What Makes a Good Arts Education?

To answer this important question, I would like to first like to reflect on something I unfortunately and surprisingly hear often from parents about themselves.

Again and again, a parent will tell me some version of the same story: "When I was young, I loved making art, but I had a teacher who criticised my work, told me I wasn't talented, or made me feel that I wasn't creative."

Now decades later, the critical comment they received still seems very fresh and painful. Sometimes parents tell me that they stopped making art altogether. Heart breaking for me to hear.

And, I find it extra amazing that these special parents now bring their children to an arts class -to me and my arts program at Art Lab. This feels like an honour to me. I feel driven to undo that damage of the critical art teacher.

I like you to know that deep in my heart I feel a mission to create a warm, encouraging environment where creativity can flourish and support children during their whole lifetime.

Maybe not surprisinely, I then hear from these same parents if I can teach them art too. I would love to (and have even been considering expanding to offer parent/child art classes to my courses).

Story of Confidence

Recently one of my young students mentioned that her basis-school teacher told her "she wasn't creative." It broke my heart to hear this and I like to share what followed next, because it shows my hope that things can change by instilling creative confidence in children early on.

During of my Inside-Out drawing exercises (when we close our eyes and feel our emotions inside, before drawing on paper), a young student showed me an abstract pastel drawing she had made reflecting her anger. Many dark and vivid shades of reds and black she energetically scratched into her paper. I inquired - as I do with all my students- if she would like to share the experience that sparked the emotion. As we spoke, she told me how upset she felt because a teacher at her school had told her she "wasn't good at creativity."

I remember feeling grateful that her feeling had surfaced in our class and that she felt safe enough to share it and put it on paper.

A few days later, her father told me something wonderful. His daughter had gone back to school and told the teacher that she disagreed. 🙌❤️‍🔥❤️

Wow! I love that she stood up for herself. She understood that her creativity belonged to herself and could not be diminished by someone else's judgment.

That's what we practice in Art Lab.

For me, a child's self-confidence is at the very heart of a good arts education.

Keeping Creativity Alive

I fully believe that every child who walks into my classroom is already creative.

My role is not to decide who is artistic and who is not. My role is to help children stay connected to their creativity, trust their feelings and ideas, and remain open and playful in their thinking.

One way we do this is by introducing children to diverse artists from cultures from around the globe, different time periods and disciplines. Some are painters, some are sculptors, and some are conceptual artists who challenge our assumptions about what art can be. We might look at an artist who creates a rain inside a room, turns shadows into sculptures, or uses humor to make us think differently about the world.

Over time, children begin to understand that creativity is not about getting the right answer. It is about curiosity, experimentation and finding your own way of seeing.

Art as Emotional Expression

Art can also help children understand and express their inner world.

I already briefly mentioned, my signature Inside-Out drawing exercises, where I ask children to begin with a moment of meditation. They close their eyes, notice what they are feeling, and then translate those feelings into colour, shape, texture and movement on the page.

Sometimes we draw with soft pastels. Sometimes we paint while listening to music. Occasionally we are even joined by a live musician.

There is no correct outcome.

Each child's artwork becomes a reflection of their own experience, helping them discover that emotions can be expressed, explored and understood through creativity.

Learning to Look

One of the most valuable skills artists develop is learning to truly look.

In our classes we spend time observing nature, studying artworks, noticing details, textures, colours, shadows and patterns that might otherwise be overlooked.

Whether we are drawing birds, exploring the changing seasons, touching textures or sketching outdoors, children practice paying attention.

And something wonderful happens when children learn to observe carefully: the world becomes more interesting. We have so much fun and joy observing our fascinating world!

Wonder grows through attention.

Building Technical Skills

Of course, I believe that techincal skills matter too.

Throughout the year children develop drawing, painting, building, composition, perspective, weaving and hand-eye coordination through projects that gradually become more sophisticated. We have made paper and cyanotypes, we have explored mixing colours with various brushes and even made our own paint brushes.

Some children have been with Art Lab Amsterdam for five years or more, which gives me the rare privilege of watching their growth unfold over a long period of time.

Many arrive with strong observational skills and enjoy carefully copying what they see. Over the years, however, I often watch something else emerge alongside those technical abilities: creative courage.

As children encounter contemporary artists, conceptual projects and open-ended challenges, they become increasingly willing to experiment, take risks and trust unexpected ideas.

We talk a lot about what we're looking at and I love hearing their unique perspective.

The older students' projects often include humor, social commentary, imaginative storytelling and original points of view. Again and again, they surprise me with solutions and ideas I never could have predicted.

More Than Art

Some of the moments I treasure most happen between the children: friendships are created and kindness is expressed.

I set up a structure in the classroom to create a feeling of emotional safety.

To me, this is also a key part of a good arts education. Feeling welcome. In the beginning of each season I tell the children that they are always welcome in the art class: if they are happy and also if they feel tired or upset...they are all welcome.

A parent was dropping off her child recently and overheard me explaining this to the class. She came up to me later and expressed: "Wow thank you so much. Your words were timed perfectly, because my daughter was having a really tough day. When she came into your classroom, she immediately made a drawing about her sadness and anger. It really helped!"

We also have an agreement to be kind to each other and help each other. I see so many new friendships building in art class with children from different schools in the city. They share their interest in creativity and it's beautiful to watch friendships blossom.

They happen when an older student helps a younger child who is feeling unsure. When a child who once struggled with confidence encourages a newcomer. Or when a former student returns years later to assist in the classroom and help the next generation of young artists find their place.

I see this especially among children who are sensitive, highly creative or neurodivergent. The students who have grown up within our community often become natural allies and supporters because they remember what it felt like to be welcomed themselves.

What I hope children carry with them long after they leave my classroom is the confidence to remain creative, expressive, thoughtful and fully themselves.

Conclusion

The evidence of a good arts education will be children who learn to: trust themselves, express themselves, stay curious, take creative risks, and support others.

If you're interested to enroll your child in my year of afterschool arts education, please check out my courses being offered. Feel welcome to book a free trial lesson.