The Value of Art in Sunday School: Being Seen and Known

If you’ve ever led a Sunday School class, you’ve probably seen it happen—children dive into a craft, carefully cutting, gluing, and assembling their projects. Maybe it’s a paper plate lion for Daniel in the lions’ den or a cotton-ball sheep for the Good Shepherd. At the end of class, you hold up their finished work and see a row of nearly identical creations, each one a slight variation of the same design. Crafts like these can be fun, but they often emphasize following directions over personal expression. That’s why, in my ministry, I often choose art instead.

In my last post, I shared how the process of making art mirrors our faith journey. Unlike crafts, which prioritize step-by-step instructions and a set outcome, art encourages exploration, risk-taking, and creativity. This open-ended approach teaches children that faith isn’t about getting everything "right"—it’s about growing, trusting, and discovering along the way.

But beyond shaping how children experience faith, art also plays a powerful role in how they experience and express themselves. Art provides a window into their thoughts, emotions, and perspectives. It offers them a voice and invites others to listen. In this post, we’ll explore how art in Sunday School helps children be seen and known, deepening both their sense of self and their connection to their community.

Early elementary student's illustration of land and water.

A few years ago I met a reserved early elementary aged student. Outside of church, he loved sports and competition, but in class, he rarely spoke up. One Sunday, I asked the kids to illustrate pages for a creation storybook, each capturing a different day of creation. He was assigned Day 3—when God created land, seas, plants, and trees. I wasn’t sure what to expect, but his artwork was exceptional. His layout of trees and waterfalls showed an incredible sense of space, perspective, and design for his age—almost like a graphic artist. This project gave me a small window into how his mind worked. His competitive spirit and desire to master a skill poured into his work. A simple "tree on flat ground" wasn’t enough—he wanted to push the image to the next level. (If you want to try this art project check out more details here: Storytelling: Creating Bible Storybooks Illustrated by Kids)

In my setting, I’m not offering a high-energy sporting event to teach the gospel (though I believe that can also be effective), but art has become a powerful way for us to connect. There’s still a stereotype that some kids—especially athletic boys—won’t be interested in art. But that hasn’t been my experience at all. Over the years, I’ve found that every child in my class has connected with at least one art project. Given the right opportunity, all kids can become deeply engaged in artistic expression.

With each new project, this student has taken more creative risks, exploring new techniques and ideas. With every project, he pushes himself further, eager to try new approaches. It’s been a relationship builder, a source of connection, and an incredible way for me to get to know him. And every time he picks up a pencil or paintbrush, we both can’t wait to see what he’ll create next.

"Colors of the World" Crayola Crayons

In another setting, we were working on self-portraits, a standby art project i've led many times. This time a new product had hit the shelves and I was excited to add them my art collection - Crayola’s Colors of the World crayons. I wanted every child to have the chance to create a portrait using skin tones that truly reflected their own beautiful complexions.

I spread out the crayons, and soon the classroom was buzzing with excitement. The children eagerly picked up different shades, holding them against their arms to compare. “This one’s too light!” “This one’s too yellow!” “Does this one match my skin?”

Laughter and smiles filled the room as they searched for the colour that best represented them. It was a joyful, affirming moment—until I noticed one small girl quietly studying the crayons.

She had a warm brown complexion and was carefully sorting through the shades. At first, I thought she was narrowing down the most accurate match for her skin tone. But then, to my surprise, she set aside all the brown and darker crayons. Instead, she picked up one of the lightest shades in the entire box, turned to me, and said, “This is the colour I want to use because I wish I had light-coloured skin.”

I won’t lie—I was stunned. I didn’t know what to say. Her tone was calm, her choice deliberate. There was no hesitation, no sadness—just certainty. I could tell that no amount of persuasion would change her mind.

I smiled gently and said, “You can colour your picture however you want. Your skin is beautiful, you are beautiful, and I know your art will be beautiful too.”

I knew my words fell short. This moment was deeper than crayons. It wasn’t just about giving children access to a wider range of colours—it was about identity, belonging, and self-perception. And a 99-cent box of crayons was not the solution.

As a caucasian teacher, I realized I had so much more to learn. I needed to listen more, read more, and actively work to create a space where every child felt valued and seen. If I truly want to help children understand God’s love for them, I have to look beyond surface-level inclusion. I need to examine what messages—spoken or unspoken—our setting is sending about beauty, worth, and identity.

Art opened a door for this child to express something she might never have said out loud otherwise.

That experience continues to shape the way I teach. Representation matters. Conversations matter. Creating safe spaces for children to explore and express their identities matters. The topic of combating racism requires much more dialogue that this blog will attempt, but sometimes, the simplest tools—like a box of crayons in an art project—can open our eyes to the work we still need to do.

For teachers, art can be a window into a child’s mind. A simple open-ended project might reveal how a quiet child sees the world, how a deep thinker wrestles with faith, how a child explores their surroundings through sensory experiences, how someone experiences or interprets emotions. When we move beyond formulaic crafts, we open the door for children to communicate and when we as teachers slow down to join in and listen the connection can be deep and meaningful. It's in connection and relationship where the love of Christ is truly experienced.

So, how might you intentionally connect when using art as a teaching method? Here are some practical ways a teacher can look for connection opportunities:

1. Observe Body Language: Pay attention to how a child is positioning themselves while creating—are they open, relaxed, or more withdrawn? Does their body language express confidence, playfulness, apprehension, or frustration? How might you connect with a child experiencing any array of emotions as they create?

2. Ask Open-Ended Questions: Instead of asking yes/no questions, ask things like, "Can you tell me about what you're making?" or "What does this part of your artwork mean to you?" These types of questions allow the child to think more deeply about their work and express themselves.

3. Respect Silence and Focus: Some children may not be immediately vocal about their thoughts. Respecting their space to focus on their art can be a great way to understand their personality. Let them guide the conversation when they’re ready to share.

4. Notice Color Choices: A child’s color palette can reveal emotional states or thoughts they might not have words for. For example, bright colors might indicate excitement or joy, while muted or darker colors could signal sadness or introspection. Colour choices can also reflect their personality style. Is everything monochromatic and calm, or are they bright and bold?

5. Create a Non-Judgmental Space: Children feel more open to sharing if they know their art won’t be judged. (Funny how art reflects reality, eh? Aren't we all a little more open if we know we won't be judged!) Encourage a positive, supportive atmosphere where every interpretation is valued. The fun and play of creating is more important than the end product.

6. Pay Attention to Consistent Patterns: Over time, you may notice recurring themes, styles, or approaches in a child’s artwork. Does a child tend to want clear instruction and tackle a project with a desire for perfectionism? Does a child jump in without any hesitation? Does a child have focus on detail or struggle to stay engaged for more than a single brush stroke? How a child experiences art says a lot about who they are! Pay attention and embrace every unique personality at the table—you may find these clues help you understand how they approach other parts of their life and faith.

In my next post we'll explore how art is naturally inclusive and explore how this might improve and enhance your ministry.