat.

Move rhythmically holding your child or holding hands for an

enjoyable experience together.

w Experiment with basic movements, such as walking, running,

jumping, and skipping. By varying the size, tempo, level, and

direction of these basics, you teach how to sequence and pattern

movements into dances.

w Create a movement “box” containing objects that inspire

movement possibilities. For instance: elastics that the child can

stretch and move by holding the ends; scarves for swinging and

floating; crepe paper streamers for swirling; balls for bouncing

and rolling; bells on a wrist or ankle band for rhythms.

w Take your children to see all styles and forms of dance. Young

children are often entranced by dance performances. Be aware,

however, that very young children have short attention spans 

and will lose focus if sitting too far away. Remember, too, to 

pick a performance that is appropriate for the age and interest 

of your child.

w Read children’s books that introduce dance in meaningful

contexts. For example, Degas and the Little Dancer by Laurence

Anholt tells the story of the young ballerina who posed for 

Degas as he sculpted.

EDUCATIONAL PROGRAMS IN DANCE

There are many styles and types of dance classes. No matter what the

style, it is important that children have a stirring experience. Classes

should explore individual abilities through learning experiences. The

aspects of dance that are explored in a well-rounded class for 

children include:

Physical

Dance increases flexibility,

improves circulation, tones the

body, and develops muscles. It

also improves body alignment,

balance, and coordination.

Intellectual

Through dance, children learn

spatial concepts, sequencing,

patterning, and an awareness 

of their own body.

Emotional

Dance is expressive and helps

children explore their feelings.

Greater physical ability builds 

self-confidence.

Social

Dance is a communal experience

and engenders sensitivity,

understanding, appreciation, 

and consideration for others.

Cultural

Dance fosters an interest in other

cultures. Studying dance forms

that originate in other worlds,

students gain historical

understanding of other peoples.

Aesthetic

Dance awakens a sense of 

beauty, lending new meaning 

to movement and form.

THE BENEFITS

OF DANCE
w The elements of dance movement. Dance, like physics, involves the

motion and energy of bodies in time and space. Bodies move in

rhythms and through space in a variety of directions. They make

shapes and designs. Children learn to use these elements of dance

with intent and purposeful communication.

w Learning about the body, anatomy, and alignment. The body is the

instrument of dance and must be kept in tune. Knowing how the

body is organized and aligned is important so that the body can 

move healthfully and efficiently.

w Creative movement. Much can be learned through a process of

creative problem solving in movement. In this approach,

children use the higher-level thought processes of analysis,

synthesis, comparison, and evaluation. Children learn to make

aesthetic movement choices and to choreograph dances with

form, structure, and meaning.

w Dance technique. Physical exercises are essential in dance.

Each dance style has its unique techniques and skills.

Acquiring a high level of dance technique can take many

years, depending on the dance form. Care must be taken

that it is taught in a graduated sequence that is age- and

ability-appropriate.

Dance class for the young child should focus on creativity,

problem solving, and movement possibilities. Children will

discover a personal preference for movement patterns and styles as

well as an appreciation for their personal space.

Educator and teacher organizations increasingly recognize creative

movement as integral to children’s development, and there are a

number of exemplary dance education programs in elementary

schools. Parents and teachers should evaluate dance programs to be

assured that they address children’s physical, emotional, social, and

intellectual development, and that they are age-appropriate, artistic

programs. The following information will help you review the dance

instruction in your local school, private studio, or other setting.

IMAGINE! Introducing Your Child to the Arts 17

Photo by Sonya Wolff / Courtesy of Primary Movers
18 MakingArt Through Movement

Photo by Rima Faber / Courtesy of ArtSummer

LEARN ABOUT A PROGRAM AND ITS

INSTRUCTORS BEFORE ENROLLING 

YOUR CHILD

Ask the following questions about teachers and classes before enrolling

your child:

w Can I observe the first class?

w Is the school/studio giving the young children’s classes to the

inexperienced teachers, or do they understand the expertise and

knowledge necessary for teaching young children well? Is the

teacher trained and qualified?

w Does the teacher seem aware of the physical, emotional, and

social developmental needs of the students? Are each student’s

abilities and goals being supported?

w Does the teacher seem enthusiastic about the class? Is the class

imaginative and varied in its approach to the material? 

w Does the teacher have a good understanding of human anatomy

and proper alignment and use of the body? Does the teacher

effectively communicate his or her knowledge?

w Are the students grouped according to age, ability, and social

development? Are class size and duration appropriate 

for the age group?

w Does the class provide satisfaction and enjoyment? Does the

teacher give time for movement exploration? Is required attire

appropriate and comfortable?
IMAGINE! Introducing Your Child to the Arts 19

Photo by Jim Varriable / Courtesy of Ballet Tech

VISIT FACILITIES AS PART OF YOUR 

EVALUATION OF PROGRAMS 

A good studio environment for classes offers the following:

w Space that is clean, ventilated, well-lit, and free of obstructions.

w A floor that is resilient and well maintained. A suspended wood

floor is best to avoid physical stress, but certain treatments over

cement and tile can accommodate dance that does not include a

great deal of landing from jumps. Floor space should be

adequate for the class size and the age of the participants

(ideally, 100 square feet per student).

w Adequate space for changing clothes.

w Access to drinking water and restrooms.

Formal instruction in specific dance forms is rarely

appropriate before age seven or eight. Pointe work

(ballet dance on “toe”) should not begin before there is

well-developed body coordination, adequate strength,

proper skeletal alignment, and working body placement.

Special attention must be given to the development of

the feet, legs, and back. Few children should start pointe

work before age 12, following a year-long preparation-forpointe class.

THE FOLLOWING CLASS SIZE AND

DURATION ARE SUGGESTED

AGE CLASS SIZE DURATION

2–5 7–12 30–45 minutes

6–8 15 45–60 minutes

9–12 15-20 60–90 minutes
20 MakingArt Through Movement

RESOURCES 

BOOKS THAT ENCOURAGE DANCE

Sleepytime Rhyme, by Remy Charlip (ages 2-4)

The Adventures of Klig and Gop, by Ann Hutchinson Guest (ages 5-8)

(Series of 8 books teaching Dance Motif Writing)

Where the Wild Things Are, by Maurice Sendak (ages 3-7)

BOOKS THAT TEACH CHILDREN 

ABOUT DANCE OR THE BODY

Let’s Dance by George Ancona (ages 2-8)

dance! By Elisha Cooper (ages 4-10)

A Moving Experience by Teresa Benzwie (ages 2-12)

VIDEOS

Sing, Dance and Sign by Gaia (ages 4-8)

The Primary Movers Move Russia by Primary Movers (ages 5-adult)

Dance for our Children by University of Calgary (ages 5-adult)

MUSIC

Contrast and Continuum: Music for Creative Dance by Eric Chappelle, 

4 Volumes (ages 2-10)

Primary Movers by Primary Movers (ages 3-8)
IMAGINE! Introducing Your Child to the Arts 21

Photo by Rima Faber / Courtesy of ArtSummer

WEB SITES

NATIONAL DANCE ASSOCIATION (NDA)

(included on American Alliance for Health, Physical Education, Recreation

and Dance Web site) 

www.aahperd.org/nda/

The goal of the National Dance Association is to promote quality dance

programs in the areas of health, physical education, and recreation by

increasing knowledge, improving skills, and encouraging sound professional

practices in dance education.

NATIONAL DANCE EDUCATION ORGANIZATION (NDEO)

www.ndeo.org

The National Dance Education Organization (NDEO) advances dance

education centered in the arts. NDEO is dedicated to promoting standards of

excellence in dance education through the development of quality education

in the art of dance through professional development, service, and

leadership. 
22

Makin

g

Music

Togethe

r Photo by Rick Vargas / Courtesy of Levine School of Music

The trouble with 

music appreciation in general is that people

are taught to have too much respect for

music; they should 

be taught to love 

it instead. Igor Stravinsky, composer

“

”
IMAGINE! Introducing Your Child to the Arts 23

Musical sounds permeate our environment, shaping the way we

experience different aspects of life. We wake up to music on the radio,

identify our cell phones by personalized musical tones, wait patiently in

offices surrounded by soothing melodies, and select favorite CDs for

pleasure and inspiration. A child’s world is equally inundated with

musical moments. From the sounds of a parent’s lullaby before bedtime

to the colorful tunes accompanying favorite television shows such as

Sesame Street, children experience and respond to music with joy.

