Are group lessons the right
choice for your child?
Group Art Lessons are a great fit for children who:
✔ enjoy being around other children
✔ like sharing ideas and seeing different approaches
✔ are ready for regular weekly practice
✔ want to develop artistic skills over time
✔ benefit from structure but still need creative freedom
✔ enjoy working on their own projects in a small group
Children work together, but they do not all make the same picture. Each child develops their own ideas, works at their own pace and receives individual guidance from me throughout the lesson.
How each lesson works
Each lesson lasts 90 minutes and follows a structured long-term program that gradually introduces children to new techniques and skills. From simpler foundations to more complex creative challenges.
The program is designed to introduce children to different artistic techniques and gradually teach them to observe, think, develop ideas, make their own creative decisions, and express themselves through art.
Behind every finished artwork is a specific learning goal. One project may focus on watercolour techniques, another on working with a large format, careful detailing and fine motor skills, or, on the contrary, freedom, experimentation and letting go of the idea of doing everything “correctly”.
I choose the themes and learning objectives, but children still have space to make the project their own. For example, the group might explore Alice in Wonderland, while each child chooses a different scene, character or moment that interests them.
40 min — Creative Session
10 min — Break
40 min — Creative Session
Small groups
±5 children
Small enough for individual attention.
Big enough for inspiration from each other.
Children get the social energy of a group, but nobody disappears into it.
I can notice when someone needs a clearer explanation, more confidence, a new challenge or simply a little more time.
And because every child works on their own interpretation, the group becomes a source of ideas rather than a place where everyone copies the same example.
4 Pillars of the Program
1. Throughout the year, we explore:
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composition and the placement of objects on the page;
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colour, shape, proportion, space and visual balance;
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a variety of materials and techniques, including watercolour, acrylic, graphics, markers, pencils and mixed media;
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how different art materials behave and how to work with them effectively.
Projects are structured in different ways. Sometimes I set a theme and the child chooses the technique and how they would like to interpret it. In other projects, we focus on a specific technique or material, while the child has more freedom to choose the subject and develop their own idea.
In this way, children gradually learn not simply to follow an example, but to make conscious artistic choices.
2. The program incorporates elements of Harvard’s Artful Thinking methodology.
Through looking at and discussing works of art, asking questions and using specific thinking routines, children learn to:
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observe carefully and notice details;
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describe what they see;
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ask questions and investigate;
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reason and explain their point of view;
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compare and make connections;
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explore the same idea from different perspectives;
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recognise complexity and ambiguity;
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develop their imagination and create their own interpretations.
3. We regularly explore both contemporary and classical artists, but not in the format of traditional art history lessons.
What interests us most is:
How does the artist think? What makes their work recognisable? Which materials, colours, compositional or visual techniques do they use? What can we notice, investigate and try ourselves?
Artists’ work becomes a source of observation, questions and inspiration, as well as a starting point for the children’s own projects.
We place a strong emphasis on the final result and on the process of creating the artwork.
4. Before starting a project, we may discuss the idea, make small sketches, choose the composition, materials and approach.
During the creative process, the child learns to experiment, change their original plan, look for their own solution and bring the project to completion.
Afterwards, we reflect on the result together: what worked well, which decisions were interesting, what felt challenging and what the child might like to try differently next time.
Over the course of the year, children therefore develop artistic skills, observation, independence, concentration, spatial and critical thinking, imagination, confidence in their own ideas and the ability to talk about their art.
