What is the Art Docent Program?

The Art Docent program at Wellington is made up of volunteers who bring fine art to our students in grades K-5.  Our Art Docents bring a piece of art into the classroom to discuss either the artist or painting/art or style or all of the above! And then they lead the class in a hands-on project. NO EXPERIENCE NECESSARY - all lesson plans and supplies are provided! You don't have to be an artist or artistic at all.

Training and support provided. Typical commitment is less than 2 hours a month, and we are seeking at least 2 docents for every classroom.

For more information about the Art Docent Program or to volunteer, please contact Anissa Wheeler, our Art Docent Chair.


Art Docent Program History

The Art Docent Program began in 1969 with equal contributions from Instructional Materials and elementary principals' budgets and an unequal amount of volunteer hours. The program has flourished and continues to be a quality arts literacy enrichment program provided by volunteers for all of Northshore elementary schools.

Volunteers are an important and consistent part of the elementary arts education program. By being an approving, suggesting, challenging, guiding, questioning, and prompting visitor to the classroom each month, volunteers introduce children (and teachers) to the wonders of art appreciation.

No two interpretations or dialogues of a shared experience by children are the same. Students soon learn that their creative ideas are valued and that there are no "right" or "wrong" answers. Everyone appreciates art for different reasons.


 Program Goals

  • To expand children's ability to form definitions of their visual world.
  • To familiarize elementary school children with artists in history.
  • To examine elements of art that the children can apply to their own creative endeavors.
  • To acquaint the children with varied media as a means of expression.
  • To use volunteer docents from the community as facilitators.
  • To provide a resource for teachers.
  • To emphasize that lessons are a springboard for creative exploration rather than being limited to information gathering.
  • To establish the legitimacy of art as a critical part of the basic curriculum.