Beyond the simple pleasures associated with music, it is important to

think about the other benefits music provides. Research tells us that

music plays a vital role in the learning process and strengthens skills in

other areas. Educators believe that engagement in music supports

academic achievement. As early as preschool, playing music helps

children acquire knowledge, skills, and attitudes that influence them

throughout their lives. All those involved in watching a child develop

musical skills and knowledge have long known that, in the midst of

learning music for its own sake, children also learn coordination, goalsetting, concentration, and cooperation. In addition, a growing body

of research shows that music study can lead to real and measurable

benefits in mathematics and reading. Most of all, children who make

music gain the self-esteem that comes with personal achievement.

Outside of the academic reasons, however, there is the simple fact that

making music is fun. Children intuitively start making musical sounds

CHAPTER THREE
from an early age, banging on the table rhythmically or attempting to

coo or call out in a sustained musical way. They listen to favorite songs

on CDs and tapes and begin to sing independently as they mimic

familiar tunes. As they grow older, children enjoy the act of sharing 

and playing music with others.

ENGAGING YOUNG CHILDREN IN 

THE WORLD OF MUSIC

There are many ways to nurture your child’s love of music and

encourage his or her musical talents. Listen to musical programs and

recordings together. Attend musical events and make music as a

family. Acknowledge your child’s efforts and achievements in musical

activities. It is as a result of these active listening and music-making

experiences that children develop musically, advance in other skills

areas, and acquire a sense of accomplishment as musicians.

Listening to music, moving to rhythms, singing, and playing musical

games are best for small children and good for elementary students as

well. Have your child participate in musical activities by:

w Listening. Sing to your child, even when the child is an infant.

Let your child listen to short, recorded selections that offer

diverse styles. Whenever possible, give your child a wide variety

of listening experiences by including music of all genres—and be

certain to encourage him or her to talk about the music. Young

children show preferences for specific types of music through

their responses. Acknowledge your child’s musical interests, but

continue to expand his or her repertoire of listening as well.

w Singing. Invite your child to sing along with you.

Sing favorite songs with your child while you’re getting

ready for school, cleaning up toys, or riding in the car. From

about three years of age, singing with children builds on their

natural ability for spontaneous, free-rhythm singing, encouraging

them to sing more structured songs. Additionally, you can turn

reading with your child into a musical game. Many books are

written to be read with a hint of rhythm and rhyme, and some

are meant to be sung.

Sing them!

w Moving. Notice the way your child responds

physically to music. Even young toddlers can be caught

swaying to the music from a CD or moving rhythmically to

24 Making Music Together Photo by Myra Weaver / Courtesy of Florida Youth Orchestra
IMAGINE! Introducing Your Child to the Arts 25

the background music of advertisements and television

programs. It is often the musical melody or rhythm that is most

appealing to a young child. Encourage your child to develop his

or her spontaneous desire to move to music by being a model.

Move your body, clap to the rhythm, or create a dance that

reflects the feeling of the musical selection. Your child will soon

join in the fun.

w Reading. Young children love to listen to stories. There are many

appealing stories that relate to music that might spark a child’s

interest in music making, musical instruments, or song and

dance. Some of the most popular children’s books are those that

use the lyrics of a favorite children’s song and add illustrations.

w Expanding storytelling through music. Introducing music in

storytelling can be a powerful experience for a young child. Read

a story like Bringing the Rain to Kapiti Plain by Verna Aardema or

The Great Kapok Tree by Lynne Cherry. Talk about and then plan

music and sounds with your child to accompany the story you

select. Shaking rice in a plastic container could make the sound

of rain. Tapping two wooden spoons together could represent a

woodpecker’s pecking. Let your child use his or her imagination

with simple objects that are commonly found at home or in the

classroom. Children love the challenge of making music in this

way.

w Exploring the musical sounds of instruments. Start by getting a few

good quality instruments. Together explore the sounds the

instruments can make. Percussion instruments such as drums

and xylophones, blowing instruments such as slide whistles and

recorders, and stringed instruments such as guitars and ukuleles

all offer fertile ground for musical experimentation. Regardless of

your level of aptitude with an instrument, just playing along with

your child spurs interest and offers encouragement.

w Making musical instruments. Everyone can’t afford to buy

musical instruments for exploration. But everyone can make

simple instruments at home. Something as simple as a rubber

band can be turned into a musical instrument by stretching and

plucking it. A pan can become a drum by turning it over and

slapping the bottom. Rice or beans in a plastic container with a

lid can become a maraca. You don’t necessarily need an

expensive instrument to have fun musically with your child––use

the resources around you.
26 Making Music Together

w Attending live performances. Share music that you love with 

your child and expand your own range of musical experiences 

by attending programs at local festivals, art centers, museums,

community centers, and parks. Remember to choose performances that are more informal for preschoolers. Music at outdoor

festivals, parks, and family days offered by museums provide the

flexibility needed with small children. Older children are apt to

handle longer productions and can even enjoy a Broadway-style

musical if the subject matter is appealing and appropriate.

w Exploring music from around the world. Music is a universal

language, evident in the wide array of musical expressions created

by nearly every culture around the world. Experience the music of

other cultures available on labels such as Smithsonian Folkways

and Putumayo World Music. Many artists offer cultural selections

specifically for children. Listening to a variety of different genres

enriches your child’s understanding and enjoyment.

EDUCATION AND SPECIAL PROGRAMS IN MUSIC

For preschoolers, there are programs offered by local educational

organizations, music schools, and community centers that encourage

musical experience. Many of these programs are planned for parents

and children, and are structured around a shared experience of music

making—singing or playing simple musical instruments. For this 

age group, the joy of making music and the shared experience count

the most.

Photo courtesy of Tri-C JazzFest/Cuyahoga Community College
Local stores carry—or specialorder—many instruments

appropriate for young children.

Remember that high-quality

instruments are important for

children who are learning to

distinguish, produce, and

manipulate musical sounds. 

Some reputable manufacturers 

of instruments for children that 

go beyond the toy stage are

Malmark, Peripole-Bergerault,

Remo, Rhythm Band, Sabian,

Schulmerich, and Suzuki.

Beginning string and wind

instruments are available 

from retail outlets across 

the nation. Ask about

rental/purchase 

plans that allow time

(typically one school

year) to see if the

instrument is right for

your child before

committing to

purchase. 

INSTRUMENTS

If your child is in preschool, that school should offer opportunities 

to sing and play simple classroom instruments, to respond to music

through movement, to create music, and to grow in understanding

music. Many preschools provide special training for teachers in 

early childhood music, but may also hire an outside specialist with

particular expertise in exploring elements of music with young

children. Preschools should devote space to music activities,

instruments, and appropriate equipment for recording and 

playing music.

By the time your child reaches first grade, there are increased

opportunities for a more formal approach to music. In elementary

school, every student should sing; play instruments; create music; begin

to read and write music; listen to, analyze, and evaluate music; and

understand how music is a part of culture.

It is at this time that children express an interest in learning more

about playing musical instruments and at the same time demonstrate

skills that indicate readiness for this new endeavor. Take a cue from

your child rather than setting your own desires as a basis for starting

music lessons.

Teachers from your child’s school can be useful

guides in making decisions about timing for

lessons, type of instrument, and other teachers

who offer instruction for the younger musician. Another

excellent source of information is faculty members from the

music department at your local college or university. In selecting

a teacher, you should find someone with an established track record

with students of your child’s age group. Ask to interview the teacher to

make certain that his or her educational philosophy matches your

goals for your child. It may prove fruitful to observe a lesson. You

may decide to attend a recital or get a list of references from families

of current students to learn more about the 

teacher and his or her style of instruction.

Parents should be supportive and encouraging as children choose

to learn to play an instrument. This is not an easy task, but one

that many children approach with enthusiasm in the right

environment. It is important to remember that the joy of making

music should always be at the heart of music 

experience in the early years.

IMAGINE! Introducing Your Child to the Arts 27

Photo courtesy of Comstock Images/Getty Images, Inc.
28 Making Music Together

INTERVIEWING PROSPECTIVE 

MUSIC TEACHERS

Interview a new private teacher to establish that he or she is the right

teacher for your child. By asking a few relevant questions, you can be

well on your way to making a good selection.

w How much teaching experience have you had?

w What is the age range of your students?

w What performance levels do you teach?

w What is your professional experience as a musician?

w What is your educational background?

w What styles of music do you prefer?

w How much practice time do you expect from students, and how

do you help students develop good practice habits?

