Picture it...

A room set up with boxes of all sizes, paper, glue, tape, random cardboard, string, and yarn. The teacher says, "Today, we're learning about Jonah."

The children are asked, "How would you build a boat?" or "What do you think the big fish looked like?"

Soon, the room is swirling with ideas. One child is building a boat out of cardboard. Another is creating a giant fish covered in yarn. A third is carefully adding tiny glitter to the sea.

When the projects are finished, the teacher asks, "Tell me about your creation."

As the children share, they begin retelling the story of Jonah in their own words. They aren't just making art. They're connecting with the story, asking questions, solving problems, and sharing ideas. They are also learning from one another. "Can I borrow your scissors?" "Can you help me hold this?" "I like how you made that." Process art naturally creates opportunities for communication, collaboration, and problem-solving.

Welcome to process art!

Process art is open-ended, child-led art. Children are involved in the entire process of their project—from beginning to end. They get to choose how many popsicle sticks to use, where the fish's eyes should go, or how much glue is needed. GASP. It's their project, so they get to decide.

You may be thinking this sounds messy. Yes, it is. The role of the teacher is to prepare the environment for the children's needs. Plastic tablecloths, cafeteria trays, paper plates, and washable materials quickly become your best friends on extra messy days.

Process art doesn't require expensive supplies. Recycled materials such as boxes, paper towel tubes, plastic lids, and containers work wonderfully. You can also add more loose parts such as yarn, pom-poms, popsicle sticks, fabric scraps, buttons, cardboard pieces, and pipe cleaners. These open-ended materials invite creativity because there is no single right way to use them.

When children are involved in the process, they take ownership of their work. Their creations are original and unlike anyone else's. How beautiful is that?

Process art is where the magic starts to happen. It's where the "I wonder..." questions begin. I wonder if there were a lot of stars when Jesus was born.

I wonder if Jonah was scared inside the fish.
I wonder if Jesus would have liked a tire swing when He was little.
I wonder if the wise men were scared?

These are the questions that lead children deeper into the story. We may not always know the answers, and that's okay. We can open our Bibles, ask a friend, do some research, or even ask the child where they think we might find the answer. Wonder creates opportunities for meaningful conversations about faith.

You may be thinking there isn't enough class time or that the children you work with are too young or too old. The beauty of process art is that it can be adapted for any age. It may look different depending on the children and materials, but the benefits remain the same.

When process art is incorporated into the classroom, children become more engaged. They ask more questions, practice critical-thinking skills, solve problems, communicate with peers, and take ownership of their learning.

The role of the teacher looks different, too. Instead of cutting out every piece or showing children exactly where to glue the googly eyes on the whale, teachers become guides and encouragers. We provide materials, ask questions, offer support, and celebrate ideas.

Process art also builds trust between children and teachers. Children learn that we are there to support them, not control the outcome. They trust us to hold the paper towel tube while they tape it, help find another piece of cardboard, or listen as they explain their creation.

As teachers, we have more opportunities to connect with children because we are less focused on making every project look like a sample and more focused on the child in front of us. Instead of asking, "Did you finish?" we can ask, "Tell me about your boat." In that simple question, children often retell the Bible story, share their ideas, and reveal what they are learning.

As teachers, it can be hard to step back and let children lead. We are used to helping, directing, and making sure everything looks "right." Process art reminds us that learning is often found in the process, not the finished product.

The next time you teach about Jonah, Noah, or the birth of Jesus, consider putting away the pattern and bringing out the cardboard, tape, and loose parts instead. You may be surprised by the questions children ask, the connections they make, and the stories they tell.

If we trust the process, we create space for wonder. And sometimes, wonder is where some of the deepest learning begins.

Andrea McCormick Miller is a children’s ministry director and early childhood educator with over 14 years of experience advocating for play-based, child-led learning. She is passionate about creating environments where children can explore, wonder, and grow through play, and she views play as her ministry. Andrea enjoys developing curriculum and resources for children and families in her ministry. She is a wife and mother of three who loves spending time with her family. Andrea also loves spending time outdoors and finding joy in the little things.