Notice, Describe & Ask: Visual Arts

This language protocol allows children to feel seen for who they are, while building their ability to speak for themselves.
Teacher kneels at students' desks and listens with a huge smile on her face to a student, who is also grinning ear to ear, describing his drawing.
 
 

What is it and Why?

Through Notice, Describe and Ask we talk about students’ work in rich detail, but without judgment. Through conversation, we help children discover their own voice, while building language skills.

What are they learning?
Why Notice, Describe, Ask?
Arts, Literacy and SEL
Standards Alignment
 
  • Students standing at their desks as they draw their puppets on paper with colored pencils. A teacher stands above and points to their work. Text of teacher talking to students that reads,

    Teachers model descriptive language

    After a period of noticing what child artists are engaged in, teachers offer rich & specific vocabulary to describe what children are making.
  • Teacher kneeling at student's desk, listening attentively as the student describes the puppet he made with paper and pencil. Text of the student speaking reads,

    Teachers ask open-ended questions

    Through asking questions, teachers encourage artists to speak about their work in whatever way they choose.
  • Two students sit side by side at their table using torn paper to collage ocean puppets together. The girl on the right holds a clown fish puppet with her mouth open as she describes her work. The text of her speaking reads,

    Children talk freely while working

    Child artists investigate their artistic choices by talking about them. During this process they also share ideas, plans and stories.
  • Two students sitting next to each other at a table while they work on pencil drawings. One is leaning over listening to the other describe his drawing. Text of his description reads,

    Children collaborate

    Notice, Describe and Ask builds community by creating a classroom culture that invites children to observe, talk about, and learn from each other’s work.
 

Notice

When children start to work independently, you have time to pause to learn about your students from observation.  Notice the habitual responses you have to artwork that you will let go of to do this protocol. Then, notice artistic choices.

Tools & Information
An Artist's Work Process
Downloadable tools
Describing Tool: Torn Paper Collage
Describing Tool: Pencil Drawing
Describing Tool: Paper Sculpture
Describing Tool: 5-Shapes Collage
Observe & Support: Visual Arts
 
  • Two children add drawn details to puppets created out of construction paper. Behind them, their classmates are adding details by collaging.

    Notice how students are working

    Notice the different ways young artists work when they have the freedom to choose their work process. Use the Observation Tool below & find more resources in the left toolbar.
    Observe & Support Visual Artists At Work
  • Drawing done on white paper arranged horizontally with graphite pencil. The student artist pressed down hard with the pencil and used lots of big, dark swirling and scribbled looping lines and circles that completely fill the page overlapping each other all directions. The feeling is energetic, fast and dense.

    Notice your habitual responses, and let go…

    Notice your reactions to their choices:
    “What is that?,” “That’s beautiful,” “That’s messy,” “Fill in that empty space,” “Reminds me of…”
  • Student drawing in pencil and crayon on white paper arranged vertically. A big, T-shape is the the middle of the page and the student has added details including yellow ovals along the edges, a small section at the bottom and top of the T filled in with dark blue shading and a section in the middle of the T that as a black outline to make a square like shape with blue curved lines in rows.

    Notice your interpretations… and let them go

    “Is that an airplane?” “Those must be the people.”
    Notice your desire to interpret the meaning of the artwork. Instead, let children interpret their work for us.
  • Student's torn paper collage setting on bigger yellow construction paper going horizontally that has been folded in half. On the bottom left side there is a medium sized, red, square shape with a smaller yellow rectangle placed in the middle on top that also has a tiny brown piece placed in the middle on the far left edge. The student artist has folded a strip of brown paper several times and placed it on top of the red square. On the top of the left side, there are nine tiny crumpled pieces of pink paper. On the right side of the setting, there is a small group of tiny crumpled brown pieces in a circle on the bottom towards the middle of the fold. The feeling is sparse and minimalistic.

    Notice opinions and judgments … and let them go

    “Perfect,” “Needs more details,” “Working too slowly.”