BEGINNING MUSIC LESSONS

While interaction with music begins at birth, the decision to start

lessons needs to reflect the attitude, interest, skill, and maturity of each

child. In any case, early lessons should be tailored to the ways that

young children learn—that is, they should be full of play rather than

focused on polished performance. The decision about when to start

instrumental music lessons depends on both the child and the

instrument. Professionals in the field offer a few guidelines for parents

that can aid in the decision-making process.

w Piano. Children can begin piano lessons whenever they can sit

on a piano bench and concentrate for a period of time.

w Stringed instruments. Lessons on the violin or other stringed

instruments can begin very early if scaled-down instruments are

used. Most schools introduce stringed instruments at third or

fourth grade.

w Wind instruments. The selection of band/orchestral wind

instruments can begin in fifth grade. Younger children can 

gain valuable experience on the baroque recorder beginning 

in second grade.
IMAGINE! Introducing Your Child to the Arts 29

Photo by John A. Lacko / Courtesy of Kalamazoo Symphony Orchestra

RESOURCES

CHILDREN’S BOOKS

Zin! Zin! Zin! A Violin by Lloyd Moss

Duke Ellington by Andrea David Pinkney

The Bremen Town Musicians by the Brothers Grimm 

RESOURCE BOOKS AND PAMPHLETS

Many books define what’s possible in music education, contain songs and

pieces specifically chosen for young children, and present activities and

strategies useful in helping children grow with music. Among them are: 

Music for Young Children by Barbara Andress

Music in Childhood: From Preschool through the Elementary Grades by

Patricia Shehan Campbell and Carol Scott-Kassner. 

WEB SITES

MENC: THE NATIONAL ASSOCIATION FOR MUSIC EDUCATION

www.menc.org

MENC’s Web site has information on the benefits of music education,

resources for helping your child (including activity guides), and links to

manufacturers, publishers, and distributors.

SESAME STREET MUSIC WORKS

www.sesameworkshop.com/sesamestreet/music/

This site has online activities and ideas for children, as well as resource kits. 

BASH THE TRASH

www.home.earthlink.net/~jbertles/

Bash the Trash is an organization that provides information on building

musical instruments from unusual materials. This could include just about

anything, ranging from recycled junk to discarded stereo components to old

children’s toys. 
I am not a historian.

I happen to think that the

content of my mother’s

life—her myths, her superstitions, her prayers,

the contents of her pantry,

the smell of her kitchen, the

song that escaped from her

sometimes parched lips,

her thoughtful repose 

and pregnant laughter—

are all worthy of art.

August Wilson, playwright

“

”

30

Dramat

ic

Play for

Chil

dr

en

Photo by Jim Barbour / Courtesy of The Children’s Theater Company
Children of all ages love to pretend. As toddlers, they mimic things

they see in everyday life. In preschool, they recreate familiar roles and

events. By elementary school age, they act out stories, creating original

plots, adapting fairy tales or children’s books. As children leave early

childhood, they enter a new stage of drama that is a more formal type

of play-acting—going on stage to present prepared scripts.

For young children, the theater arts are best thought of as informal

endeavors that extend the natural habits of play and learning. In prekindergarten and elementary classes, children learn the basics of

structuring their “pretending” for presentation to an audience. More

advanced skills—acting, directing, scene and costume design,

playwrighting, and stage management—come after elementary school.

In addition to creating theater in its many forms, children benefit from

seeing it. Theater for young audiences, also known as children’s theater,

is dramatic theater performed by professionals specifically for an

audience of children.

As young children take part in drama, they gain many benefits:

w Knowledge of and skill in theater arts.

w Improved literacy skills—reading, writing, and speaking.

CHAPTER FOUR

IMAGINE! Introducing Your Child to the Arts 31
32 Dramatic Play for Children

w Development of imagination and aesthetic awareness.

w Independent and critical thinking and increased ability to 

solve problems.

w Social growth and the ability to work with others.

w A healthy release of emotion.

w Fun and recreation.

Educational theater offers parents benefits as well:

w Time spent with their child in creative moments.

w Insights into the observations, impressions, interests, fears,

and humor that their child reveals.

w Opportunities to witness their child’s developmental growth.

w The chance to help their child understand some of life’s

dilemmas.

ENGAGING YOUNG CHILDREN IN THEATER

There are several ways that parents and teachers can help children

enjoy dramatic play, even with little or no theater background or

experience. First of all, encourage children to play and to be

imaginative. Enter into the game by giving children the chance to take

the lead in play activities, taking your cues from them about your role.

If you ask questions, you extend and deepen the experience. For

example, children enjoy reenacting common everyday experiences.

One child might decide to be a storekeeper and ask the parent or

teacher to take the role of the customer. Simple questions can broaden

play. “Do you have these shoes in the color red?”“How much do these

shoes cost?” The adult allows the child to direct dialogue and ideas, but

supports the play by developing the theme initiated by the child.

Very young children naturally engage in dramatic play in nearly any

setting. As Mom or Dad cook in the kitchen, a set of plastic measuring

cups and a wooden spoon are sufficient for even a young toddler to

pretend to join in. This simple imitation of life marks an early stage of

dramatic play. For preschoolers and kindergartners, it is possible to

encourage dramatic play by providing a special space. This could be a

corner of a child’s room where toys are kept or a space in a family

room or kitchen. Add to the possibilities by collecting “props,”
everyday objects ready for dramatization. For instance, a scarf

can become a shawl, a sash, or any number of things. Hats can 

denote different characters. Baskets, bags, and plastic dishes are 

all useful props.

Dramatic play need not be confined to one space; it is spontaneous,

and the impulse to enact a character or imitate an action is rarely

planned in advance. Chances are it will be brief and fragmentary,

although as children grow older, the games become

longer and more detailed. Favorite stories and

activities are often repeated, but even with repetition,

new ideas are constantly generated.

Build on the interests children express through

dramatic play. For example, ask a child who has

demonstrated an interest in dogs to be the dog expert.

You can take your pretend dog to the “expert” to find out

what to feed the dog, what games the dog might like to

play, and more generally how to treat a dog. Let the

child be the expert and offer personal perspectives

learned from his or her newly acquired interest. It is

important to remember that the child should be the

center of the dramatic play.

Storytelling through dramatic play is also a favorite

activity of young children. Begin by reading a wellknown children’s story. A simple story like Caps for

Sale has great appeal for the young child and sets

the stage for an informal theater experience.

Finally, enjoy these early experiences with your

child. Remember that they are the child’s first

engagement with this art form and can lead to

lifelong pleasure. You are not necessarily encouraging

a career in theater; you are helping the development 

of a human being through this most human of the arts,

the theater.

Photo by Monika Graff / Courtesy of International Festival of Puppet Theater

IMAGINE! Introducing Your Child to the Arts 33
34 Dramatic Play for Children

More formal encounters with theater can be found in a variety of

places. Think about planning a vacation to visit a place where “living

history” is an integral element of the experience, such as Colonial

Williamsburg. Historical sites established by the National Park Service

often include theater-like elements. In some places, children may 

dress up in period costumes and play a part in historical scenarios.

The professionals planning these experiences ensure success for the

children by taking the lead.

There are many benefits associated with children going to the theater.

Among them are:

w Appreciation of theater as an aesthetic experience, and increased

awareness of social and cultural values.

w Sharing in a communal art form.

w Increased knowledge of history and human events.

Theater for young audiences includes a wide range of subject matter:

folk and fairy tales, contemporary social issues, adventure stories, and

historical and biographical dramas. The form may be straight

dramatic play, musical, documentary, or movement theater.

Photo by Craig Scwartz / Courtesy of The Music Center
IMAGINE! Introducing Your Child to the Arts 35

Here are some elements that parent and child can discuss after

watching a production:

w A good story. Theater for young audiences today is wide-ranging,

offering plays on subjects from traditional fairy tales to current

events. Whatever the topic, a good production will clarify its

subject. Did you learn something new or gain a new insight

through the play?

w Credible characters. A “willing suspension of disbelief” is

necessary for viewing theater, but the characters should be

plausible. Did actions seem totally out-of-character for someone

in the play? If so, did you lose interest in the drama?

w Excellent performance skills (acting, dance, music, and any other

skills called for such as juggling, fencing, etc.). Do these skills

support the development of character? Are they at a level

befitting the expectations of the actors, both in terms of the

amateur or professional status of the company and the actions 

of the characters?

w Effective visual elements. Do scenery, costumes, and lighting

transport you to the place and time of the play? Are they visually

engaging? In cases where scenery and lighting are minimal or

absent, did the production stimulate your imagination in other

effective ways?

w Challenging ideas. A good script can provoke thought, bring 

new ideas to light, perhaps help you look at a facet of life in a 

new or different way. Ask your child what he or she got from a

performance. Try open-ended questions such as: What did you

see on the stage? What was a particular character trying to do?

