To tap into the visual language of art, we aim to encourage students to think like an artist.
Creative thinking promotes problem solving, the expression of their unique perspectives and nurtures a critical independence. Thinking creatively, and out-of-the-box is a skill that must be practiced and trained like a muscle, so I have been thinking about starter-activities, exercises and plenaries that can help to reinforce this.
One often overlooked tool, especially in the art classroom, is the practice of thumbnail sketches.
These small, preliminary sketches might seem insignificant at first glance, but I will here explore how they might hold potential beyond practicing composition.
What Are Thumbnail Sketches?
Thumbnail sketches are small, quick drawings that artists use to brainstorm and plan their compositions. Typically no larger than a few inches, these sketches are not meant to be detailed or polished. Instead, they serve as a visual shorthand for ideas, helping artists to explore different possibilities before committing to a final piece.
How could these be valuable in the classroom?
Encouraging Experimentation and Risk-Taking
It all starts with a blank page.
Thumbnail sketches create small, safe pockets for experimentation. Because they can be completed so quickly, students can produce multiple versions of an idea without the pressure of perfection. This encourages them to take risks and explore unconventional concepts, which can lead to more innovative and creative outcomes.
Application: At the start of any generative activity, where the student is given freedom to produce creative responses/ express themself. Dedicate 5 minutes maximally, to creating Thumbnail sketches. These could even be in the back of the book, creating a gallery of thumbnails.
Building Confidence
For many students, the fear of making mistakes can be paralysing, leading to creative blocks and disengagement in the classroom. Thumbnail sketches help to ease this anxiety by reinforcing that mistakes are an essential part of the creative journey. As students create more thumbnails, they will gain confidence in their ability to generate and refine ideas.
By demonstrating the steps that all artists take, teachers can break down seemingly unachievable goals. Artists don't envision a finished painting in an instant; but instead, they build it up through layers and stages. Often, they complete dozens of studies before committing to a final design, showing the process to be less daunting.
Art is a language, creating artwork is a process of refining the visual ideas, from abstract scribbles into a finished work.
Application: Take the pressure off of these sketches, from the beginning. One idea for an activity is to reverse engineer the thumbnail sketch. Provide students with three, visually unique artworks and ask students to create thumbnails to simplify their compositions in as little shapes as they can.(Their subject matter should be similar, so students don't use 'symbols' to represent each work.) Each thumbnail produced should be differentiable from each other. Gamify the process of building confidence by asking students to quiz their partners into guessing which of their thumbnails goes with each artist!
Improving Composition
Composition is a fundamental aspect of visual art, yet it can be challenging for students to master. Thumbnail sketches allow students to experiment with different compositional arrangements quickly. By trying out various layouts in a low-pressure format, they can better understand how elements like balance, contrast, and focal points work together to create a cohesive piece.
Application: This is a fantastic opportunity for exploring composition quickly using digital technology. A great resource for this is the video below. Watch the video with your class and then provide a 'treasure hunt' style list of each of the compositions they must create using digital collage (can be made using transparent pngs in powerpoint even).
Enhancing Problem-Solving Skills
The process of creating thumbnail sketches forces students to critically convey their ideas visually. They must consider how different elements interact within a composition and how best to communicate their message. This problem-solving approach helps to develop their analytical skills.
Application: To access this mentality, frame the activity within a greater project. Just as the above activity frames composition within storytelling, we can also frame 'effectiveness' within a design brief. Provide students with abstract ideas/ concepts and ask them to come up with several different creative ways to solve this problem. For example: 'A skateboard company is holding a design contest, for skateboard artwork that best explores the theme of 'Flying gnomes'. The more absurd, the more fun, but connecting together disparate ideas allows students to look for creative ways to blend the two themes together.
(Helping students with a list of written ideas on the board can further help students that may find this difficult to create combinations to draw.)
Promoting Creative Freedom
When students are encouraged to create thumbnail sketches, they are given the freedom to explore multiple ideas and approaches. This freedom helps to break down mental barriers, allowing them to think outside the box and push the boundaries of their creativity.
There are two hurdles to this advantage:
A) The students who will say they can't think of a second idea
B) The students who will say they like their first idea and don't want to waste time on other ideas
These responses tell us as their teachers that they do not yet see the value in brainstorming ideas beyond a first impression. Student A may be feeling a creative block, but encourage them to explore the idea they already have, how else might it be conveyed in their composition? Student B's idea may well be incredible, but lets compare it to any other ideas they might have, encourage them to consider if they might have more incredible ideas and seek them first before committing to the first thing to come to mind.
Application: Gamify the quantity of results to encourage students to consider all their creative ideas. Select two disparate but rich concepts. i.e. Ancient Egypt and Space.
Ask students to first write out a list of as many words as they can for each of these themes, the more the better! once they have a list of each of these, align the words together to make pairs.
e.g. Alien pyramid, Moon desert, Rocket Camel.
Asking students to create thumbnail drawings inspired by each of these can be a fun activity and helps students analytically break down creative tasks into steps.
Advice on Thumbnails
Integrating thumbnail sketches into the classroom doesn’t require a complete overhaul of the curriculum. Instead, it can be introduced as a regular practice at the beginning of a project or as a warm-up exercise. Here are a few tips for teachers:
Start Small
Encourage students to create at least two to three thumbnail sketches before starting any major project. This practice helps them develop the habit of visual brainstorming.
When sketching, students should consider the size and orientation of the canvas they'll be using. While these sketches are called "thumbnails," they shouldn’t be too tiny—just small enough to keep the pressure low, but large enough to fully explore their ideas.
Students might feel the urge to use a ruler to perfectly measure the outlines, but this can lead to unnecessary stress and the belief that everything inside must be equally precise. Instead, I suggest guiding them with a simple instruction: aim for a size that could fit two sketches in the palm of their hand. This description is intentionally open-ended, emphasising accessibility and ease.
Focus on Variety
Challenge students to experiment with various compositions and ideas in their thumbnail sketches.
They could try out different perspectives, focal points, or arrangements of elements.
Do not set a strict number required, aim for at least two sketches, preferably more. Even if students have a strong vision for their project, it's valuable to explore different ideas and compare them. This exercise helps them think critically and make more informed creative choices.
Review and Reflect
After creating their thumbnails, have students discuss their sketches with the class or in small groups. This can help them to see the strengths and weaknesses of their ideas and learn from their peers.
Discuss creative ideas openly with the class. "I like Margret's idea of combining x and y to create z", or "That's really inventive, Sam has noticed the visual similarity of x and y to create graphic interest."
Integrate Into Feedback
Use thumbnails as a tool for feedback. Reviewing a student’s thumbnails can provide insights into their creative process and help you guide them more effectively.
Establish a culture and practice of expressing meaning through quick, visual communication,
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