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Encouragement for Volunteers
Volunteering in the classroom is an act of generosity, and simply showing up means you’ve already done the hardest part. You don’t need to be a trained artist, an expert in art history, or have every step memorized to be a fantastic volunteer. What students remember most is your presence, your enthusiasm, and your willingness to create alongside them.
Remember: you are a guide, not a performer. You don’t need to have all the answers. Art is about exploration, experimentation, and expression. And yes, sometimes it’s loud, messy, and chaotic. That’s OK. That’s what creation looks like.
If a project doesn’t go exactly as planned, take a deep breath and trust the process. These are the moments that build resilience and spark creativity in kids (and in us too).
You're not doing this alone. You have support, resources, and a team behind you — and the students in front of you are just thrilled to have a special guest come in to create with them.
So thank you. For showing up. For caring. And for making a joyful mess with us.
Grade-Level Tips & Resources
Kindergarten-2nd Grade: Early Learners
Younger students are developing fine motor skills, attention span, and confidence. Keeping the slide deck/talk portion of the lesson to 5 minutes, 10 minutes max, is completely appropriate at this age. These students are energetic, curious, and often new to structured learning. Art time should be joyful and sensory-rich, with simple instructions.
Tips:
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Use repetition and routine: Young kids thrive on knowing what to expect. Repeat the structure of your visit every time (intro, demo, create, clean-up).
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Use "repeat after me" instructions to check understanding.
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Keep instructions short: Give one step at a time, and demo as you speak.
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Show, don’t just tell: Demonstrate techniques clearly. Use hand-over-hand assistance when invited by the student.
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Embrace their enthusiasm: If they go off-track creatively, that’s OK! Focus on effort over precision.
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Use songs, games, or visual timers to help transition between steps.
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Watch for sensory cues: Some kids may love messy art, others may be overwhelmed.
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When possible, use large-format materials (bigger brushes, for example)
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Keep expectations light — celebrate effort, not product
Suggested Phrases:
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“Try your best — your art is uniquely yours.”
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“It’s okay if it looks different than mine.”
Grades 3-4: Emerging Independent Thinkers
These students can follow multi-step directions and begin developing their personal style. They're social, curious, and eager to explore. This age group is beginning to think abstractly and take more pride in their work. They may also be more self-critical.
Tips:
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Introduce technique with room for creativity. Kids this age love to learn how to do something “like an artist.” Introduce art vocabulary casually (line, texture, symmetry, negative and positive space, for example)
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Encourage multiple solutions: Offer examples, but stress there’s no single “right” result.
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Use art vocabulary: Terms like “warm colors,” “negative space,” or “texture” can be integrated.
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Normalize mistakes as part of the process. “Even professional artists restart sometimes.”
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Challenge them with a time limit or constraints if engagement dips.
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Encourage collaboration with partners or table groups (when appropriate)
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Start teaching cleanup responsibilities
Suggested Phrases:
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“Artists make choices — tell me about yours.”
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“What do you want your art to say?”
Grade 5: Legacy Art Year
Fifth graders are preparing to take more ownership and reflect deeply. This is also the year where they complete their Legacy Art Project. Many enjoy storytelling, symbolism, and peer recognition.
Tips:
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Encourage personal meaning: Ask them to reflect on their choices and what their artwork represents.
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Introduce more complex techniques like shading, perspective, or mixed media.
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Give space for self-expression and experimentation. They may push boundaries — let that be part of the learning.
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Use art critique frameworks to discuss work respectfully (“I notice… I wonder… I like…”).
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Encourage students to explain their creative process
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Offer small challenges or “art hacks” (e.g., how to shade with hatching)
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Make time for peer discussion or gallery walks
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Provide space for personal expression or identity
Suggested Phrases:
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“What message does your piece share?”
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“What techniques did you invent or change?”
Sensory Friendly Tips & Resources
Teachers should inform the Lead if a student has specific needs or accommodations that should be considered during the lesson. Volunteers are not expected to diagnose, assess, or manage these independently — but you can choose to implement simple, supportive strategies when relevant.
General Tips for Sensory Friendly Art
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Lead volunteers should ask teachers in advance if any students might benefit from adapted materials or extra prep.
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General volunteers can support by being patient, offering choices, and avoiding pressure.
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If a student refuses a task or activity, that’s okay. Art should feel safe and fun — engagement may look different for each child.
For Sensory Seekers (kids who crave stimulation)
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Use textured materials (feathers, sponges, string, bubble wrap) when appropriate
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Try scented markers or modeling clay
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Allow standing or movement breaks
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Offer tools like brushes with grips, fidget bands on chairs
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Keep noise levels safe but stimulating (upbeat background music is okay if the teacher approves)
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Encourage movement breaks: “Would you like to help pass out materials?” or “Can you stretch with me like a Degas dancer?”
