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V was only ever interested in drawing, writing or learning about owls. So we went with it! 

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V was only ever interested in drawing, writing or learning about owls. So we went with it! 

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The student on the left struggled to participate in classroom activities and was really building self-esteem and viewing himself as a learner. But at the beach near his house, he felt like an expert, and enjoyed teaching his companion about the life in the tidepools he explored all the time. 

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This little learner loves numbers. He is often not interested in an activity if it does not involve numbers in some way. To plan for this, we think about how numeracy can be incorporated into activities in various ways and make explicit connections to keep him engaged.  

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Using mini-whiteboards was transformational in one little guys experiences at school. He arrived at K very uncomfortable with holding writing tools, and would scribble over or crumple anything on paper. Explicit instruction 1-1 learning to draw people (and later other things he loved) helped him open up and try. The ability to just erase  and try again seemed to make a real difference. He was delighted and eventually would choose 'whiteboards!' over anything else to play.

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J loved counting everything at the child care setting, and especially loved a count down, he often had difficultly staying at the lunch table to eat his food.  His disinterest in eating was an issue at home as well as at the child care setting.  It concerned his parents and the educators, as he frequently was not consuming much, but displayed signs of hunger.  We were working together with the family on strategies to improve his interest/attention to his food with the consultant from Centre for Ability, but were having limited success.  Then we observed a pattern: when the educators would occasionally warm up lunches, we noticed his interest in the microwave clock.  J would stop what he was doing and watch the clock and count it down.  To support his eating and interest, we moved his lunch to the counter that had bench opposite the microwave.  He would eat his lunch and countdown the clock between his bites, compete with the ding signalling the finish.  Then he would call out,  "Erin, Ida's lunch is ready" and "Ida your lunch is hot" and resume eating until we added another lunch to the microwave.  This supported his interest, while making sure he ate food and was not distracted by  overstimulation to repeatedly count blocks, books, backpacks and the like.  It also provided him with an opportunity to interact with other children, who he typically would not engage with and be part of the lunch time routine.

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Here, you'll discover all sorts of awesome art lessons, from drawing to painting, and even some super cool origami. Whether you're a beginner or a budding artist, there's something fun for everyone!

I'm Rob, and along with my amazing wife, Teryn, and our four creative kids, Jack, Hadley, Austin, and Olivia, we make art together as a family and love sharing it with you. ❤️

Ready to jump in and start creating?

Most of our art lessons are self-contained, so grab your favorite black marker, some paper, and your coloring supplies, and let's get drawing! 🖍️📒

Join us on this colorful adventure, and let's make art that brings smiles and joy. Happy

Draw With Art For Kids Hub Book!

Hey, art friends! 🎨✨ We've got some AMAZING news to share with you! Our very first book is now available for pre-order! 📚🖌️

A huge thank you to DK Books for making this dream come true. Your support has meant everything to us, and we are deeply grateful.

It's filled with easy-to-follow lessons that emphasize fun and creativity, allowing kids to draw in their own unique way and be proud of what they create. And with both kid and adult versions of every drawing, families can enjoy being creative together, making art that's as unique as you are.

Don't miss out on the fun! Pre-order your copy today and start making more wonderful memories with us. Let's fill the world with creativity, one drawing at a time. 💖

Where To Watch Our Lessons

There are several places to watch our art lessons. Each place provides a different experience and benefit.

YouTube (free/ads)

You can watch many of our art lessons on YouTube for free with ads ( visit our Channel here). You can watch through a desktop computer, the YouTube mobile app ( Android and iTunes), or even through the YouTube app on a smart TV.

YouTube Kids (free/ads)

If you have some concerns with your children using YouTube, be sure to check out the YouTube Kids app for mobile ( Android and iTunes). You can watch many of our lessons for free with ads on the YouTube Kids app. Visit our channel on YouTube Kids, don't forget to subscribe. Log in through your YouTube/Google account for more parental controls. Did you also know you can watch YouTube Kids on a desktop? Just visit youtubekids.com!

