Integrating arts into the school curriculum aims to create cross-thematic links with other subjects. Despite the limited time allocated to art education in the Greek curriculum, meaningful art activities in theme-based lesson plans can significantly enhance the linguistic, cognitive, and creative skills of young English learners.
Art in education promotes higher-order thinking and cognitive skills, evolving through the creation, interpretation, and critical reading of artworks (Efland, 2002). Students learn to decode the meanings represented in artworks, benefiting emotionally, socially, and intellectually through aesthetic experiences (Eisner, 2002). Gardner’s theory of multiple intelligences (1983) supports engagement in artistic activities, as it highlights the importance of symbolic systems beyond linguistic and mathematical ones, contributing to a balanced curriculum. Art activities, involving experimentation with materials and textures, support fine motor skills and stimulate curiosity, motivating students toward the final outcome of their projects (Russell, 2018). Additionally, learning through arts enhances collaboration and literacy skills by focusing on students’ interests and experiences (Theodotou, 2024).
This article discusses a project conducted with twenty-three Year 2 students at the 40th Primary School of Thessaloniki. The project, based on Eric Carle's "The Very Hungry Caterpillar," focused on environmental awareness by using recycled fabrics to create caterpillar puppets. The workshop encouraged children to turn old socks into colorful, handmade caterpillar puppets, introducing them to creative recycling.
Project Phases
- Preparation: Students were asked to bring an old sock and cotton for stuffing. Other materials provided included buttons, ribbons, fabric scraps, rubber bands, craft pipe cleaners, felt-tip pens, cardboard, a needle, and thread.
- Phase One: The class watched an animated version of The Very Hungry Caterpillar to become familiar with the story and vocabulary, especially the butterfly life cycle. They discussed the benefits of healthy eating and observed a pop-out version of the book, which added excitement to the activity.
- Phase Two:
- Art Activity: Students depicted the story through individual or paired drawings.
- Craft Workshop: Demonstrations guided students in creating their caterpillar puppets. First, students filled the socks with cotton, securing the open end with a rubber band. Ribbons were tied around the sock to segment the body, buttons were sewn on for eyes, and small fabric pieces created the mouth. Pipe cleaners attached to the head formed tentacles. Due to safety concerns, the teacher assisted in sewing buttons.
- Post-Project: Students recorded themselves reciting parts of the story, enhancing oral skills. They also created a cardboard butterfly life cycle to reinforce the learning.
The project sparked enthusiasm, with some students continuing to make caterpillar puppets at home. Despite the challenges of classroom noise, the happiness and engagement of students underscore the value of incorporating creative activities that enhance literacy and language learning.
Bibliography
- Efland, A. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York, NY: Teachers College Press.
- Eisner, E. W. (2002). The arts and the creation of mind. London, UK: Yale University Press.
- Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
- Russell, C. L. (2018). Integrating art into the inclusive early childhood curriculum. Champaign, IL: Common Ground Research Networks.
- Theodotou, E. (2024). If you give them the chance, they will thrive: Exploring literacy development through the arts in early childhood education. Early Years, 1-14. https://doi.org/10.1080/09575146.2024.2343712
