The Elements of Art

Even very young children can begin to understand and use artistic vocabulary such as shape, pattern, line, design, and color. But simply introducing these terms is not enough. As teachers, we can use the elements of art as a framework for responding to children's creative work in meaningful and respectful ways. You do not need to be a trained artist to do this well.

While there are many ways to categorize and describe the elements of art, Hardiman and Zernich (1981) offer a developmentally appropriate approach for talking with young children. Their ideas help teachers become keen observers who foster self-expression and personal reflection on the part of the child. They teach us to notice and name what children are exploring in their artwork. Here is what discourse with children might sound like when using the elements of art in everyday conversation:

Color: "I see black here, and a bit of blue over here..."

Line: "I see a zigzag here, a curve here, and a right angle..."

Pattern: "There's a green, blue, green pattern here..."

Shape: "I see a triangle here and a circle right here..."

Texture: "It's smooth here and bumpy here..."

Force/Pressure: "It looks like you colored lightly here and pressed hard on the crayon here..."

Balance: "You put something on each side. It feels even." or "This part feels heavier with color. Was that on purpose?"

Space: "You left this space open here and filled in this whole corner. What were you thinking about?"

Overall Design or Composition: "It looks like everything connects and fits together, like a whole scene."

Mass or Volume: "This clay figure is really thick and chunky. Look how much space it takes up!" or "You rolled the clay really thin here and made a big ball for the head. Your sculpture has big and small parts!"

Time and Effort: "You spent a long time working on this artwork. I can tell you were really focused."

Avoid beginning your comments with "I like..." This can send the message that a child's creative work is meant to please the adult rather than being a genuine expression of the child's own thoughts and ideas. Instead, focus on what you see, what the child did, and how they did it. You can encourage children to share more about their thinking by following your observations with an invitation, such as "Can you tell me more about it?" This approach gives children an opportunity to interpret and expand on their creative choices while fostering richer conversation. What's more, it communicates to children that their ideas and choices are worthy of attention. The adult is not simply judging the finished product; the adult is joining the child in looking closely, noticing, and wondering.

It can also be helpful to avoid asking, "What is it?" When a child's artwork is abstract or difficult to interpret, this question may unintentionally communicate that the artwork needs to represent something recognizable in order to be meaningful. Instead, begin by observing what you see and inviting the child to share their thinking if they wish. You might say, "I see lots of lines and colors here. Can you tell me about what you were thinking?" This allows the child to decide what their artwork means to them and how much they want to share, while keeping the conversation open to their own interpretation.

                                 
                                   Photo by Fons Heijnsbroek on Unsplash

A wonderful example of this approach comes from writer Kelsey McKinney (2024), who describes watching a curator engage a group of elementary school children in a small museum gallery. The curator invited the children to look carefully at approximately fifteen paintings and then stand beneath the one they liked best. She then asked each child, "Why that painting? Why choose this one over all the others?" (McKinney, 2024).  The children's responses went beyond simply saying that they liked a particular painting. They talked about contrast, line quality, shape, negative space, and color. In other words, they were able to articulate the elements and principles of art that contributed to their personal responses. Their comments demonstrate the value of giving children opportunities to look closely, develop a vocabulary for what they see, and explain their own aesthetic choices. When adults invite children to notice and reflect rather than simply telling them what to see or asking them to identify what a work of art represents, children can become active participants in conversations about art and develop greater confidence in their own ways of seeing.

Conversational Guide for Working with Young Children

When talking with children about their art, keep the following four principles in mind:

1. Speak only when you're “invited”.  Children need time and space to create art. Hovering over them while they work with materials is one of the “creativity killers.” Amabile (1997) says that children who feel they are being watched won’t develop their ideas creatively. You will know you are invited by watching their body language. If the child makes eye contact with you for more than just a moment, you can bet they want your company. Go ahead and engage verbally. On the other hand, if the child is deeply involved in their work and their concentration appears intense, please refrain from interrupting. Instead, wait until a later, more appropriate time for conversation.  
2. Understand Developmental Levels. For toddlers and young preschoolers, keep your comments brief, clear, and related to what they’re doing. For example: “Look how fast your arm is moving the crayon,” or “I see thick dots where you pressed hard.”  
3. Connect your comments to the artistic elements, but don’t quiz them. Use visual vocabulary to build children’s awareness: “Look at all the colors! Let’s name them—red, blue, and purple,” or “I see big squares that make rectangles at the top of your paper.” If you choose to “quiz” children, it sends the message that they are being evaluated. So, try NOT to say “what color is this?” (They know you know what color it is!) Children can learn colors, shapes, and other concrete concepts through natural conversation, rather than relying on oral quizzes.
4. Encourage rather than praise. Words that reflect effort and feelings help children internalize a sense of accomplishment: “I can tell you felt proud when you cut that paper all by yourself,” rather than saying, “Good job” or “You’re so good at art.” A comment like, “The smiling sun in the sky matches your happy face,” shows that you’ve noticed something personal and expressive, which affirms their work without judgment.

When we notice rather than evaluate, we help children stay connected to their own ideas, feelings, and sense of creativity.