    The child decides what’s right or wrong and follows their own work process.
  • Closeup of torn pieces of white and orange paper arranged thoughtfully, sitting on a desk. White, flat torn pieces are on the bottom and overlapping slightly. Orange pieces that have been folded or crumpled slightly are arranged on top and make a 3-D effect because of how the student artist has manipulated them.

    Notice feelings and associations… and let them go

    “3-D interests me,” “Abstraction bores me,”
    “I love orange!”
    Notice artistic choices and wait for the artist to share their associations.
  • Torn paper collage setting on large piece of blue construction paper folded in half. The setting includes what looks like white clouds at the top, a tree made with many different colors of paper cascading down from the brown trunk, a pink house with a green roof and a red castle in the background. On the right side at the bottom of the page is a strip of blue paper that is folded to look like water and horizontal, wiggly pieces above that might represent mud.
    Notice Artistic Choices: Examples in Drawing and Collage

    What engages this child as they make their artwork? Carefully ripping shapes the same size and arranging in lines or patterns. Some are a single color. Some alternate colors. Lots of colors. Only one yellow piece. Overlapping to put something in front. What else do you notice? Use the describing tool to help:

  • Closeup of torn pieces of white and orange paper arranged thoughtfully, sitting on a desk. White, flat torn pieces are on the bottom and overlapping slightly. Orange pieces that have been folded or crumpled slightly are arranged on top and make a 3-D effect because of how the student artist has manipulated them.
    Where is the child putting their attention?

    Building up and folding paper into 3 dimensions

    How pieces are sitting on each other

    Choice to use 2 colors

    Size and placement of shapes

    What else do you notice? Use the describing tool to help:

  • Student's torn paper collage setting on bigger yellow construction paper going horizontally that has been folded in half. On the bottom left side there is a medium sized, red, square shape with a smaller yellow rectangle placed in the middle on top that also has a tiny brown piece placed in the middle on the far left edge. The student artist has folded a strip of brown paper several times and placed it on top of the red square. On the top of the left side, there are nine tiny crumpled pieces of pink paper. On the right side of the setting, there is a small group of tiny crumpled brown pieces in a circle on the bottom towards the middle of the fold. The feeling is sparse and minimalistic.
    Where is the child putting their attention?

    Careful placement of shapes on top of each other on the left

    Many small crumpled shapes on right and on top of page

    Lots of open space with 3 areas of attention

    Focused palette: using color to show different elements of the story

    What else do you notice? Use the describing tool to help:

  • Student drawing in pencil and crayon on white paper arranged vertically. A big, T-shape is the the middle of the page and the student has added details including yellow ovals along the edges, a small section at the bottom and top of the T filled in with dark blue shading and a section in the middle of the T that as a black outline to make a square like shape with blue curved lines in rows.
    Where is the child putting their attention?

    A lot of storytelling details inside this cross shape

    Small black ovals with lines

    Something pink and rubbed below

    Dense colored areas at the top and the bottom

    Different kinds of lines in different colors

    What else do you notice? Use the describing tool to help:

    Describing Tool for Drawing
  • Closeup of student's pencil drawing on white paper facing horizontally. In the top left corner they have drawn a sun and in the middle of the top half there is what appears to be a circle shaped table with seats around the perimeter with figures sitting in them. On the far left edge running from the middle of the paper down to the bottom is what looks like a ladder attached to the table in the top half. In middle of the bottom half of the page is a group of seven human figures standing next to each other in a line.
    Where is the child putting their attention?

    Big round shape of many wide lines, with small details around perimeter on top

    On left, long vertical line with short horizontal lines attached

    Lots of attention to the many repeated details

    What else do you notice? Use the describing tool to help:

    Describing Tool for Drawing
  • Drawing done on white paper arranged horizontally with graphite pencil. The student artist pressed down hard with the pencil and used lots of big, dark swirling and scribbled looping lines and circles that completely fill the page overlapping each other all directions. The feeling is energetic, fast and dense.
    Where is the child putting their attention?