What happened at the very beginning? 

w Insight into other cultures. Theater can take us in time and place

to other communities and cultures. Did the production help you

learn about cultural or ethnic traditions? 

w Strong emotional response and involvement in the plot. Were you

moved by the action of the play? While emotions can’t always be

verbalized, a discussion with your child about his or her feelings

about what happened can benefit both of you.
36 Dramatic Play for Children

Following some productions, theater companies offer workshops,

question and answer sessions, and discussion sessions that are

facilitated by theater professionals (actors, directors, playwrights).

Contact your local theater for young audiences to find out about these

special offerings.

EDUCATION AND SPECIAL 

PROGRAMS IN THEATER

Because educational drama is a group activity requiring skilled

leadership, you should consult your child’s teacher or principal to see

whether it is already part of the school program. While many schools

are now adding theater to the curriculum, it is still absent in most

elementary schools. As a parent, you can help promote educational

drama by encouraging teachers to include drama in their classrooms or

by helping bring artists-in-residence to the school.

It may be that you will want to discover other opportunities in your

community for classes in the performing arts. You should look for

available resources in the following places:

w Community centers and city or county recreation departments.

w Libraries, museums, churches, playgrounds and camps, and

YMCAs and YWCAs.

w Local colleges and universities.

w Performing arts centers, as well as professional and 

community theaters.

Many facilities have splendid programs in the arts. Visit classes, note

the age levels of the children and the preparation of the teachers. Ask

questions about the school’s philosophy: for instance, how does the

school ensure opportunities for all children? Classes in educational

drama, puppetry, mime, and dance offer enrichment beyond whatever

the school provides. The chance to explore creatively and act

spontaneously is essential.
IMAGINE! Introducing Your Child to the Arts 37

Photo by Jim Barbour / Courtesy of The Children’s Theatre Company

RESOURCES

Some good sources of information about theater for young audiences are

theater departments of colleges and universities, newspaper reviews, local

or state arts councils, and the American Alliance for Theatre and Education

(AATE). In addition, many regional arts agencies support touring theaters for

children and young audiences. Your state arts council can put you in touch

with the regional organization for your area.

BOOKS, PLAY PUBLICATIONS, AND ARTICLES

Theatre for Young Audiences, 20 Great Plays for Young Children

by Coleman A. Jennings (Ed.)

Storytelling Games: Creative Activities for Language, Communication, and

Composition Across Curriculum by Doug Lipman

The Dramatic Difference: Drama in the Preschool and Kindergarten

Classroom by Victoria Brown & Sarah Pleydell 

WEB SITES

AMERICAN ALLIANCE FOR THEATRE AND EDUCATION

www.aate.com

American Alliance for Theatre and Education aims to promote standards of

excellence in theater and theater education, connecting artists, educators,

and researchers with each other, and providing opportunities for members to

learn, exchange, expand, and diversify their work.

ARTSEDGE

http://artsedge.kennedy-center.org/artsedge.html

The Kennedy Center for the Performing Arts provides this Web site to

promote arts education; the site includes a section allowing site users to

explore arts-related themes and activities. 

FOLGER SHAKESPEARE LIBRARY

http://www.folger.edu/education/kids/kidshome.asp

The Folger Shakespeare Library’s Web site provides a section on activities

and games for children related to Shakespeare and his work. 
38 Your Child and theVisual Arts

Photo by Glenn Levy / Courtesy of The Corcoran Gallery of Art

Every child is an artist.

The problem is how 

to remain an artist 

once he grows up.

Pablo Picasso, visual artist

“

”
IMAGINE! Introducing Your Child to the Arts 39

When children explore their world, they rely most on the sense of sight.

It is the visual world that gives children information about color, shape,

and form, and provides an opportunity to revise ideas based upon

visual data gathered from new experiences. The visual world also

provides myriad opportunities for language development, as words are

associated with visual images. Not only do children learn from visual

experience, but they also respond to what they see, often recreating ideas

through artistic expression when they color, paint, draw, or sculpt.

The visual arts can be defined as two distinct activities, art making and

art appreciation. The first is about expressing ideas while the latter is

more about responding to art. Both are important ways of learning

and should be supported and valued by parents and teachers.

The joy of making art is apparent in almost every home across the

country, illustrated by children’s paintings and drawings proudly

displayed on kitchen bulletin boards and refrigerators. In early

childhood programs, the art area is often a hub of excitement,

providing opportunities for children to explore and express ideas

through artistic creations.

Art appreciation begins with the simple yet common practice of

reading to young children. During story time, parents and teachers can

help children develop visual literacy—the ability to interpret the visual

world—by encouraging children to respond to illustrations that

engage, enlighten, and excite them.

CHAPTER FIVE
40 Your Child and theVisual Arts

Photo Courtesy of Perkins Center for the Arts

By exploring and experiencing the visual world, children have the 

opportunity to:

w Gain insight from visual experience to construct meaning by

observation, reflection, and application of ideas.

w Recognize similarities and differences in the world.

w Attach visual images to words and abstract ideas.

w Grasp relationships in their environment.

w Think creatively while developing skills in drawing, painting,

sculpting, designing, and crafting.

w Communicate, represent, and record ideas and feelings related to

personal experiences.

w Reinvent the world in their own terms through art expression.

w Develop physical skills as they learn to handle tools and materials

associated with creating art.

w Recognize personal preferences related to individual works of art,

an early skill in the development of aesthetic awareness and

critical judgment.
IMAGINE! Introducing Your Child to the Arts 41

ENGAGING YOUNG CHILDREN 

IN THE VISUAL ARTS

The visual arts reflect and interpret life. Artistic expressions can be

found everywhere, from illustrations in children’s books to images on

calendars to decorative artwork displayed in homes, schools, libraries,

businesses, and parks. In the formal art world, museums and cultural

institutions are environments where paintings, sculpture, and other

works of art are cared for and shared with the general public. Early

experiences with the visual arts foster important skills while providing

a sense of joy and excitement that can last a lifetime.

Making Art with Young Children

Opportunities abound for engaging young children in making art.

Visit any toy, craft, or art supply store to find child-friendly art

materials such as crayons, markers, colored pencils, paints, modeling

clay, and play-dough. Recycled materials found at home (scraps of

cloth, old buttons, bottle caps) can be used for making collages.

w Create an “art corner” at home. Choose a place that allows your

child to explore different media—paints, crayons, and clay—and

lends itself to easy clean up. Draft “art making” rules with your

child so that everyone knows the expectations. Younger children

will probably need guidance for use and clean up of materials.

Art materials should be safe and age-appropriate.

w Engage your child in the choice and selection of art materials.

Vary the art opportunities by changing the materials every few

weeks. One month the art corner can be a collage center with

small containers of recycled materials. Transform the space to a

sculptor’s studio at another time with modeling clay, play-dough,

simple tools (Popsicle sticks or plastic knives), and an assortment

of objects that can be used with the sculpting materials.

w Provide a place to exhibit artwork. A bulletin board or cork strip

can be used for displaying art. A clothesline or drying rack with

clothespins or clips can also serve as a place for children to

exhibit completed projects. Some children will prefer to keep

their art in a box or in a scrapbook for personal use rather than

exhibit for others.
42 Your Child and theVisual Arts

Photo by Jerri Stanard / Courtesy of Gallery for Young People

w Plan an “art party” for your child’s next birthday. Your child may

have some wonderful suggestions for art activities that will appeal

to his or her friends.