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Provide sensory bins or texture boards when appropriate for younger students.
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Let them use tools that require effort (like pressing a rubber stamp or rolling paint) to satisfy sensory needs.
For Sensory-Averse Students (kids sensitive to touch, smell, sound, light)
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Offer latex-free gloves or tools instead of direct touch - think how chalk pastels or other art mediums may feel
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Minimize smells: unscented paints, avoid vinegar or glue-heavy projects
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Create calm-down zones or silent seating
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If the child wishes to use their noise-canceling headphones, that's OK
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Offer opt-out options: “Would you like to watch before you try?” or “Would you like to use your own pencil instead of the one at the table?”
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Students can use a visual barrier (e.g., privacy folder) if they need less stimulation.
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Be cautious with sticky or wet materials — offer gloves, brushes, or other tools to avoid direct contact if needed.
Flexible Time Tips
We’ve all been there — sometimes students finish their art projects faster than expected, and other times, you’re scrambling to wrap things up with work still in progress. Don’t worry! These moments are part of the creative process. This section offers practical ideas for keeping students engaged if they finish early, as well as options for what to do when time runs short. Flexibility and communication with the classroom teacher are key!
What If Kids Finish Early?
It’s very common for some students to finish early, while others need more time. Here are easy strategies for meaningful early-finisher engagement:
Art Extension Activities:
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Sketch Something Around You
Ask students to quietly draw something they see in the classroom — a chair, a backpack, a plant, or even a classmate (with permission). Focus on shapes and shading. -
Pattern Practice
Invite students to fill a page with patterns using lines, dots, zigzags, spirals, or checkerboards. They can color them in afterward for mindfulness and creativity. -
Art Memory Game
Have them fold a piece of paper and draw a shape, creature, or object in one panel — then try to recreate it from memory in the next.
Classroom Helper Tasks:
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Let kids help organize markers, wipe tables, or check supplies if the teacher is okay with it — many students enjoy feeling helpful.
Extra Detail Challenge:
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Ask: “Would you like to add something else to your picture to tell more of the story?”
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Encourage them to look closely at their piece and add more texture, shading, or background elements.
What To Do If You're Running Out of Time
Sometimes art projects take longer than expected — especially when kids are deeply engaged or materials take extra time to prep or clean up. Here’s how to handle it gracefully:
Reassure Students
Let the kids know it’s okay that they didn’t finish. Say something like: “Real artists often work on a piece over several days. We can check with your teacher about finishing this later!” This normalizes unfinished work and shows respect for their effort.
Ask the Classroom Teacher: Can the Work Be Continued Later?
If you’re running low on time, ask the teacher discreetly:
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“Would it be possible for the students to finish their projects tomorrow during free time or a quiet work block?”
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“Would you be okay with students finishing this next week if I left the materials?”
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Most of the time, the Art Discovery closet will have enough "extra" supplies that some - but not all - classes can hold onto materials to finish their artwork the next day. If leaving art supplies with the class, be sure to have a designated person return the supplies as soon as they are done!
Simplify or Modify the Final Steps
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If there's a lengthy final step (like adding glitter, collage, or outlining), offer a quicker version or allow students to skip it if needed. “You can finish the border later — let’s focus on the main part today.”
2025-2026 Art Unit Tips
Below is a collection of general tips for each art lesson, and this section will be updated throughout the year. It is not required that you incorporate all of these tips throughout the year - you will likely develop your own! Some, however, are uniformly practical and appropriate and should be incorporated (i.e., having students write their name on the back of their art before they begin creating). If after a lesson you discovered something important, feel free to share with other Leads and the Art Discovery Chair. The process will only get better through collaboration.
October: Masks
Tips & Resources:
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If a student is indecisive, ask them what kind of character they want their mask to represent. This helps guide their creative choices.
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Decorative elements: Encourage texture and contrast: feathers, yarn, foil, layered paper, etc.
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Fast finishers: Let them name their mask and write a short “origin story” for it, if feasible for the grade.
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Sensory Seekers: Offer textured materials (e.g., felt, feathers, glitter foam) to engage tactile exploration. Let students work standing if seated work feels restrictive.
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Sensory Avoiders: The plain paper masks can be drawn on with markers instead of using glued-on pieces.
November: Printmaking
Tips & Resources:
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Children should write their names on the back of their print paper at the beginning of the creative time.
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Make a nature connection: Use fish prints (Gyotaku), or encourage them to draw a scene from nature on their press-foam boards.
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If using press-foam boards, students can make their etchings with the top of a paint brush - and they do not have to press hard! Foam boards are buttery-soft and will retain shapes with light-to-medium pressure.