    Big movement of the pencil on the paper, using the whole arm

    Many overlapping circular lines in different directions

    The whole paper is filled with whirling loops and lines

    Some lines follow the same path making a thick round shape

    Some by themselves going diagonal or horizontal

    What else do you notice? Use the describing tool t

    Describing Tool for Drawing
 

Describe

After quietly noticing, begin to describe specifically and enthusiastically, no matter where children are in their process. Offering language to describe their work empowers them- they feel seen and learn more about their own choices.

 
  • A young girl sitting at the desk drawing zig zags and squiggly lines on yellow construction paper with a pencil
    https://www.youtube.com/embed/CKWXw71yrv4
    Be Specific! Use a Describing Tool!

    Find rich, varied language for speaking about different kinds of choices you notice. For examples and to practice describing, watch these videos about kids’ choices in pencil drawing. ABOVE, learn to notice & describe GESTURE choices. SCROLL for Describing LINES and COMPOSITION videos. Describing Tools for other media can be found in “Planning,” below.<

    Describing Tool: Pencil Drawing
  • A child holds their pencil drawing up to the camera. Their marks fill the entire page and they have used a wide variety of lines to create shapes.
    https://www.youtube.com/embed/WrJXEIvHAP8
    What do the lines look like?

    Watch this video to see examples of how you can describe lines using the Describing Tool for Pencil. Learn how to adapt the Describing Tool format for different artistic media in the “Planning” section below.

    Describing Tool: Pencil Drawing
  • A pencil drawing of a rocket sitting on the moon. Above it, there are stars attached to radiating rectangles filled dark zigzags.
    https://www.youtube.com/embed/VnIoJvaxdrk
    How are the marks arranged?

    Watch this video to see examples of how you can describe composition using the Describing Tool for Pencil. Learn how to adapt the Describing Tool format for different artistic media in the “Planning” section below.

    Describing Tool: Pencil Drawing
  • A student holding up their collage of a volcano made with black, blue and red paper torn into triangles and rectangles and crumpled into ball shapes.
    https://www.youtube.com/embed/dUd8OGXAmRY

    Describing Torn Paper Collage- shape & color

    Watch this video to practice describing shape & color with more specificity & rich language. Scroll for Describing Composition video. Use the
    Describing Tool: Torn Paper Collage
  • As composite image of two different torn paper collages that use paper to create forms including spirals, triangles and stripes.
    https://www.youtube.com/embed/2tozf3DE0W8

    Describing Torn Paper Collage- composition choices

    Avoid guessing what the choices represent! Describe spacing, direction & pattern with specific words. Use the
    Describing Tool: Torn Paper Collage
  • A torn paper collage that consists of texture and 3-D components
    https://www.youtube.com/embed/9rJy_D1cJc0

    Describing Torn Paper Collage- texture & 3-D form

    Avoid guessing what the choices represent! Describe textures & 3-D forms using specific language. Scroll for Describing Gesture video. Use the
    Describing Tool: Torn Paper Collage
  • A student focusing on tearing their next shape of orange construction paper
    https://www.youtube.com/embed/WwgWYZrfQC0

    Describing Torn Paper Collage- gestural choices

    Gesture = movement .
    Describe the ways the artists in this video are using their fingers and hands to move & manipulate the paper. Use the
    Describing Tool: Torn Paper Collage
  • Two children show their torn paper collages. The two collages are unique from each other in how they decided to layer, create texture and use color. One child is smiling and the other is serious but they are both expressing pride in their work.
    Highlight Variety and Value Differences

    Draw everyone’s attention to the wide range- including the common choices and surprising ones. Communicate that you value that there are so many choices, and there is not one right way. You can choose to do this in one-on-one conversations. To reach many students at once, you can also describe groups of students. Go to next slide for example.

  • Five children are choosing paper in a variety of colors and textures to glue on to their collage. Some students are sitting and some are standing. All are very focused.
    Describe groups to reach a few students at once

    There are so many different choices everyone is making! I notice some of you are using a bumpy blue texture, some a smooth blue texture.

