Hands-on learning: the power of process-based craft and expressive art

Art and crafts give children an impressive means to communicate their feelings, explore possibilities and test reason. It is a means by which children come to learn about their own individuality – their unique gift for creating something wonderful that is every time different and every time special.

When it comes to creating an artful environment for young children, it can be tempting to engage them in novel instruction-based, or product-focused, activities, to follow steps to complete their own masterpiece… that looks the same as everyone else’s. Whilst there are clear benefits to instruction-based craft/product-focused art, including listening skills and observation, today we will be looking through a creative lens at what process-based craft can bring to our provision and practices.

What is process-based craft?

“What are we making?” Sam, an apprentice in the toddler room, asks the group of three-year-olds who are sitting at the junk-modelling table amongst an array of crafty materials.

Process-based arts allow children to explore the materials at their disposal free from any pre-determined concept of what the finished product will look like. So, instead of telling children what they will be making, we ask them!

Process-based arts can be defined as:

the 'process' of making art (rather than any predetermined composition or plan) and the concepts of change and transience

The Solomon R. Guggenheim Foundation

This differs from traditional ‘art activities’ that showcase a finalised product as the reason - and indeed the focus - of the artful task. Instead of aiming to produce a particular product, or final image, process art allows children to enjoy the exploration of expressive art as a form of communication and a process to be embraced, with no limits upon how the process starts and when the process ends.

“Where could we use this net?” Sam asks three-year-old Alex as he chooses some orange netting and experiments with positioning it firstly over a cardboard tube and then wrapping it round the sides.

Absorbing the full process of creation, including the experiences of inspiration, the process of construction and the feelings of failure when things go down an unexpected path, are valuable aspects of learning that process art lends itself to in a natural way. Process art is not only a great means to facilitate and support communication but, from a social and emotional perspective, gives children an innovative way to work through their own feelings and represent these emotions in a safe space.

In a similar way to loose parts play, the materials that are available hold endless possibilities for its uses and meanings. Because there is no established ‘end goal’ stipulated in advance of the activity, the materials are not pre-designed with intent to become a specific thing.

“This net is all wound up,” Alex points out as he attempts to detangle it “and it needs to be flat.” He spends some time flattening out the netting, feeling its patterns under his palm, smoothing it out slower and slower as he pays attention to how it feels between his fingers.

“What do you think it will be?” Sam asks.

Alex replies, “I don’t know yet.”

Putting process into practice

With such an emphasis on process and allowing children to explore resources as a sensational part of the activity, rather than merely a step needed to get to an established end goal, process-based provisions can be adapted to respond to children’s interests and developmental stage. For example, utilising natural resources like dried leaves, conkers and sticks when investigating autumn, or vibrant more manufactured resources for supporting colour recognition.

Paint as a process

Stop-Start process

When planning a provocation, we often think about the idea of a continuous provision lasting all day long, with no boundaries for time. But, art provocations are often considered more as set activities, with a beginning and end. Encourage children to take breaks in their process crafts, allowing them to return to their projects as time allows. This places a greater emphasis on the creative process rather than placing importance on a set end or completion to the activity.

Final thoughts

Process-based activities give children an ideal opportunity to engage deeply in the processes behind their actions, supporting decision-making and developing a true sense of autonomy over their learning experiences.

Instruction-based play still has its place in learning and development for a range of skills that require demonstration, building upon listening skills and cognitive recognition of a sequential exercise. But, by purposely creating space that gives children rich opportunities to involve themselves in the very act of ‘creating,’ professionals continue to emphasise the magic of learning for learning’s sake and enjoying the journey as much as the destination.