ArtForKidsHub.com (free/ads)

You're already here on this website! This site is a great option for more focus and fewer distractions. You can watch many of our lessons for free with ads, just visit our blog page. The videos on this website are hosted and embedded from YouTube. This means that you'll receive the same ads/commercials you would see on YouTube but you won't see videos from other channels.

ArtForKidsHub.tv (paid)

Become an Art Hub member and eliminate YouTube/Google ads and YouTube distractions. The membership also gives you access to watch our lessons through our dedicated mobile and tv apps. Save lessons to a personal playlist and download lessons for offline viewing. Visit artforkidshub.tv to learn more and join.

Latest Art Lesson

To find more art lessons for kids use the search and navigation bar above, or browse through our blog!

Art Supplies

Would you and your kids like to use the same art supplies we use? Here's what we love using:

Marker paper to draw on

Art For Kids Hub Markers

Colored pencils (sometimes we also use Prismacolor colored pencils)

If you'd like to purchase the same art supplies we use, visit our Art For Kids Hub shop or our Amazon Art Shop. Each art supply in our shop I have purchased and love. We participate in Amazon's Associate Program. As an Amazon Associate, we earn from qualifying purchases.

Parents and teachers,

We hope you and your kids find a love for art and drawing that lasts a lifetime. If you ever have questions, concerns, or even suggestions you can find us on Facebook, Instagram, or even directly through our contact page. Your kind words and support mean the world to us and allows us to continue making art lessons. Thank you!

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Art For Kids Hub - Art Lessons - How To Draw For Kids

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Welcome to Art For Kids Hub! Here you'll find all kinds of art lessons for kids, including how to draw for kids, even painting and origami for kids.

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In Grade 1, as in all grades, we are tasked with outcomes that ask students to represent in different ways. After reading 50 Below Zero by Robert Munsch, students were provided with a variety of materials and opportunities to share their favourite parts of the book. This student chose to create a scene out of clay, while others shared their ideas with the class through drawings, writing, and orally. The use of clay to illustrate our ideas had previously been explored in books by Barbara Reid that this student had really enjoyed, so it wasn't surprising to see him reaching for the clay! Jenn

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After taking the ECED 480 Outdoor Learning course, I have included adopting a class tree in our neighbourhood. This has allowed the students to (hopefully) deepen their connection with the land through their connection as well as with Indigenous teachings. The students are also able to observe how the tree changes over the seasons. This time and space also allows the students to play around the tree with the freedom and creativity to do things (like playing with sticks) that they would not normally be able to do during recess or lunch. The students look forward to our tree visits and we have conducted different types of observations on the tree and the surroundings through both written and non-written literacy activities that allow the students who are not strong writers to be able to participate more freely and eagerly with confidence they can do it on their own. A book I highly recommend to use alongside outdoor learning is called The Nature Connection outdoor workbook for Kids, families, and Classrooms by Claire Walker Leslie. My favourite thing about this book is how the author uses all her drawings and discusses the importance of observing nature and how to capture it through drawings and little details by looking at things closely. Thanks, Jen 

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In my infant setting, I have an 18-month-old, S. S., who is a twin (also in our room) and the youngest of 5 other siblings. S. displays a keen interest in engaging with his surroundings and the other children in our program; however, this curiosity often comes in the form of physical interactions that upset his peers. We recognize these behaviours as part of S.'s journey to physically explore the environment,  boundary testing, and self-regulation development, so we focus on positively redirecting his energy. After a birthday celebration with balloons hanging from the ceiling, we observed S.'s interest in the hanging objects and his spontaneous enjoyment of batting the balloon. This provided an unexpected and joyful way to redirect his physical energy safely. We incorporated the hanging balloon into our environment, just out of reach to prevent being pulled down, and observed that S. would often go to the area when he had a "hitting" impulse. In this instance, through observation and relationships built with the children in our care, a simple change to our environment supported self-regulation and positive social interactions. The batting balloon was a joyful outlet for extra energy. -Maude

