Ziff’s tips from ArtBreak

Wake Forest University Assistant Professor Katherine Ziff, PHD ’04, thinks children should have more chances to play and discover. Her book, ArtBreak: A Creative Guide to Joyful and Productive Classrooms, published by Ohio University Press offers teachers, parents, and counselors art-based play activities that empower children to take a break and make art. An excerpted Q&A with Ziff follows.

What sets ArtBreak apart from other artmaking guides for students?

It’s pretty easy to work the program into a classroom or homeschool setting. It’s also important to make sure the program is childcentered, and remember they’re ultimately making the decisions while adults are there for support. It’s a journey learning to be a child-centered facilitator.

How was ArtBreak developed and tested?

I got the idea for the program from an artbased studio that was introduced to medical students at a school in Pennsylvania. It was relaxing and recharged the students, so I thought maybe this would work for little kids such as elementary students. ArtBreak pulls from several art therapy theories. The framework consists of child-centered education, studio art, and the expressive therapies continuum. There’s also an aspect of mental health counseling, in particular group counseling. It crosses a lot of disciplinary boundaries in the art spectrum.

It takes little to introduce children to art: a spark and some tools. The payoff to creating productive, child-centered play is immense and positively impacts a child’s development, says Ziff. Check out these five tips for making art with kids by Katherine Ziff, PHD ’04 and author of ArtBreak.

1. Don't be afraid to use whatever materials you have at your disposal to create art. Cardboard boxes can become wildly imaginative robots!
2. Don't be afraid to use whatever materials you have at your disposal to create art. Cardboard boxes can become wildly imaginative robots!
3. Colored pencils, crayons, and tempera paint are good tools. They allow children to identify feelings, improve social understanding, and create narratives while making art.
4. Make sure you the volume of materials you provide doesn’t overwhelm the child. Example: Finger painting is immediate and functional in its simplicity. A more complex project with more art-making steps may prove too difficult.
5. Most of all, create a child-centered environment and encourage supportive behavior and problem-solving skills.