Materials, Moments, Memories: The Power of Ephemeral Art
- liliannk
- Mar 23
- 5 min read
The Poetry of Impermanence
In early childhood education, where creativity and collaboration are increasingly valued, a significant artistic initiative took shape at a Melbourne Early Learning Centre during my tenure as Director.
Inspired by environmental artist Andy Goldsworthy, the 'INFINI' project introduced ephemeral art—temporary compositions crafted from various materials that invited continuous transformation.
Loris Malaguzzi, founder of the Reggio Emilia approach, once observed: 'All people – and I mean scholars, researchers and teachers who in any place have set themselves to study children seriously – have ended up by discovering not so much the limits and weaknesses of children but rather their surprising and extraordinary strengths and capabilities linked with an inexhaustible need for expression and realisation.
It is this philosophy that underpinned our exploration of the arts in early childhood. The ephemeral art project became a powerful testament to children's remarkable capacity for expression through materiality, design, and collaborative creation.
A Canvas of Possibilities
The Piazza, the hub of our community, became a creative studio. Tables were set with a variety of materials, including stones, leaves, beads, buttons, fabrics, wooden shapes, metal elements, and more. These were paired with boards and tiles of different sizes, acting as blank canvases.
There were no instructions and no templates to follow. The only guidance was an invitation to create, document, and share. Participants could choose to label their work with their name or mark it with an 'Infini' card, signalling that others were welcome to contribute to the evolving composition.
Intergenerational Dialogue Through Materials
What emerged over several weeks was remarkable. Children arrived in the morning and gravitated toward the tables, often accompanied by their parents or grandparents. The beauty of this project lay not only in the stunning visual compositions but also in the rich intergenerational dialogue it cultivated. As adults and children created side by side, hierarchies dissolved. The child became the teacher, demonstrating uninhibited approaches to the arrangement that many adults had long since forgotten. Meanwhile, adults offered their perspectives, often bringing patience and precision to collaborative works. Adults were also encouraged to spend time designing independently.
A Window into Cognitive Development
Beyond the social benefits, these ephemeral creations offered valuable insights into children's cognitive and creative development. Through careful observation, we witnessed a broad spectrum of approaches that reflected various stages of artistic and cognitive development.
Many children engaged with materials primarily through tactile means, creating designs based solely on how the objects felt and the available space on their boards. These compositions appeared as seemingly random placements—yet even these revealed important aspects of sensory exploration and spatial awareness.
Other children demonstrated emerging organisational skills by arranging materials into recognisable shapes, such as circles or squares. This represented an important developmental step toward intentional design.
As skills progressed, some children created works that incorporated more sophisticated elements:
Symmetrical patterns, demonstrating an intuitive understanding of balance and mirroring
Complex border designs with internal elements
Advanced colour theory, with careful gradations of tone and complementary colour choices
Patterning and sequencing of similar objects
The array of collages created over several weeks provided a rich tapestry through which we could trace the growth of design abilities and cognitive development. The ephemeral nature of the art freed children from the pressure of producing a 'perfect' permanent product, allowing their true creative capabilities to emerge at their own pace and in their unique ways.
Documentation as Respect
Central to our approach was the act of documentation. A camera remained stationed near the tables, and creators were encouraged to photograph their work before it was disassembled. This process of documentation served multiple purposes:
First, it honoured the child's work by preserving it, even as the physical arrangement disappeared. Second, it encouraged metacognition—children reflected on their creation as they decided how to capture it. Finally, it created a visual archive that allowed educators and families to revisit and discuss the creative process.
The documentation provided valuable assessment information regarding children's developing skills. By examining the photographs, educators could observe elements such as:
The complexity of patterns and symmetry
The integration of multiple elements into cohesive designs
The intentional use of colour and shape
The development of spatial awareness and composition
Notably, this form of assessment occurred without judgment, recognising that skills are constantly consolidating in the early years.
The Value of Impermanence
Perhaps the most profound lesson of our ephemeral art project was the value of impermanence itself. In a world that often emphasises permanent products and measurable outcomes, embracing transience offered a counterbalance—a reminder that process, not product, lies at the heart of authentic creativity.
Children showed remarkable resilience when they returned to find that their previous day's creation had been disassembled. Rather than expressing disappointment, most responded with enthusiasm at the prospect of beginning anew. This flexibility—this comfort with impermanence—is a valuable life skill that extends far beyond the realm of art.
A Lasting Impact
The 'Infini' project proved that creativity thrives in environments that prioritise process over product. It highlighted the power of intergenerational collaboration and underscored the importance of adaptability.
Malaguzzi's vision of the hundred languages of children found vibrant expression in our Piazza. Through the language of ephemeral art, our children demonstrated once again that their capabilities far exceed our expectations when given rich materials, meaningful contexts, and the freedom to express themselves in their unique ways.
Though temporary, the lessons of 'Infini' continue to inspire. The project serves as a reminder that the most meaningful creative experiences are often those that exist only briefly, leaving a lasting impression in the hearts and minds of those involved.
This article includes selected photographs from the "Infini" ephemeral art project, showcasing children's works, adult creations, and intergenerational collaborations. The images capture the remarkable diversity, sophistication, and beauty of these transient compositions.
Lili-Ann Kriegler (B. A Hons, H. Dip. Ed, M.Ed.) is a Melbourne-based education consultant and award-winning 'Power of Play' and 'Roots and Wings' author. Lili-Ann owns Kriegler Education and writes to share the wisdom she has acquired through her training and 30 years of experience in education. She provides expert professional development in play-and project-based programs. Lili-Ann is a child, parent and family advocate who believes education is a transformative force for humanity.
Website: https://www.kriegler-education.com/
Transform your approach to early childhood education by unlocking the true potential of play-based learning. In The Power of Play, educator Lili-Ann Kriegler provides a practical roadmap for embedding deep conceptual understanding into daily activities. This book, explicitly designed for early educators, emphasises that language is at the heart of learning. It describes 7 dynamic learning zones to help you implement a highly effective play-based curriculum.
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