For younger children, art is often more about the process of exploring

materials than about creating an end product. Exploration should be

valued for its contribution to self-expression and to learning. As

children create art that is representational, some will freely talk about

their creations while others will not. Some children feel more

comfortable talking about the materials or colors used rather than

about the ideas expressed in the artwork. Simply saying, “Would you

like to tell me about your art?” gives a child the freedom to talk about

the work from his own point of view. It is important to respect the

child’s motives, preferences, and aims.
IMAGINE! Introducing Your Child to the Arts 43

Encounters with Art in the Everyday World

Art is a natural part of our world. Explore art with your child by

focusing on your child’s interests as well as his or her aesthetic and

intellectual abilities. Find opportunities that encourage your child to:

w Find art in the everyday world (calendars, book illustrations,

paintings in the home, murals in libraries, elements in

architecture, design of ornamental gardens, monuments, and

sculpture). Play a game when traveling in which your child

searches for artworks in the environment.

w Visit a library or bookstore. The librarian or bookstore clerk can

identify books honored for their outstanding illustrations.

w Look for patterns in the visual world (identify shapes or patterns

formed by artistic elements in buildings) or search for similarities

or differences in common objects.

w Talk about artwork by describing actual works of art. Most

young viewers relate a possible story that comes from the image.

Other ways to talk about art include exploration of line, shape,

color, and texture.

w Make up a story that is related to the content of the artwork (for

example, pretend to be a character in a painting and tell what is

happening).

w Express personal ideas and feelings about individual works of art.

Value your child’s perspective.

w Recognize art as an important aspect of life that represents

different places and different cultures around the world. Art

offers children a worldview.

Share and enjoy art with your child. Read about, look at, and talk

about works of art that you encounter. Conversations should be

casual, not like a test or lecture. Expose your child to art from different

cultures and times in history. Encourage your child to talk about

works of art by making comparisons, finding similarities, and

identifying differences.

Museums, Galleries, and Art Centers

Museums house cultural artifacts, natural specimens, and works of art

that all have visual attributes. Children enjoy looking at and talking

about these objects by drawing parallels to their own lives and

experiences. There are many wonderful books that introduce museums

and encourage children to think about their role in the world.

• Miffy at the Museum by 

Dick Bruna

• You Can’t Take a Balloon Into 

The Metropolitan Museum by

Jacqueline Preiss Weitzman 

and Robin Preiss Glasser

• I Spy Two Eyes: Numbers In Art

by Lucy Micklethwait

• Bonjour Mr. Satie by Tomie

dePaola

• Museum ABC by the Metropolitan

Museum of Art

• Mon petit Orsay by Marie Sellier

• Dogs’ Night in the Art Museum by

Hooper & Curless 

• The Shape Game by Anthony

Browne

Family Guides to Museums

Many museums offer guides 

for parents and teachers that

introduce visual arts to young

children. Teachers and parents

should ask their local art museum

about similar publications.

• Museums & Learning: A Guide 

For Family Visits by the U.S.

Department of Education and the

Smithsonian Office of Education

• Family Guide by the Hirshhorn

Museum and Sculpture Garden

• Behind the Lions: A Family Guide

to The Art Institute of Chicago

• Looking Together: Introducing

Young Children to the Cleveland

Museum of Art

AN

INTRODUCTION

TO THE MUSEUM
44 Your Child and theVisual Arts

Photo by Marlin Wagner / Courtesy of Bloomsburg Theatre Ensemble

Photo by Jerri Stanard / Courtesy of Gallery for Young People

A successful trip to a museum requires some thought and planning in

advance, but the rewards will be well worth the time invested. The

museum visit should build on specific interests of your child. Kids

enamored with collecting bugs in the backyard will probably be

interested in collections of insects at a science museum or a nature

center to learn more about these unusual creatures. A budding interest

in ballet expressed by a young child taking dance lessons might suggest

a visit to an art museum to see paintings and sculptures of dancers.

Whatever the preference, it is important to select exhibits or works 

of art that have a common idea or theme for your tour.

A visit to a museum should be fun and inspiring! Beyond planning

your visit with your child’s interests in mind, remember that selecting 

a few pertinent exhibits or galleries is typically more effective than

touring the entire museum. Value your child’s responses. It is likely 

that your child will show an interest in something not included in 

your plans. When you demonstrate respect for your child’s point 

of view, you enhance your child’s overall experience and attitude 

about museums.
IMAGINE! Introducing Your Child to the Arts 45

Museums have different types of presentations. Look for interactive

exhibits, special tours or programs designed for young children, and

publications that offer suggestions that relate to specific exhibits.

Family guides often highlight exhibits that appeal to the young visitor

as well as suggest activities for engaging the child in a meaningful

encounter with the art.

Art museums are often the most challenging environments for young

children. For young children, keep the gallery activities simple. Think

about those that would engage your child:

w Read a children’s book that relates to your museum visit.

Reading can take place at home or at the museum. Select a book

that has a theme that relates to the art you plan to see. Some

works of art actually have children’s books written about them.

w See several different artworks that relate to the same theme.

w Create a personalized tour for your child using postcards from

the gift shop. (Purchase the postcards before you bring your

child to the museum.) Your child can look at and talk about the

postcards before the visit to the museum. Encourage your child

to think about the artwork. Since the postcard doesn’t show the

actual size of the artwork, it is fun for a child to guess whether

the actual work is large or small. During the visit, finding the

works of art will add an interesting dimension to the experience.

w Orient the museum visit in a different way each time you go. For

example, plan a “shape” day and look for shapes in art. Each time

your child spies a particular shape, let him or her pretend to draw

the shape in the air. Look for shapes in your environment on the

way home. Once you return, let your child make a drawing using

different shapes or create a collage using cutout shapes.

w Ask your child to strike a pose similar to that of a figure in a

sculpture.

w Encourage your child to use his or her imagination through

storytelling or pretend play. For example, when looking at a

painting of royalty, let your child pretend to be the king. Ask

your child to wear a majestic robe and crown and make up a

story about the king.
46 Your Child and theVisual Arts

w Allow your child to pick a favorite art postcard from the gift shop

following the museum visit. Buy two of the same card and help

your child begin a collection. After several visits, the cards can be

used for a matching game at home. Cards can also be used for

storytelling games or for planning future museum visits.

Returning to see old favorites at the museum is often fun for a

child. When relatives visit from out of town, your child can plan

the tour using favorite artworks.

w Encourage an older child to sketch with pencil and paper

something interesting found in the art galleries.

EDUCATION AND SPECIAL PROGRAMS IN THE

VISUAL ARTS

Schools, art centers, and museums offer a wide variety of special 

classes that relate to art appreciation. Look for programs that engage

your child in age-appropriate experiences. For the young child, art

appreciation should provide opportunities for art making as well 

as looking at art. The actual process of creating art gives a child a

better understanding of an artist’s work. It is also

important to remember that young children 

take in information through a variety of senses.

Programs that respect the learning style of the

young child are probably the best choices.

Photo by Comstock Images/Getty Images, Inc.
IMAGINE! Introducing Your Child to the Arts 47

Photo by Jerri Stanard / Courtesy of Gallery for Young People

RESOURCES

BOOKS FOR CHILDREN INTRODUCING 

ARTISTS AND ART ELEMENTS

My Name Is Georgia by Jeanette Winter

Picasso and the Girl with a Ponytail by Laurence Anholt

Harold and the Purple Crayon by Crockett Johnson 

A Color of His Own by Leo Lionni 

Tout Le Monde Est En Formes by Ed Emberley 

PARENT RESOURCE BOOKS

Considering Children’s Art: Why and How to Value Their Works 

by Brenda Engel (available at www.NAEYC.org) 

Oxford First Book of Art by Gillian Wolfe

Preschoolers and Museums: An Educational Guide by Sharon Shaffer

(available through the Smithsonian Early Enrichment Center)

WEB SITES 

SMITHSONIAN INSTITUTION

www.si.edu 

The Web site of the Smithsonian Institution, the world’s largest museum

complex, contains activities, games, and information for children. 

KIDS’ SPACE

www.kids-space.org

Kids’ Space is a nonprofit Web site that provides activities to encourage

artistic expression in children.

HIRSHHORN MUSEUM AND SCULPTURE GARDEN

www.hirshhorn.si.edu/education/interactive.html

The Hirshhorn Museum’s Web site includes an education section with

interactive features for children, including a Create a Sculpture feature. 

NATIONAL ART EDUCATION ASSOCIATION

www.naea-reston.org

The National Art Education Association's membership includes K-12

teachers, arts administrators, museum educators, arts council staff, and

university professors from throughout the United States, Canada, and abroad.

One of NAEA's services is to provide information on arts education, including

such topics as the National Visual Arts Standards for students. 
48 Folk Arts: Art in Everyday Life

Photo by Joey Brackner / Courtesy of Alabama State Council on the Arts

Art, especially the

traditional arts,

continually demonstrate

the vital principle 

that sameness and

differences always go

together. A Texan 

and a Missouri fiddler

may play the same 

tune, but they will 

not sound the same.

