Framing the experience: Cloth and other fibers are excellent materials. Cloth can be woven, stamped on, ripped into strips and braided, and used for collage. It can substitute for wallpaper for making beads....

Printing is a stylized form of painting. Although it is less spontaneous process, printing's repeated patterns and design elements can be both creative and decorative. Printing Activities Finger paint or paint directly on glass or acrylic or even cookie sheets; make monoprints by very carefully...

Surfaces: See surfaces for drawing (above). More expensive papers such as watercolor paper, Bristol board, and canvas-covered cardboard can be painted. You can also paint wood or the pages of old books with acrylic paints....

Subtractive process: revealing something Add crayon markings to heavy paper, then cover with them thick black paint. When the pain has dried, use a wooden popsicle stick or toothpick to scratch design through paint to make a drawing. The scratches become lines, revealing the color beneath....

Painting can be a deep process and that bring up a child's inner life, encouraging engagement with the materials and stimulating the imagination. It is essential to emphasize how they feel as they paint rather than the product of what they paint....

Drawing is a good way to slow children down to really look at something. Simpler drawing techniques are best because children will have different levels of comfort with drawing....

The visual arts range from drawing, painting, and sculpture to combinations such as collage and assemblage. They have been used for centuries for spiritual expression. Line, pattern, color, and texture are basic elements of the visual arts....

In this section there are specific suggestions for activities in each of the arts modalities. Each section has an introduction framing the experience followed by specific suggestions for activities and a list of materials.

Always remember it's about the process, not the product. Say what you liked or how it made you feel instead of commenting on the work's quality. Start with simpler activities and build up to larger ones. Start with individual activities then move to group activities.

It is natural for teachers to want to know if children are "getting" the ideas that they are presenting. With arts activities that express children's spirit, we need to let go of this expectation. You may never know how particular children connect this activity to their own meaning-making....

Remember that you are the witness to the children's spiritual emergence through the arts. You are modeling for the children how to speak about the arts responses that are created in the classroom. It is not your job to interpret or comment or judge their response to the activity. A few guidelines...

Another key element in successful activities is the amount of time that you have for your church school class. Churches vary in the amount of time given to religious exploration. Some groups have only 45 minutes after children leave the sanctuary; others routinely have up to 1 ½ hours....

Space is rarely talked about in church school programming but it is one of the most important aspects of an arts experience. You need to look at the space that is allotted to your class to decide which experiences can work for the group. Do you have a large group of children and a small space? Is...

Think of yourself as the leader of an expedition into new interior territory. You want to prepare the expedition so that you and the children can have as meaningful an experience as possible. You need to set up activities so that children can feel both safe and successful....

Your job as the teacher is to help children to be comfortable and successful in their church school experience. If you can be flexible and open to the children's responses, they will have a good experience. Your positive attitude goes a long way toward empowering the children to participate fully.

Opening song or regular ritual (such as joys and concerns) that brings the children into a circle of their own community and gets them ready to be together. Introduction of arts activity moving from a simple process to a more complex one with as much choice as possible Sharing the work with...

There are many ways to integrate the arts into openings and closings. With younger children it is good to have a short ritual that has at least one element that repeats every week such as lighting a chalice and singing a special song....

Start by having children say their name with a movement that everyone copies. Have children keep doing their movement as they move through the space to some meditative music. They can use the same motions or start doing something else; the point is to become comfortable moving through the space.

Begin with drawing in a thin layer of sand on cookie sheets. Read or tell a peace story (such as The Terrible Things by Eve Bunting) while the children are moving the sand with their fingers and hands. Have a few minutes of silence when you finish the story. Ask them what they think is the most...