Makerspaces are increasingly popular additions to public library branches, and many youth services departments are adding hands-on art and craft sessions to their calendars. Any arts education in a free and accessible space like a public library is beneficial for children. Studies show that early childhood exposure to art education programs leads to a stronger appreciation towards art later in life, as well as an increased interest in cultural institutions like libraries and museums (Kisida et al., 2018). However, there is an opportunity to do even more than inspire creativity and art appreciation through maker programs. Art programs can be a venue in which to introduce children to diverse cultures and identities by using real artists as inspiration.
For many children, public libraries may be their first opportunity to engage with the arts. It is crucial to make sure they feel welcome and included by exposing them to artists who look like them or have similar cultures and experiences. This inclusion isn’t always a given in the art world. A recent study showed that many museums’ permanent collections lack diversity; 85.4% of the works in 18 U.S. museum collections belong to white artists, and 87.4% are by men, with African American artists representing only 1.2% of the works (Bishara, 2022). Libraries have the opportunity to prioritize representation in the arts that children may not always find elsewhere, especially due to the often prohibitive costs of extracurricular art classes. By offering inclusive art programs, libraries can ensure that every child has the chance to see themselves reflected in art and allow themselves to gain insight into the experiences of others.
Need inspiration on how to begin or feeling unsure about how to discuss artists with kids? Some museums have a wealth of resources, including games or educational videos and lesson plans. Check out the U.K’s Tate Modern website for artist dossiers and video clips at https://www.tate.org.uk/kids. Stateside, the National Gallery of Art in Washington D.C. shares programs for multiple ages that even include book suggestions: https://www.nga.gov/learn/teachers/lessons-activities.html The National Gallery of Art also offers free interactive games, like Artle, a daily puzzle that challenges you to guess an artist with four clues: https://www.nga.gov/artle.html
Here are some easy program ideas that celebrate diverse artists – and don’t require a large budget.
- Salt Dough Sculptures: Inspired by Japanese-American artist Ruth Asawa who used the medium to create some of her public artworks in California. The late artist’s website shares her recipe: https://ruthasawa.com/resources/bakers-clay-recipe/
- DIY Sketchbooks: Use a heavy-duty stapler to attach folded 11 x 17 copy paper inside a manila folder and allow kids to decorate them. Share the digitized versions of disabled Black artist Horace Pippin’s sketchbooks, available through the Smithsonian: https://www.aaa.si.edu/collections/horace-pippin-notebooks-and-letters-8586
- Abstract Colorful Paintings: Black artist Alma Thomas was in her 70’s when she created her signature, colorful style of painting. Her artwork is easy to emulate with watercolors, markers, or crayons: https://americanart.si.edu/artist/alma-thomas-4778
Citations:
Bishara, H. (2022, August 15). Artists in 18 major US museums are 85% White and 87% male, study says. Hyperallergic. https://hyperallergic.com/501999/artists-in-18-major-us-museums-are-85-white-and-87-male-study-says/
Kisida, B., Bowen, D. H., & Greene, J. P. (2018). Cultivating interest in Art: Causal effects of arts exposure during early childhood. Early Childhood Research Quarterly, 45, 197–203. https://doi.org/10.1016/j.ecresq.2017.12.003
This post addresses ALSC competency 3.1: Designs, promotes, presents, and evaluates a variety of diverse programs for children, with consideration of equity, diversity, and inclusion; principles of child development; and the needs, interests, and goals of all children, their caregivers, and educators in the community.
Vanessa K. Salo is the administrative assistant at the Virginia Library Association and an MSLS student at the University of Kentucky. She is writing this post on behalf of the Public Awareness and Advocacy Committee. She can be reached at vanessa@vla.org.