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Ink dries faster than most people realize. Mention this throughout the art lesson. Once children have rolled ink across their print, they should quickly get paper lined up onto the print, and transfer.
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Demonstrate alignment: Show kids how to line up their printing surface for repetition or mirrored designs.
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Fast finishers: Invite students to create a “frame” or title card for their work using border stamps or decorative edges.
December: Still Life
Tips & Resources:
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Remind the kids to write their names on the provided stickers, and attach them to the back of their paintings, before creating.
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Start with shapes: Younger kids can draw using ovals, circles, and rectangles to break the still life into approachable parts.
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When it comes to still life, it can be deeply personal. Kids may choose to draw inspiration from the season and nature, or they may gravitate towards more popular subjects (Pokemon, Squishmellows, Sponge Bob Squarepants). All are OK.
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There will be bins in the Art Discovery closet containing still life inspiration. Please make sure the bins are returned after each project.
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Fast finishers: Have them label their still life with symbolic meanings or add a background setting.
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Sensory Seekers: Use objects with varied textures in the still life for added engagement. Let them outline shapes boldly if it helps with focus.
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Sensory Avoiders: Reduce visual clutter by offering a simplified still life or fewer objects. Let them work farther from the group if proximity is overwhelming.
January: Abstract Painting
Tips & Resources:
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Encourage students to notice when their paper is getting saturated with paint, and gently suggest starting a new piece before it becomes too wet to hold paint.
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Use music as inspiration: Play short clips of music and ask students to paint what they feel or see.
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Color prompts: “What does joy look like in color?” or “What shape is your favorite memory?”
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Let go of realism: Encourage mark-making, swirls, dots, lines, and layering paint.
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Fast finishers: Ask students to title their piece—this can help anchor abstract work in meaning.
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Sensory Seekers: Offer large brushes or hands-on techniques like finger painting.
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Sensory Avoiders: If playing music during the lesson, let them use their noise-canceling headphones or a quieter zone if music is overwhelming. Offer the option to use colored pencils if they prefer dry materials.
February: Clay & Sculpture Making
Tips & Resources:
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Emphasize hand strength and control: Demonstrate pinch, roll, and score/slip techniques.
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Large parchment paper sheets will be your friend! Have the kids lay down a sheet on their desks before they begin working with the clay.
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Remind the children they should be working on a single, unified piece - to reduce having lots of extra tiny bits that will get lost or broken.
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Clay is very sensory-intensive. Kids may want to roll, flatten, or squish, repeatedly, and that is OK. If they're still working the clay at the 30-45 minute mark, it's OK to remind them that they'll have less time to add details and create.
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Air-dry clay takes 24 hours to harden. Children will have the option to add painted details either at home, or in the class the following day (with the teacher's involvement).
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Fast finishers: Ask kids to name their creation and describe what it’s used for (imaginary function).
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Sensory Seekers: Clay is great for input—offer tools for poking, pressing, and imprinting. Let them squeeze or roll extra clay as a calming motion.
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Sensory Avoiders: Provide gloves or damp paper towels to reduce direct contact. Let students opt out and sketch instead.
March: Pop Art
Tips & Resources:
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Introduce artists like Andy Warhol and Keith Haring briefly and show how art can be fun and cartoon-like.
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Use markers, stencils, or stamps: These give graphic impact without needing painting.
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Fast finishers: Invite students to write a slogan or speech bubble to go with their art.
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Sensory Seekers: Bold colors and graphic repetition appeal to visual seekers—use neon paper or puffy paint.
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Sensory Avoiders: Offer matte surfaces and muted color options. Allow for drawing-only versions if layering markers or paints is overstimulating.
May: Landscapes
Tips & Resources:
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This unit is weather-dependent. Under ideal circumstances, students will be able to create outside - and drawing boards and tarps will be provided. If May's weather is uncooperative, a pivot will be provided so that students can work on landscapes while inside.
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Use visual anchor words: Sky, horizon, background, overlapping.
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Help with composition: Demonstrate how to divide a paper into thirds—sky, land, detail. Alternatively, students can choose to create a composition that focuses on a smaller segment.
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Fast finishers: Add wildlife, weather (lightning bolt, rainbow), or a season-specific detail.
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Sensory Seekers: Let students blend colors, or use a variety of mediums to construct their landscape. If amenable, they may wish to draw a larger landscape (with more visuals) - that is OK.
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Sensory Avoiders: Minimize visual distractions by offering a blank workspace. Encourage using light pencil sketches and allow students to choose familiar settings to reduce cognitive load. If working on a landscape outdoors, taken directly from nature, they can choose to focus on one element (e.g., a flower, a tree).