F. Creative Arts
Creative Arts enable children to express themselves and make sense of the world through artistic experiences. Children use visual art, music, movement, and pretend play to represent their thoughts, observations, and feelings. It also fosters an appreciation for different forms of artistic expression.
40. Art: Children express and represent what they observe, think, imagine, and feel through two- and three-dimensional art.
41. Music: Children express and represent what they observe, think, imagine, and feel through music.
42. Movement: Children express and represent what they observe, think, imagine, and feel through movement.
43. Pretend play: Children express and represent what they observe, think, imagine, and feel through pretend play.
44. Appreciating the arts: Children appreciate the creative arts.
Lesson 1
Name of Activity
Paint Strip Collage
Originating Ideas
Children enjoy working with bright colors and creating their pictures. This activity also allows them to practice using scissors and making independent choices while working alongside peers.
Curriculum Content
40. Art 44. Appreciating the arts
Materials
Paint strips (in a variety of colors and patterns), Scissors, Glue sticks, and Blank paper for the collage background
Appropriate Age Group
4 Years
Beginning of Activity
I would do this in small groups. I would explain to the children that we will be using paint strips to make our own pictures. I’ll show them that lines are already drawn on each paint strip, and they will cut along those lines. After that, they will use the pieces they cut out to create a picture or design. I will place various colors and designs on the table and allow the children to choose what they want to use.
Middle of Activity
Early
May need help holding scissors and understanding how to cut along the lines.
May place pieces randomly or need assistance thinking of what to make.
Middle
Can cut more independently and choose colors/patterns with intention.
May need help planning a picture or deciding where to glue the pieces.
Later
They can cut accurately independently, make thoughtful color/design choices, and plan their collage layout.
May be able to describe what they are making and why.
End of Activity
We would come back together in small groups and share our collage pictures. I would ask open-ended questions like:
“What did you make?”
“Why did you choose those colors?”
“How did you feel while making your picture?”
This reflection helps build communication and creativity.
Follow-Up Ideas
Display the finished collages on a wall or bulletin board.
Provide more cut-and-paste activities to continue the fine motor practice.
Introduce shape or pattern-themed collage activities later on.
Talk about how choosing colors and designs is a way to express ourselves.
Lesson 2
Name of Activity
Nature BrushPainting
Originating Ideas
Children are naturally curious about the outdoors and love to explore new textures and tools. Painting with natural materials (like leaves, twigs, and flowers) encourages creativity and sensory exploration.
Curriculum Content
40. Art 43, Pretend Play 44. Appreciating the arts
Materials
Leaves, twigs, flowers, grass (collected during a short nature walk), washable paint, paper, small trays or plates for paint
Appropriate Age Group
4 Years
Beginning of Activity
I would begin in small groups. First, we would take a short nature walk around
the playground or garden to collect leaves, flowers, small sticks, and grass.
Then I would tell the children that today, instead of using regular paintbrushes, we will paint using nature!
I would demonstrate how each item can be dipped into paint and used to make different textures and patterns.
Middle of Activity
Early: The child may need help dipping and pressing the items into the paint. The child may explore freely without creating a specific image.
Middle: Will begin to experiment with different textures. May recognize and repeat patterns.
Needs light support to stay focused on painting.
Later: Natural tools can be used to create intentional marks or patterns. May try to represent objects or scenes. Will talk about what they’re making with more confidence.
End of Activity
We would place all our paintings on a table or the floor and have a little “art gallery walk.” Children could point to or talk about their favorite parts. I’d ask: “What did you use to make that pattern?”
“Which nature brush was your favorite?” “What does your painting remind you of?”
Follow-Up Ideas
Make a class book or collage with photos of the nature items and the paintings. Use nature brushes again but with different colors or surfaces. Introduce new textures (like sponges, foil, or fabric scraps) in future painting projects.
Lesson 3
Name of Activity
Dancing with Scarves – Expressing Emotions Through Movement
Originating Idea
Children enjoy moving their bodies to music and pretending to be different things. This activity lets them express feelings and ideas through dancing, using scarves to help them imagine and move creatively.
Curriculum Content
41. Music 42. Movement 43. Pretend Play
Materials
Lightweight scarves or ribbons, music player or speaker, variety of music clips (slow, fast, happy, calm, dramatic, etc.), open space for movement
Appropriate Age Group
4 years
Beginning of Activity
I would gather the children in a circle and introduce the scarves. I’d explain: “Today we will dance and move with scarves. You can imagine you are flying like a bird, floating like a cloud, or even jumping like fire! We will listen to different music and move differently to match how it sounds and feels.”Each child picks a scarf of their choice, and we begin by practicing a few simple movements together.
Middle of Activity
Early
The teacher models simple movements like waving the scarf side to side or moving in a circle. Children copy the movements and begin experimenting on their own. Prompting language: “Can you make your scarf move like the wind?” or “Let’s all try tiptoeing with our scarves.”
Middle
Encourage more complex movements (like hopping, skipping, spinning) as they’re developing better balance and coordination. Ask guiding questions that tap into their imagination and storytelling: “Can your scarf become a butterfly? What does your butterfly do?”Provide individual praise and encourage peer sharing (e.g., “Wow, look how Mia made her scarf swim like a fish!”). Introduce simple patterns or sequences to repeat: “Let’s jump, spin, and wave. Can you remember that pattern with your scarf?”
Later
Allow children to lead a short scarf dance for the group or create their own “movement story.”Ask open-ended questions: “What are you pretending to be?” or “How can you show your favorite animal with your scarf?”Children may begin combining movements, emotions, and storytelling through dance independently.
End of Activity
We will come together and sit in a circle. I will ask a few children to share what they were pretending to be while they danced. “Who were you pretending to be when the music got fast?” or “How did the music make you feel?” We will end with a quiet stretch or breathing activity to help everyone calm their bodies before transitioning.
Follow-Up Ideas
Set up a dramatic play area with costumes, scarves, and music so children can continue expressing themselves. The next day, offer a storybook about dance, feelings, or movement for the children to read and connect to the activity. Try this activity outdoors with natural sounds or using musical instruments made by the children.