Bess Lomax Hawes, folklorist

“

”
IMAGINE! Introducing Your Child to the Arts 49

Art is an important part of everyday life. It is not only the work of

well-known artists in renowned art museums, but it is also the art of

distinctive societies and subcultures. This is folk art—art that develops

its styles, techniques, and subject matters within the culture and history

of a social group.

Many things, some biological and some historical, define who we are—

gender, age, ethnicity, region, religion, language, or occupation.

Thousands of artistic expressions come out of our collective American

cultural roots in the form of rituals, objects, celebrations, dance, music,

and stories passed on from elder to child, from artist to apprentice,

and from neighbor to neighbor. Some traditions are as ancient as

storytelling, others as new as jump-rope rhymes and poetry slams.

Folk art represents the traditions and practices of closely connected

groups, preserving cultural and community identity through artistic

expressions such as music, dance, art, and craft.

Folk arts enrich our lives by:

w fostering a sense of group belonging;

w giving us similar experiences as a basis for meaningful

communication;

w helping us reflect on basic life questions and concerns;

CHAPTER SIX
50 Folk Arts: Art in Everyday Life

w making life interesting by creating beauty and fun in unexpected

places; and

w upholding creativity as an important value, often by utilizing

existing (sometimes taken for granted) resources in unique ways.

Children comprehend their world and the cultural significance of

events by witnessing and participating in celebrations and ceremonies,

creating objects, singing, dancing, and sharing stories with family and

community. In this way, children learn from these practices, develop

self-awareness, and form relationships with others. As parents and

teachers, we can help our children explore connections between 

their own life experiences and artistic expressions. We can also help

them observe and respect their own cultural traditions and those of

other people.

ENGAGING YOUNG CHILDREN 

IN THE FOLK ARTS

Folk arts are commonly practiced by most children in everyday life

through neighborhood games, songs, and rhymes repeated in play, as

well as in celebrations that represent family traditions. For children, it

is likely that the term “folk arts” is unfamiliar, even though the practices

may be well known. Children develop a personal repertoire in the

arena of folk arts through interactions with family members,

classmates, and friends. It is often through games that oral traditions

are communicated by young people, such as:

w Sidewalk chalk drawings and finger paintings 

w Songs that imitate 

w Forts and dollhouses 

w Puppetry, dress-up, and magic shows 

w Fortunetelling games made from folded paper and 

costume making 

w Clapping games, cheers, jump rope, and bicycle tricks 
Talking with your children about games is a way to begin exploring

folk arts with them. Ask your children about the games they play and

what makes certain games “special.” Teach your preschooler a game

that you used to play and talk about your enjoyment of it. Read Bein’

with You This Way by W. Nikola-Lisa and act out the chants. For the

preschooler, it is important to share simple finger plays, sing songs, and

repeat rhymes that you remember from your own childhood.

While younger children simply enjoy the games, older children have

the ability to analyze the characteristics of those games. For six- to

eight-year-olds, it’s interesting to think about whether there is a certain

way to play a game or whether the game can be played according to

other rules. What makes the game special? Is there a set way to do a

bicycle trick? Older children will be able to talk about characteristics

that make games special. Is it originality, repetition, rhythm, rhyme, or

volume that makes the game special? Encourage him or her to ponder

the “how” and “why” of particular games. Together, compare

similarities and differences to determine which characteristics make 

the games unique and interesting.

IMAGINE! Introducing Your Child to the Arts 51

Photo by Avis Mandel Pictures / Courtesy of Urban Gateways: The Center for Arts in Education
52 Folk Arts: Art in Everyday Life

The beauty of exploring folk arts with your children is that traditional

arts provide a framework for meeting lots of people, learning about a

wonderful array of cultures, and experiencing important subject

matter in unforgettable ways. For example, a visit to an outdoor

museum like Colonial Williamsburg or Sturbridge Village might

introduce children to historic artistic skills that are still practiced today.

Weaving, quilt making, needlepoint, blacksmithing, and decorative

woodworking are all demonstrated in outdoor museums. In these

visits, children experience music, dance, and games that played an

important role in the culture of earlier times.

There are other activities that you can share with your child:

w Document family traditions by interviewing grandparents,

uncles, and aunts to find out about family history. Listen to

family stories, learn about grandparents’ hobbies, listen to their

childhood songs and games, and investigate special holidays and

family events. Make a scrapbook with your child that includes

stories and pictures from the past. Include specific recipes for

foods that are traditions in your family. Encourage your child to

ask a grandparent to join in this project.

w Make a calendar with your child identifying specific dates, special

events, customs, and celebrations that are important to your

family. Remember to include birthdays, religious holidays, and

community festivals. Add events described by grandparents and

other family members.

w Visit local markets or craft shows that sell homemade objects,

crafts, or even foods. Craft shows are especially engaging if they

give spectators a chance to watch the artists creating their art.

This firsthand view enables children to see someone paint

pottery, cross-stitch, or weave.

w Create a neighborhood history. Ask friends and neighbors about

their often-told stories, artistic skills, handmade objects, foods,

songs, and dances. Older children can collect information and
then create a record of neighborhood traditions by taking

pictures, documenting stories told, and writing captions that

explain cultural customs. Note the specific ethnic traditions of

your family and friends, and how they might differ from others.

w Investigate other ethnic traditions with your children. Read

children’s stories that introduce customs and rituals from other

countries. Encourage your child to compare them with your

own—what customs and rituals are similar and which are

different? Do any of the traditions overlap with your own? 

Do you all celebrate birthdays in the same way? Teach respect 

for different ideas and people. Talk about the elements that are

common to everyone. For example, people from different

cultures wear distinctive costumes or clothing for special

occasions or holidays.

w Enjoy local festivals. This is a good way to see ethnic

traditions in action. Find out what festivals are

planned for your town, county, or region by

looking in your newspaper, contacting your state

arts council, or calling a local historical society.

w Visit community museums that reflect specific

ethnic groups and cultures. Many of these

museums were formed to preserve cultural

traditions and reflect community values and

aspirations. Family days at these museums

typically offer authentic celebrations,

customs, music, dance, food, and crafts

associated with a cultural identity.

w Music is an important aspect of the folk

arts. Share songs that are important to

you and your family by singing and

teaching them to your children. Look

at popular folk songs, and see where

they originated (for example, many

IMAGINE! Introducing Your Child to the Arts 53

Photo by Andrea Graham / Courtesy of Nevada Arts Council
American folk songs originated from English or African folk song

melodies with new words added). Ask your child how a song

makes him or her feel. Folk songs from other cultures reveal a

way of life and expand your child’s knowledge of the world.

w Food is often the most enduring tradition in any family, regional,

or ethnic group, persisting long after community members have

forgotten “old country” language, dances, and other rituals.

Think about foods that are unique to your family, your

community, or to the cultures of your neighbors. You may want

to document these diets with your children by creating a family

or community cookbook. Include photographs and oral histories

to make a more complete history.

EDUCATION AND SPECIAL 

PROGRAMS IN FOLK ARTS

Young people absorb their own cultural traditions from family

members, friends, neighbors, and spiritual leaders. Experiencing

cultural traditions of others through local programs offered by

museums and other cultural institutions helps young children learn

about others.

Six- to eight-year-olds gain knowledge about folk arts in many settings:

home,school, community centers, libraries, museums, festivals. Quality

educational programs integrate folk arts into language arts, social

studies, math, science, visual art, music, theater, and dance. This

approach teaches literacy, civic responsibility, and cultural curiosity in

an authentic, meaningful fashion. In today’s schools, folk artists

share their talents with students by demonstrating cultural

traditions and performing stories, songs, or dance.

54 Folk Arts: Art in Everyday Life

Photo by Blanton Owen / Courtesy of Nevada Arts Council
IMAGINE! Introducing Your Child to the Arts 55

For example, a local artist may visit the school to show students the 

art of Navajo basketweaving. Encourage your children’s teachers to

strengthen school-community connections by incorporating folk 

arts into their ongoing lesson plans.

In elementary school, students work with educators to document folk

arts just as professional folklorists do by interviewing, photographing,

and recording family and community members. Six- to eight-yearolds interview family members and document their findings like junior

ethnographers. As students mature, they test interesting venues to

present their fieldwork findings: exhibits, performances, multimedia

presentations, Web sites, publications, radio programs, and videos.

