Discover Why Process-Art Belongs in Young Learner Lessons
75% of teachers in our community want to use more process-driven art activities.
Maybe it’s time that you did too!
Teachers have strong opinions about product Vs process art, especially around commemorative dates such as Valentines Day or Christmas and I’ve noticed this topic can make some teachers feel uncomfortable. Especially if:
- They’ve spent years creating product-based crafts and been praised for them.
- They’ve never considered how product-driven activities might affect learners’ development.
- They feel pressure from families or coordination to produce “perfect” items to send home.
I’m not here to judge the decisions you make for your learners but I am here to advocate for more meaningful learning experiences in the language classroom. That’s why I thought it would be interesting to talk to our Early Years and Art History specialist, Kenia Santos. In this interview I ask her about the difference between the process and product driven art and get some examples of practical activities that are easy to prepare and developmentally appropriate for children celebrating Valentine’s Day or any special holiday.
Meet Kenia Santos!
Kenia is a pedagogist with specializations in Art History, Positive Education, and Creative Education. As vice president of the Associação de Educação Positiva do Brasil (AEPBrasil), Kenia brings over 20 years of experience in the education field. She holds multiple certifications, including CELTA, Positive Discipline Educator, and Train the Trainer.
What Is the Difference Between Process-Driven and Product-Driven Art?
Claire: This is a key question for many teachers. How would you explain the difference?
Kenia: Product-driven art has a clear outcome in mind. It’s all about following specific steps, using particular materials, and often includes a model for children to replicate.
In contrast, process-driven art is entirely the child’s own. It focuses on the experience—exploring materials, techniques, and tools. The final product is unique and reflects the child’s creativity and self-expression.
Is Product-Driven Art Ever Beneficial?
Claire: Many teachers wonder if product-driven art has a place in the classroom. What’s your perspective?
Kenia: Absolutely, it does. Not all children learn or express themselves in the same way. Some thrive with the freedom of process-driven activities, while others may feel overwhelmed without clear instructions or goals.
What matters is balance. Combining elements of process and product art can meet the diverse needs of learners and help children grow at their own pace. For example, students who feel they “can’t draw” might benefit from structured activities that slowly build their confidence.
I also recommend reading Ana Angélica Albano’s book, O espaço do desenho: a educação do educador. She explains how schools often replace artistic expression with other forms of communication, like writing, which can cause children to drift away from art as a tool for expression.
What Barriers Prevent Teachers from Using Process-Driven Art?
Claire: What are some common obstacles, and how can teachers overcome them?
Kenia: Teachers often think process-driven art requires more time, but it’s really about adjusting the activity to fit your schedule. If you have 15 minutes, use fewer materials, smaller canvases, or simpler techniques. Families might prioritize “cute” outcomes over meaningful learning. To address this, make the learning process visible. Document the children’s work, highlight the skills they’re developing, and explain the purpose of the activity.
Some schools expect showcase items for holidays or portfolios. If possible, suggest alternatives that blend process and product art. If these expectations feel misaligned with your values, it might even be worth considering other opportunities where your educational philosophy can thrive.
“As educators, we need to ask ourselves, “How much are children truly learning from activities where 90% of the work is done by the teacher?” and “What message are we sending when we ‘fix’ or ‘complete’ their artwork?”
How Does Process-Driven Art Support Language Learning?
Claire: A lot of language teachers are curious about how process-driven art can support English acquisition. What’s the teacher’s role during these activities?
Kenia: Process-driven art is rich with opportunities for language learning. The key is to create a language-rich environment. Walk around the room, ask open-ended questions, comment on the children’s work, and introduce relevant vocabulary.
More importantly, observe. While students work, you can collect valuable insights into their cognitive, social, and emotional development. This evidence not only informs your teaching but also justifies the use of these activities to families and school leaders.
Can You Share Ideas for Valentine’s Day Activities?
Claire: With Valentine’s Day approaching, what are some ideas teachers can use?
Kenia: Start by asking yourself three key questions:
- Why are we doing this? Make sure the activity has a meaningful purpose.
- Who is it for? Decide if it’s for a family member, friend, or themselves.
- How much time do I have? Adapt materials and complexity to fit your schedule.
I think you could also provide students with a sentence stem, like for example, thinking of Valentine’s day, are students going to do something for a family member or a friend? Then you could make it more or less specific.
- “Something I love about you…”
- “My favorite thing to do with you is…”
- “Something I want to say but don’t know how…”
Provide materials like papers, brushes, crayons, bottle caps, corks, feathers, leaves, and buttons. Let students explore and create freely. As they work, observe and engage in conversations about their choices and ideas.
Resources for Inspiration
Claire: Where can teachers find more inspiration for process-driven activities?
Kenia: There are some fantastic online resources full of creative ideas you can adapt to your teaching context. I recommend checking out these hashtags: #atelierista, #onehundredlanguages, #100languagesofchildren
Final Thoughts!
Process-driven art fosters creativity, self-expression, and confidence in young learners. By rethinking traditional classroom practices, we can create opportunities for children to explore freely and learn deeply.
I hope this discussion has inspired you to try something new in your classroom. Share your process-focused activities with our community by tagging @activeeducationbrasil on Instagram—we’d love to feature your ideas!