    Some working symmetrically; others not interested in symmetry.

  • Two children hold their large collaged puppet faces over their own faces. The puppets are collaged with shapes cut from black paper as well as raffia, yarn, beads and buttons. Each puppet is expressing a strong emotion.

    Hold back judgment

    The key to describing is to hold back your own feelings, judgments and suggestions, and to focus all your energy on describing.
  • Teaching artist SJ Munford and a student are looking at an expressive face that the child has made in the 5 Shapes Many Emotions Activity. The teachign artist describes the composition choices that the student has made.
    https://www.youtube.com/embed/X_cGFJlIy9c

    Describe with equal enthusiasm

    Use a consistent, positive tone of voice in all your describing, which makes everyone feel valued, and motivates them to develop their work.
  • Teaching artist SJ Munford listens to a child speak about their work.
    https://www.youtube.com/embed/Zm8d3HpgVyQ

    Remember that you are modeling

    Remember: in describing you are modeling a way of communicating, and giving the children language for speaking about their own work and others’.
  • Teaching artist leaning over desk to describe a student's work while he gazes ahead, slightly unsure of what to do.

    How it feels to be a describer

    Describing this way can feel unnatural or awkward at first. Give it time to get accustomed, and to see the positive changes in your classroom.
 

Ask

Asking children about their work opens the space for them to speak as artists. How students interpret their work might surprise you! Listen closely & be sure to repeat their words back to them to show that you understand.

 
  • Kindergatten teacher Julissa Acosta leans over to listen to a student describe how she made choices for her collaged puppet body.
    https://www.youtube.com/embed/7GMWg7V7EPs
    Questions to ask after describing
    • “Do you want to tell me about it?”
    • “What were you thinking about?”
    • “How did you make this (describe)?”
    • “I see you figured out how to___. Can you tell me about it?”
  • Teaching artist SJ Munford and a student copy with their own arms the direction of the arms on the puppet the student made.
    https://www.youtube.com/embed/7t_aqIMausM

    Welcome the variety of responses

    Students may talk about how they worked with tools, what they imagine, or tell a story. They may use gesture, sound, or remain quiet.
  • Teacher leaning down to listen to a student describing her pencil drawing while using the pencil in her hand to make the shapes she drew on her paper in the air.
    https://www.youtube.com/embed/yQUvf1dTNwA

    Repeat students’ words or gestures

    Focus on students’ words and ideas about their artwork. Mirror back their words. After you have shown you heard them on their own terms and language, you can expand on what they said.
  • Teacher kneeling at student's desk while he plays with his puppet, matching his sounds and expressions of growling and gnashing teeth he makes as he puppeteers with her own face and voice.

    Encourage play and mirror body language

    Be playful and flexible. If students communicate with their bodies or sound, you can mirror them with body as well as words.
  • A child explains how they plan to cut fringe to teaching artist Ron Sopyla.
    https://www.youtube.com/embed/TK-BBKfUdF8

    Is there something you would like to add or change?

    Describe, then ask artists whether the work is done yet.
  • Teaching artist listens and leans over desk where student is standing with her torn paper collage setting lying in front over as she describes the choices she is making.
    https://www.youtube.com/embed/bAoCF9z9_1g
    “How’s it going?”

    When a child is not visibly moving forward on their piece, ask to hear what they are thinking about, and let them ask for help or let you know that they are working things out for themself. Donna Maria describes why children get stuck and how she offers what’s needed without taking over. Artists often need some missing information to get back to work.

  • Teaching artist Donna Maria DeCreeft listens to a child speak about their torn paper collage backdrop.
    “What are you working on?”

    Respect young artists’ process with a question that assumes they are at work.  You will know from their answer if they are comfortably on track, or if they are feeling stuck.

 

Essentials and Tips

Talk to students like artists. Students are the experts in their work. NDA uses language to support the artists’ work process.

