–Adapted from Linda Carson’s website: http://www.bigblackpig.com/howtotalk.html

“Right” or “Wrong” applies only to the use of tools & materials, not to the artwork or subject matter.

Creative folks try to practice divergent thinking (where we get lots of different answers and ideas) instead of convergent thinking (where we’re trying to conform by arriving at the one correct answer). It’s usually a good thing when your kids’ paintings don’t look like any of the others in the class.

Focus on the process, not the product.

What you’re trying to do is feed back their explorations to them–being neither too critical nor too gushy–and leave lots of room in the conversation for them to talk, too. What they think about their artwork is more important than what you or I think.
What you’re trying not to do is impose adult standards on kids’ work. You probably know, from your own childhood experience, that the most crushing thing you can say is “What is it?”

Let your kids decide which works are the best for display.

Sure, you may save everything (dated) in a box so you can look back on their progress, but you obviously can’t show it all off. The latest work can go on the fridge door. Then buy a clip frame (easy to change the artwork) and encourage your kids to select their favorite of the month to decorate the front hall. Doing art is one of the only opportunities kids have in their week to exercise, explore & develop their own judgment. At the easel, they’re in charge of what’s right, what’s best, what’s next. Instead of learning & conforming to an external adult standard of excellence, they’re discovering their own.

Don’t over-praise.

If you gush all the time, your kids stop valuing your praise and may eventually doubt that anything they do is praiseworthy.

Praise them for doing, not being.

Focus your praise on the work accomplished, not on your kids’ innate brilliance. (“What a great idea!” or “You really worked hard on this painting!” rather than “You’re so clever.”) Get it? Kids who are rewarded for “doing” (working hard & making progress) continue to thrive. Kids who are congratulated for “being” smart–or artistic or imaginative–often start playing it safe to protect their image.

What to say. . .

Focus praise on the effort, not the product. For example:

• “How did you do this?”
• “You seemed to be having fun.”
• “You were really concentrating.”
• “What an interesting way to use the brush.”

Talk about the shapes, colors & marks you see. For example:

• “What I notice first about your drawing is . . .”
• “What I like most about this is . . .”
• “Isn’t it interesting how you’ve used lots of . . . “

Promote self-evaluation. For example:

• “Have you put in everything you want to show about the subject?”
• “Do all the parts of the picture look like they belong together?”
• “Which of your paintings from today do you like best, and why?”

Encourage effort, enjoyment, & risk-taking. For example:

• “It’s fun to try it different ways.”
• “We learn a lot from our mistakes.”
• “Can you think of other ways to use this tool?”
• “Let’s try anyway.”
• “It’s okay to get dirty.”
• “I’m proud of you when you try hard things.”