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✨Bev Bos ✨ is one of my heroes, a favorite early childhood giant who pathed the road I travel.

Bev Bos sadly died in 2016 but continues to inspire our industry. Her book, “Don't Move the Muffin Tins: Hands-off guide to art for the young child” was my guidance system as a new teacher. It is a must have book for anyone doing process art with young children. Here is a lovely video I have watched multiple times - to get my Bev Bos infusion. I am so grateful for the incredible gifts she has given to our field through her work at her preschool, Roseville Community Preschool.

Sally Haughley, Fairy Dust Teaching

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The next 4 resources give you IDEAS on ART INVITATIONS that can be set up to explore the 4 main ESSENTIALS in art:

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The next 4 resources give you IDEAS on ART INVITATIONS that can be set up to explore the 4 main ESSENTIALS in art:

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Mark Making
Painting
Playdough/Clay
Glue/Collage

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Essentials Box 1-Introduction To Mark Making

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Essentials Box 1-Introduction To Mark Making.pdf

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Essentials Box 1- Introducing Painting.pdf

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Open shut them (like a quacking ducks mouth with both hands)
Open shut them
Give them both a snip snip

Creep them
creep them
Slowly creep them
Right up to your chinny chin
Circle around your little mouth
But….do not let them in!!

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Any new skills goes through the following pattern:

1. Introduction
2. Progress through Practice
3. Mastery

Successful cutting with scissors involves,

1.  Good rhythmic pincer motion (even BEFORE using scissors!!) - do songs such as the crab song often!!
2. Good Bilateral Coordination - both sides of the body working together in a coordinated way- think - one hand manipulating scissors, the other is manipulating the material being cut

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Ensure you have the OPTION OF LEFT AND RIGHT HANDED SCISSORS

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Ensure you have the OPTION OF LEFT AND RIGHT HANDED SCISSORS

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Each classroom must have 2 pairs of left handed scissors.

These must be labeled and checked on inventory close up that they remain in the classroom.

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1. Start by developing the rhythmic thumb & first two fingers motion
2. Intro how to pick up and put down scissors with a correct grip
3. Practice opening and closing scissors in the air

All BEFORE having children CUT something!!

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How to sequence Cutting Skills in order of difficulty 

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How to sequence Cutting Skills in order of difficulty 

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1. Tearing
Tear paper using both hands and 3-Finger Pincer grip.
*Have children hold something in the last two fingers if they are struggling not to use all their fingers to tear

2. Snip
Snip straws to thread
Snip grass
Snip leaves and thin twigs
Snip Playdough snakes
Snip paper for mosaic collaging (remember to start with heavier weight pallet like greeting cards that stays firm and does not tear & can be cut in one snip across)
Increase the width of the paper strips to require two snips
Continue to increase the strip width until the child cuts forwards across the paper

Only after learning to manipulate the scissors in a forwards direction and consistently cutting across the paper, is the child ready to begin coordinating lateral movements of the scissors to stay on or between lines.

3. Cutting along lines
Use a wide marker to draw a thick line (0.5cm) on heavy weight paper.
The child practices cutting forwards along this line.
Gradually increase the length of the line so they have to cut further.

Once they can cut along a thick line: draw thinner lines on the heavier weight paper
Then on mastery of the above, draw a thinner line on lighter weight paper

The introduce SLIGHTLY curved lines to wavy lines
To a semi circle

4. Cutting out simple shapes
Shapes such as square, rectangle, diamond, triangle
At this stage they can practice rotating the paper with the assisting hand

5. Cutting out Complex Shapes
Eg ice cream cone, butterfly etc

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Please print and laminate for your classroom these posters support how we like to handle sharing and saying “sorry”-or NOT!! 😂

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Please print and laminate for your classroom these posters support how we like to handle sharing and saying “sorry”-or NOT!! 😂

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Just LOOK at how many sections of the I CAN could be observed through process art activities?

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Just LOOK at how many sections of the I CAN could be observed through process art activities?

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Have you ever noticed children will often paint over their name?

If you asked a child if you can write their name and ask them WHERE they want it written for them or better yet would they like to write their own name

…you will rarely see a child paint over it.

Always write their name in front of the child.

Putting their age on their masterpiece links numeral recognition and it’s lovely for parents and children to relook at art work later and see what age they were when it was created.

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Children will OFTEN draw people in their artwork…what do you notice about the people they drew?

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Children will OFTEN draw people in their artwork…what do you notice about the people they drew?

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When an activity is SELF directed you will often notice that children can concentrate for a VERY long time, does that change what you would mark here when doing a teacher directed activity?

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When an activity is SELF directed you will often notice that children can concentrate for a VERY long time, does that change what you would mark here when doing a teacher directed activity?

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Never ask a child “what colour is this?” during process art.

Rather state the fact “this is a lovely red line here”.

LISTEN to children during art activities…they will often name colours!! Sometimes you would have marked them as not knowing colours but through observing and LISTENING their play, you will hear them name colours.

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Listen and observe and make note of what you SEE in their art…

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Listen and observe and make note of what you SEE in their art…

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Children will NATURALLY group and sort in process art…what do you notice? 

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Children will NATURALLY group and sort in process art…what do you notice? 

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By listening to a child during the part process they will OFTEN use prepositional language! 

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By listening to a child during the part process they will OFTEN use prepositional language! 

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By providing different shapes to create art on and observing children…allowing children to BUILD shapes from recycled items/materials what do you notice 

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By providing different shapes to create art on and observing children…allowing children to BUILD shapes from recycled items/materials what do you notice 

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ALWAYS provide scissors and a VARIETY to cut and GLUE! What do you observe?

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ALWAYS provide scissors and a VARIETY to cut and GLUE! What do you observe?

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Click on the image below to access her slides

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Click on the image below to access her slides