Learn more about this process

 
  • Student seated at table looks at his puppet face that he has made using lots of different shapes that crowd the face in an unrecognizable way.
    https://www.youtube.com/embed/NIEjnd1-1T4
    Wild or Unexpected Choices?

    Sometimes students’ work is so imaginative or personal it surprises or confuses an adult viewer. Notice, Describe and Ask takes away the burden of “understanding”: you support student’s learning when you describe what you see, and let them tell you about it.

  • A child has turned the
    https://www.youtube.com/embed/3upJajWmQcI

    Welcome artists who change the assignment...

    Respectfully Notice, Describe & Ask about students’ work, even if you think it is off topic. Following a creative choice making process where it leads is an artist's work process.
  • close up of teaching artist SJ Munford on a zoom call
    https://www.youtube.com/embed/y5NNw7Y5qdc

    Describe to help an artist get on track

    Value by describing artistic choices, rather than redirecting students to assignment parameters
    When their choices have been seen, children will find their own way to the assignment
  • Teaching artist Susanna Brock speaking with Rooster the puppet via zoom
    https://www.youtube.com/embed/nJhPu-1splU

    “What don’t you like about it?” (On frustration)

    Rooster offers tips like: Step back. Then, ask yourself:
    “What do I love about my art? What don’t I love about it?”
    Working with Emotions
  • Zoom window of teaching artist Kari Morris who is in front of a brick wall and wearing headphones making a perplexed face as they speak.
    https://www.youtube.com/embed/ZiOROro0GiQ

    Frustration and Problem Solving

    NDA helps kids problem-solve when they haven’t yet achieved their vision and feel frustrated. Learn more about using this protocol to
    Work with emotions
 

Plan

Vocabulary and sentence starters are helpful in this new way of responding to work. A describing tool helps you think about children’s work in terms of artistic choices, rather than interpretation, and to offer a rich language environment.

Use a Describing Tool
Try one of these tools for describing
Describe Drawing
Describe 5 Shapes Collage
Describe Torn Paper Collage
Describe Paper Sculptures
Or make your own!
Describing tool template
 
  • A photo of a 3-D sculpture made from twisted pieces of paper, bent in arcs and arranged to create a dome. A child's hand is placing more paper in the background. The photo is imposed on the describing tool for paper sculpture and the section to help notice and describe
    https://www.youtube.com/embed/mGGOVtOSmBE

    Step 1: Prepare a vocabulary Describing Tool. Use one of our tools for drawing or collage, or create your own, using our template. Watch the video above!

    Step 2: Decide how you will use it in the classroom: Will you project it, make a chart, or hold it in your hand?

     

  • A close up of two very small puppet collaged from construction paper. One has a face drawn in crayon. Both are attached to popsicle sticks.
    Prepare Sentence Starters

    Examples:

    • I notice that you are making an enormous organic shape out of scribbles.
    • I see that you are are layering lots of tiny pieces of paper.
    • I like the way you are using your whole arm to make those wavy lines.
    • Ask: “What are you working on? Do you want to tell me about your work? Tell me about this___”.
 

Learn More

The Notice, Describe & Ask Protocol can be applied to any lesson where students are making choices, creative and/ or academic. See examples below for inspiration and then apply it to your own teaching practice

Notice, Describe & Ask across art forms
Make your own describing tool
Describing Tool: Template
Physical Expression
Describing Tool: Face & Body
Music
Describing Tool: Music
Describing Tool: Body Percussion
Describing Tool: Play How You Feel
Visual Arts
Describing Tool: Pencil Drawing
Describing Tool: Torn Paper Collage
Describing Tool: 5-Shapes Collage
Describing Tool: Paper Sculpture
 
  • One girl whispering in another's ear about the contrasting puppet faces they're working on at their desks.
    Learn more about the Notice, Describe & Ask Protocol

    For more information about how this protocol builds language and a child’s confidence in their own artistic practice visit the main

    Notice, Describe & Ask page.
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