If we take the time to stop, look, question, and listen, we discover 

that art is all around us, often in the form of folk arts. The process 

of exploring folk arts with our children helps us rediscover that our

families, neighbors, and communities provide rich, engaging learning

environments.
56 Folk Arts: Art in Everyday Life

RESOURCES

Today we can find hundreds of books, Web sites, and recordings about 

local, regional, national, and global cultural groups and their folk traditions.

Organizations such as the National Council for the Traditional Arts, National

Network for Folk Arts in Education, Smithsonian Center for Folklife and

Cultural Heritage, and American Folklife Center at the Library of Congress

strive to introduce people to authentic resources that convey accurate

portraits of people and places. Individual state arts agencies employ or

collaborate with state folk arts coordinators who will be able to provide

expertise and information concerning folk arts. 

CHILDREN’S BOOKS ABOUT THE FOLK ART

Rechenka’s Eggs by Patricia Polacco 

A Is For Amish by Kim Gehman Knisely 

Lion Dancer: Ernie Wan’s Chinese New Year by Madeline Slovenz 

PARENT RESOURCES

Masters of Traditional Arts, A Biographical Dictionary by Alan Govenar is a

two-volume set with biographical entries for all of the NEA National Heritage

Fellows from 1982-2001. Many libraries have a copy of the set. 

A DVD-Rom presenting audio-visual samples of the works of National

Heritage Fellows is also available. 

Children of the Midnight Sun: Young Native Voices of Alaska by Tricia

Brown profiles children from eight Alaskan Native groups.

Step It Down: Games and Songs From the Afro-American Heritage by Bessie

Jones and Bess Lomax Hawes includes many games and play songs and stories

that will jog parents’ memories of their own childhood play.
IMAGINE! Introducing Your Child to the Arts 57

Photo by Marlin Wagner / Courtesy of Bloomsburg Theatre Ensemble

WEB SITES

AMERICAN FOLKLIFE CENTER AT THE LIBRARY OF CONGRESS

lcweb.loc.gov/folklife 

Houses thousands of photographs, recordings, and documents. Look for

online collections such as the John and Ruby Lomax Collection, which has

many children’s songs, and publications such as Folklife and Fieldwork, a

guide to doing fieldwork.

CARTS: Cultural Arts Resources for Teachers and Students 

www.carts.org 

CARTS is a Web site created by City Lore, a nonprofit cultural organization, to

provide resources and best practices for integrating the folk arts into

schools’ curricula. The site also includes information on the National

Network for Folk Arts in Education, funded by the National Endowment for

the Arts, which provides artist residencies with NEA National Heritage

Fellows, activities, and links to national and regional resources. Click on the

map under “Resources” and find out about the folk arts of your region.

SMITHSONIAN CENTER FOR FOLKLIFE AND CULTURAL HERITAGE 

www.folklife.si.edu

Find a virtual festival, online guides such as “Borders and Identity” about the

U.S.-Mexico border, and Smithsonian Folkways Recordings, offering

hundreds of recordings of traditional music from around the U.S. and the

world, http://www.si.edu/folkways.

NATIONAL COUNCIL FOR THE TRADITIONAL ARTS

www.ncta.net

Founded in 1933, the National Council for the Traditional Arts is the nation’s

oldest presenting organization that deals with folk, ethnic and tribal arts,

dedicated to the preservation and documentation of traditional arts in the

United States.

FOLKSTREAMS.NET

www.folkstreams.net

This is a Web site intended to build a national preserve of documentary 

films about American folk culture. Educational materials are presented to

accompany the streamed audio-visual presentations. 
58 Media Arts and Children

Photo by Avis Mandel Pictures / Courtesy of Urban Gateways: The Center for Arts in Education

Media literacy is not 

just important, it’s

absolutely critical.

It’s going to make 

the difference between

whether kids are a tool 

of the mass media or

whether the mass media

is a tool for kids to use.

Linda Ellerbee, broadcast journalist

“

”
IMAGINE! Introducing Your Child to the Arts 59

The world of the 21st century differs greatly from the past, particularly

in the area of technology. For today’s young children, encounters with

media and technology are familiar experiences in daily life, from the

grocery store visit where items are scanned to the ATM machine where

Mom does her banking. Even toddlers know the intricacies of playing

a favorite videotape or DVD long before they have words to express

their actions. When you add to this today’s technologically advanced

toys where sounds and movement are the norm, it’s impossible to

separate technology from everyday life. By the time children become

teens, they spend more time on the Internet than even watching

television. According to a 2002 study by the Pew Internet & American

Life Project, more than three quarters of American children aged 

12 to 17 go online.

It’s important for adults to recognize that young children experience

technology as end-users rather than as media producers. For them,

the learning curve related to media begins with exposure in daily life.

Eventually, the child develops the skill to take an active role in using

media as a tool to accomplish other goals.

Digital technologies have made media arts tools—television, film,

video, photography, radio, audio recording, computers, and the

Internet—accessible to more people than ever before. Having the

CHAPTER SEVEN
60 Media Arts and Children

world at their fingertips is an exciting prospect for older children. At

the same time, the sheer mass of images and sounds now available can

be daunting, increasing the importance of adult guidance. Media arts

tools should be used to enhance and encourage young children’s

creativity and imagination—not to replace it.

MEDIA LITERACY IN TODAY’S WORLD

In the media-saturated world in which we live, every child needs to 

be media literate. That means knowing not only how to use the 

new technologies, but also when and why. Children often 

demonstrate a level of sophistication that is surprising to adults.

In fact, children readily adapt to new technologies, often more 

quickly than their parents.

As the quantity of and access to images and sounds increase, all of us—

and especially children—need to remember that all media are made by

people with a specific purpose in mind.

The skill and artistry of media professionals make it increasingly

difficult to separate the real world from the crafted worlds represented

in a wide range of media formats. Media literacy allows audiences to

appreciate the best of the art form while increasing their awareness of

subtle, as well as overt, messages.

As with all of the arts, parents and teachers should guide children

through the intricacies. With preschoolers and kindergartners, it is

important to relate issues to common experiences familiar to children.

A relevant discussion about television commercials could focus

attention on the fact that ideas represented through media are not

necessarily true or beyond criticism. For instance, children should

know that a television commercial is intended to send a specific

message that will persuade audiences to consume the product.

Elementary students typically have analytical skills that surpass those 

of younger children. They can grasp the basic concepts that film and

video makers, television and radio producers, and computer and other

new media artists use. By studying the media arts, children can gain

valuable insights into the world around them, especially if they receive

quality media education in their schools and guidance at home. Media

make strong impressions on children. It is for this very reason that

adults should share the experience and provide a balanced perspective.

Visual Media 

Mainly film, video, DVDs,

photography, and television. 

The use of still cameras to 

make arresting images and new,

inexpensive camcorders to 

make movies offers children

opportunities to create visual

media art. Television provides

access to a wide variety of 

art forms, especially film 

and photography.

Audio Media 

Mainly radio, audio tapes, and

CDs. Audio recording equipment

can be used to produce music,

comedy, and narratives using

spoken word and sound effects.

The radio, as well as familiar

devices like CD players, can

expose children to a wide range 

of music and spoken word 

art forms.

Digital Media

Computers have become the most

prevalent tool for creating and

using digital art. In many cases,

their use with other media forms—

for example, using editing software

to create a movie from camcorder

footage—provides new and

exciting possibilities for working 

in the media arts. In many

instances, digital technologies,

which are often cheaper to use

than older equipment, are

replacing other media tools.

THE 

MEDIA ARTS
IMAGINE! Introducing Your Child to the Arts 61

ENGAGING YOUNG CHILDREN 

IN THE MEDIA ARTS

Given the demands of time, work, and family life, few parents can

monitor everything a child sees, hears, and experiences through the

media. It is possible, however, to promote positive use of media by

fostering active media criticism, and encouraging your child to play

and experiment with media arts tools. The key is to ensure that

expectations and activities are appropriate for the age and capacities of

the child. Here are a few suggestions for activities, some appropriate

for preschoolers and others better suited to elementary students:

w Search for media in everyday life. The use of media is now a part

of childhood. Just look in any toy store, even in the baby section.

