Buy an album with repro­duc­tions of paint­ings by famous mas­ters. Con­sult with the sell­er in the store, which of the albums is suit­able for col­lab­o­ra­tion with a child. Before you start talk­ing about art with your baby, flip through the album your­self. Select the most inter­est­ing and suit­able in your opin­ion the work. Make book­marks. Write down the names of the paint­ings and artists whose names you not­ed for your­self. If the pur­chased book is just an album and does not con­tain any addi­tion­al infor­ma­tion, col­lect the infor­ma­tion your­self. To do this, you can go to the library or look on the Inter­net.

Start class­es. Spend a few hours a week talk­ing about art with your child. Let him become accus­tomed to com­mu­ni­cat­ing with you on the top­ic of art. Why is it eas­i­er and more cor­rect to start with paint­ing? Because of all the art forms, per­haps, it will be under­stood by the baby most of all. On his own expe­ri­ence, he prob­a­bly already man­aged to get acquaint­ed with what draw­ing is. There­fore, it will be eas­i­er for him to pen­e­trate the secrets of the art of draw­ing than to study music, lit­er­a­ture or cin­e­ma.

Begin the les­son by get­ting acquaint­ed with the pic­ture. Open the repro­duc­tion in front of the baby. Ask him to care­ful­ly look at the pic­ture. Talk to him about what he sees. Notice what is the first thing he notices in the pic­ture. Then ask what is shown on it. Sur­pris­es may await you here. Regard­ing the plot of the pic­ture, the child can put for­ward the most unusu­al ver­sions. It is dif­fi­cult for him to catch the sto­ry that is depict­ed in the pic­ture, so he will most like­ly begin to list the indi­vid­ual objects depict­ed. Your task is to con­firm his obser­va­tion. “The pic­ture real­ly shows all the items that you list­ed, but let’s see what this pic­ture is about?” Teach him to see the integri­ty, and not the indi­vid­ual com­po­nents of the can­vas.

Move on to a dis­cus­sion of the ways in which the artist embod­ied his idea. It is bet­ter to speak with­out using tech­ni­cal terms. You your­self can name them, but do not demand this from the child. Your task is not to raise an art his­to­ri­an in a few lessons, but to instill in the child a desire to turn to art and pro­voke an emo­tion­al expe­ri­ence from the can­vas. Ask your child why the artist used these par­tic­u­lar col­ors for this paint­ing. If you are con­sid­er­ing a land­scape, give the child the oppor­tu­ni­ty to rea­son why the sky, water, leaves are of such shades? Of course, there is a more or less har­mo­nious art his­to­ry con­cept about this, but your task is to make the child think, con­cen­trate, peer into the pic­ture, and not give an exact answer.