Art and Craft in the Young Learners Class

Art and Craft in the Young Learners Class




Consider the following activities.

 Children collect pictures of animals and make a collage by sticking them (on) to a large sheet of card which is then displayed on the wall of the classroom.

2. Using card and pins, children draw, colour and cut out clocks with moveable hands. The clocks are then displayed on the class notice-board.

3. After having read a story, children create their own masks of characters in the story and then act out a dialogue or part of the story.

4. Using “play-doh” or modelling clay, children try to make statues of some of the main characters of a book or dialogue.

5. Using various odds and ends (paper, glue, cotton, wool etc), each child makes a simple puppet and describes its character to the rest of the class. When several puppets have been described in this way, the children work together in groups to produce a scene using the characters. They could alternatively make puppets of characters in their (course book) one word!!! and enact dialogues from the book. (Hand puppets can be made using old socks, stick puppets with ice-cream lolly sticks.)

6. Children follow instructions on how to make a paper house. (fold back along lines as shown below – with just 4 folds the house will stand up) They then colour their model and draw in pieces of furniture.


 Using wooden blocks as buildings, children work in groups to produce a model of their town-centre or an imaginary town.

8.Make a predictor. *(see complete instructions here)

What language would the students need to know to do these activities?
What does the teacher do while the students are creating?
What could the students do with their creations to practice English?


1. Such activities provide a meaningful context for language practice and motivate children to use language constructively.

2. Puppet, mask and modelling tasks draw upon the child’s out-of-school experience and interests.

3. The creation of masks, puppets, etc involves the child (in action and activity) in activities which reinforce the process of language learning, which reinforces the process of language learning.

4. Hands-on tasks draw upon the child’s knowledge of other subject areas, such as Maths or Geography, and thus allow him/her to transfer skills gained in one area to another.

5. Shy students can hide behind the character of their puppet/mask and may be more willing to participate.


1. Resources – The creation of puppets, masks and models requires card, glue, coloured pens etc Quantity? Who supplies these? Who pays for them? (Younger children may have toys, puppets, bricks etc – these can be brought in and exploited).

2. Accidents – Scissors can cut “little fingers” if care isn’t taken. Coloured pens and glue can mark good clothes etc (Monitor children working with scissors or paints, warn them/their parents one/two lessons beforehand so that they come appropriately dressed.)

3. Storage Space – What happens to all the puppets, masks and models after the lesson?
– The children take them home.
– You take them home.
– They are thrown away.
– They are stored in a “resource corner/cupboard” at the school.

4. Level of Difficulty – Tasks should be fairly simple to carry out. The more difficult, the greater the possibility of something going wrong and discouraging the children.

5. Time – Such activities may need a lot of time during which little or no language is being generated / practiced.


– Keep things simple.
– Try out the activity at home to see if it can be done/identify difficult stages.
– Think about setting the activity up – instructions – demonstration?
– Practice demonstrating the activity in the mirror so that you see what the children will see.
– Make a checklist of all the materials that you need. Ask the children to bring some in for you – “I want you all to bring a stick of glue on Monday”.
– Think about timing – Spend too much time and the activity will become dull and boring.
– Monitor the activity as it progresses. Offer a helping hand if necessary and encourage the use of the target language.
– Praise the children for their efforts.



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