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I feel privileged and honored that I have always been in a position to follow children's leads and to honor their funds of knowledge in early childhood. As an early childhood educator it is part of my job to notice, name and nurture children's unique interests/learning. In this example, J has always been into vehicles. The movement, his connection with his Dad (a mechanic), the wheels, the size. He loved exploring concepts through the use of vehicles. We visited a train conductor, the fire station, rode on the city buses, and even sat in a limo. While exploring and following his lead, we were able to naturally incorporate many learning opportunities. To the point that when he did leave my family day home, his journal had so many images and his own writing about the many experiences - as seen here. - Melissa H

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I don't have a picture, but a junior kindergartener in our classroom had no executive functioning or behavioral issues, and although he was learning English and his home language was Cantonese, he was unable to sit and enjoy big group story time. I figured out that he was not used to having picture books read to him. I found some books that i knew he could culturally and personally relate to and started reading with him one on one, turning it into an interactive experience where I followed his lead. He now sits and listens to stories (mostly) and enjoys them.

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Just before Autumn, I took my kids and some watercolors to the Danube Canal. We sat and painted and observed the sights and sounds. When we returned to the school, we wrote haikus to describe the forest or river. This was a very fun and engaging experience, especially for the children that do not normally enjoy writing. 

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Rock Art: Last week on one of my visits, I saw a child sitting on her own kicking the rocks. I approached her and started to comment on how some of the rocks looks like different shapes to me. They also joined me to look for similar and different shapes. "This one looks like a heart". I then modeled trying to stack a couple of rocks to balance. She started to also stack them and commented, look I made a snowman! A few other peers joined us and started to make some art and share about their creations. The group of peers worked on their own rock art and shared about what they were creating and talking out loud to themselves as they looked for specific shaped rocks and balancing the rocks. The peers also began to work together and created some of the art together. This opportunity could extend to documenting the children's narration about their exploration and creation. In addition this could also extend to many stories about rocks such as rock art and also one of my favorite Indigenous story of Trudy's  Healing Stone by Trudy Spiller. Thanks for reading, Christine

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Collection of Love Cards for Mom (project)

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Collection of Love Cards for Mom (project)

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I believe that there are classroom teachers in our group who can empathize with me about the challenges of welcoming a new student into the classroom past the middle of the school year. This is the time of the school year when my class fully understands and follows the expectations for literacy and math centers, lining up, and carpet time. Most of my students are capable of making smart choices and displaying confidence, particularly during writing class. E, who goes by a different name, joined our Grade 1 class just a week ago. He is diagnosed with ADHD and knows only three letters and the corresponding sounds of the alphabet. During one of our writing sessions last week, my students in Grade 1 were writing about how lucky they are and the things they are thankful for. Meanwhile, E was given various printing tasks, using tools like a magnetic pad, markers, tracing boards, and even playdough for tracing. On his fourth day, E expressed a strong desire to write a paragraph like his peers. I asked about his reasons for wanting to learn to write. He told me that he wants to express his love for his mom, but he's unsure about how to put it into words. I commended him for his sweet and thoughtful idea, and I planned with him a collection of love cards for mom project that he will do every writing period. He was given colored paper and a sticker, and he eagerly began his printing practice with the aim of creating a special card for his mother by the end of our writing session. I was so happy to see him willing to focus and finish his work. This reminds me to keep planning for a task that will help motivate him to practice his writing skills.

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The children had a great idea wanting to paint "outside". At first, the educators thought they wanted to paint outside meaning papers, paint, and brushes outside. However, we took this opportunity to take things from outside to be brought in to paint -- "paint outside". Using cardboard or coloured cardstock as paper, mud and water as paint, pinecones as brushes, and rocks as sponges. As they painted the children started to tell stories of their favourite moments of play in our outdoor space. Some told stories about their favourite things to do outdoors with friends, and family. - Jeninna 