Faces Of The World: Learning Races and Colors

How To Teach Elementary Students About Races, Colors, And Differences Without Biases

World Curriculum/Multicultural Resources - By Ms. Mila Vasconcelos

First Graders learn about different types of hairs, using lines and textures in drawing.

As an international educator and a passionate advocate for multicultural education, I believe that teaching young children about race, color, and differences is essential to fostering empathy, respect, and understanding. Yet, it’s a delicate topic, especially with elementary students. How do we approach these conversations with care and clarity, ensuring that biases don’t seep in?

This January, I am introducing a theme in my classroom called “Faces of the World.” This theme celebrates diversity while encouraging students to explore how our unique traits make us who we are. Through art, storytelling, and collaboration, this project is designed to create a safe and creative space for discussing these important topics.

The Importance of Teaching About Differences

Children are naturally curious about the world and the people in it. They notice differences in skin color, hair texture, language, and customs from a very young age. Ignoring these observations doesn’t prevent biases; in fact, it can make them harder to address later. By acknowledging and celebrating differences, I aim to help children develop an open mindset and challenge stereotypes before they take root.

Second graders testing their color skin painting mixture to create their portraits

The “Faces of the World” Theme

The theme centers around the idea that our faces—what we show the world—carry stories of our heritage, experiences, and individuality. My goal is to guide students in exploring these stories visually and emotionally through art projects, discussions, and research.

One of the activities I plan to include involves students using mirrors to create self-portraits. We will talk about the different shades of skin tones, mixing paints to match their own. This will naturally lead to a discussion about why we all have different colors, using science to explain melanin and its connection to our ancestors’ environments.

Avoiding Bias in the Classroom

Teaching this theme requires careful planning to ensure the conversation remains inclusive and free from bias. Here are some strategies I will use:

1. Use Positive Language: I will emphasize that differences are not just “okay” but beautiful. Phrases like “We’re all unique in special ways” will help reinforce this idea.

2. Model Inclusivity: I will ensure that the materials I present—books, art examples, and images—reflect a wide range of cultures, skin tones, and abilities.

3. Facilitate Open Dialogue: Children will be encouraged to ask questions, no matter how simple or complex. Creating a judgment-free space will be key to productive discussions.

4. Avoid Oversimplification: While it’s tempting to say, “We’re all the same on the inside,” this can dismiss the importance of our differences. Instead, I will frame the discussion around respecting and valuing those differences.

   
   

   

   Nursery students learning about feelings, and how our facial expressions are a mark of who we are!

Celebrating Differences Through Art

4th & 5th Graders learn about facial features from people around the world. while applying notions of proportion and shading

Art is the perfect medium for exploring this theme. Children will create portraits of themselves and others, focusing on the unique features that make each of us special. We will also work on collaborative projects, like a mural titled “Faces of Our Classroom,” where each student will contribute their portrait to a larger piece.

Through this creative process, students will see their individuality reflected in their work while recognizing how those differences come together to form a beautiful whole.

Why This Matters

In teaching young children about race, color, and differences, we are planting seeds for a more inclusive future. The “Faces of the World” theme will give my students the tools to embrace diversity not with fear or hesitation, but with curiosity and compassion.

As educators, we have the power to shape how children see themselves and others. It’s a responsibility I take to heart and one that reminds me why I’m so passionate about teaching arts and culture.

This January theme is just the beginning of a year-long journey into exploring identity, community, and global connections.

Let’s make these lessons meaningful and lasting!

Ms. Mila Vasconcelos