In the past, children’s toys were simple objects like blocks, books,

and dolls that required activity and imagination on the part of

the child. Technology has changed that! Encourage your child to

look at his or her toys to see which ones include media-related

elements. Engage your child in conversation about toys such as

barking toy dogs and compare them to the real thing.

w View actively. With preschoolers,

sing or dance along with the

TV, DVD, and video. With

older children, focus attention on

details like how lighting makes a

scene scary or how background music

sets a certain mood. At another time,

encourage children to make up and act out

their own stories starring their favorite

characters.

w Sing a song or tell a story on tape. A comfortable first

activity with media is tape recording your child’s

voice as he or she tells a story, sings a 

song, or puts on a puppet show. Replay the 

tape. Most young children are totally fascinated 

by hearing their own voices and the voices 

of their friends.

Photo by SW Productions/Photodisc Green/Getty Images, Inc.
w Be a Star. Plan a birthday party entitled “Be a Star” and send

invitations for a gathering of your child and his or her friends.

Let the children select their favorite songs from your collection of

children’s CDs as well as your “oldies” and then tape record the

group singing along. At the end, give every child a chance to 

sing independently. This solo could be a familiar song or an

original tune made up on the spot. Make copies of the tape 

for every child to take home. Pretend to have a media opening 

with fancy dress up clothing and special foods. Invite parents 

to the “Opening.”

w Visit children’s museums, science exploratoriums, and technology

centers. In many communities, first-rate museums offer

opportunities for children to have hands-on experiences with

media art tools. Some may have a radio or television “station”

they can explore. Others use computers to engage children in

interactive exploration and self-expression.

w Become a shutter bug. With appropriate supervision, even

preschoolers can take simple pictures with a digital camera. The

beauty of this medium is that pictures that are not quite up to

par can easily be discarded without cost. Parents or teachers can

review pictures with children and then choose the best for

printing.

w Make a movie. With a video camera, older children can become 

a director, producer, or star of their own videos. Encourage your

child to use the camera to tell a story, perhaps using family 

and friends as actors and subjects. Children and parents can

collaborate to write a simple script and shoot it. Turn a room of

your home into a theater, make some popcorn, and invite

friends and family as guests for a screening of the

finished product.

62 Media Arts and Children

Photo by CORBIS
w Use media to prepare for attending live performances. Help

children learn about live performance by showing them a

concert, play, or ballet on tape. Not only can children begin to

understand what to look for in these performances, but they can

also gain a sense of appropriate behavior. Point out details such

as how the instruments in an orchestra are grouped in different

sections, how the audience sits in the dark to help focus attention

on the stage, and how people wait to clap until a scene,

movement, or song ends.

w Introduce your child to new kinds of art forms through media.

Designate selected family video nights to explore a new genre of

film, style of dance, or type of music.

w Use the Internet. Find Internet sites that give your child an

experience that may not be accessible in your community. For

example, many museums have Web sites that offer interactive

games and activities that introduce young children to museum

collections. Access to the Web needs to be carefully supervised

for all children.

w Use digital media to expand knowledge. Many new media offer

background material or enhancements in addition to the main

show. Renting DVDs rather than videotapes allows children to

hear directors describing the choices they made in making the

films. Jazz clips on a university Internet site, for example, might

include a music professor’s notes about the history of the piece.

w Create your own Web site. With scanners, digital cameras, word

processing software, and digital music making tools, you can

demonstrate the power of media by constructing a Web site to

create a family page to share with grandparents, cousins, friends,

and others. This collaborative process may lead to more

independent activities as children mature and gain more

sophisticated skills.

Talk to children about the media they see, hear, use, and produce. Ask

them to share their interpretations and let them know your opinions.

Conversations about media help children develop the vocabulary to

appreciate and analyze what they watch and hear.

IMAGINE! Introducing Your Child to the Arts 63
64 Media Arts and Children

EDUCATION AND SPECIAL 

PROGRAMS IN MEDIA ARTS

Elementary schools offer children a wide range of technology

experiences. Although computers can be found in many preschool

classrooms, more formal involvement in media arts instruction begins

with older children. Schools can enhance children’s educational

experience by providing students with opportunities to express

themselves using media arts tools. Computer labs and Internet 

access are becoming more and more the norm in elementary school

buildings. While the basics begin in elementary schools, they serve as 

a foundation for more advanced media productions in middle and

high school.

In schools with quality media arts programs, instructors encourage

children by answering their questions and by taking students’ work

seriously without holding children to unrealistic standards. Good

teachers gently critique student work in ways that help children

understand how to achieve their own goals. That kind of

feedback not only helps hone artistic skills, but also

provides a positive model for children to share 

their opinions with others.

As a parent, you can reinforce the efforts of

media arts educators by providing students 

with opportunities to continue their work

outside of school, and by attending student

performances or art shows. Work with schools to

help them get and maintain the equipment they

need. Schools can create programs that offer

free computers, digital cameras, and other

media tools. Offer to share your

own skills with teachers and ask

them to help you get to know

your child better through the

art your child produces.

Photo by CORBIS
IMAGINE! Introducing Your Child to the Arts 65

Photo by Jeff Whetstone / Courtesy of Appalshop Films

RESOURCES

WEB SITES

ALLIANCE FOR A MEDIA LITERATE AMERICA

www.AMLAinfo.org

This membership organization for people involved in media literacy education

runs the National Media Education Conference.

CENTER FOR MEDIA LITERACY

www.medialit.org

The Center for Media Literacy provides a comprehensive catalogue of

selected publications, videos, and teaching materials. This Web site also

offers resources for preschoolers and early elementary students

NATIONAL ALLIANCE FOR MEDIA ARTS AND CULTURE

www.namac.org

The National Alliance for Media Arts and Culture (NAMAC) is a nonprofit

association comprised of diverse member organizations that are dedicated to

the production, exhibition, distribution, and preservation of film, video, audio,

and online/multimedia arts. Its mission is to strengthen media arts

organizations as an integral part of the community; facilitate the support of

independent media artists form all cultural communities and regions;

integrate media into all levels of education and advocate for media literacy

as an educational goal; promote humane uses of and individual access to

current and future media technologies; and encourage media arts that are

rooted in communities, as well those that are global in outlook.

PUBLIC BROADCASTING SERVICE (PBS) 

www.pbskids.org 

The Public Broadcasting Service, created and owned by the nation’s public

television stations, exists to serve its members with programming and

services of the highest quality and to demonstrate the imaginative use of

technology to advance education, culture, and citizenship.
66 Credits

Photo courtesy of K-12 Gallery for Young People
IMAGINE! Introducing Your Child to the Arts 67

CREDITS

This publication is published by:

National Endowment for the Arts

Office of Communications

Felicia Knight, Director

Don Ball, Publications Manager

Designed by: Fletcher Design Inc., Washington, D.C.

Cover photo by Jose Luis Pelaez, Inc./CORBIS

Edited by Sharon Shaffer. Editorial assistance by Mimi Flaherty. 

Special thanks to Doug Herbert, former NEA Director of Arts Education, 

for his assistance.

The following organizations and people have provided initial text and helpful

suggestions for the publication:

• Chapter 1: Teachers & Writers Collaborative (Nancy Larson Shapiro, Susan

Karwoksa, Stephen O’Connor, and William Bryant Logan)

• Chapter 2: National Dance Education Organization (Rima Faber)

• Chapter 3: MENC: National Association for Music Education (Michael Blakesley)

• Chapter 4: American Alliance for Theatre and Education (Joseph Juliano)

• Chapter 5: National Art Education Association (NAEA) (Mac Arthur Goodwin)

• Chapter 6: National Network for Folk Arts in Education (Paddy Bowman, Gail

Matthews-DeNatale)

• Chapter 7: Alliance for a Media Literate America (Faith Rogow)

Contact information for the organizations is found in the Resources section 

of each respective chapter. 

First edition, 1997, edited by Keith Donohue.

Voice/TYY: (202) 682-5496

For individuals who are deaf or hard-of-hearing.

Individuals who do not use conventional print may contact the Arts Endowment’s

Office for AccessAbility to obtain this publication in an alternate format.

Telephone: (202) 682-5532

National Endowment for the Arts

1100 Pennsylvania Avenue, N.W.

Washington, D.C. 20506-0001

(202) 682-5400

Additional copies of this publication can be obtained by contacting the NEA Web

site: www.arts.gov. 

This publication was printed on recycled paper.

A Great Nation Deserves Great Art.

NATIONAL ENDOWMENT FOR THE ARTS

1100 Pennsylvania Avenue, N.W.

Washington, D.C. 20506-0001

(202) 682-5400

www.arts.gov