Several years ago, I started wondering if there was more I could do to contribute to my profession. I started looking around for opportunities to become an art teacher leader. At first, I was afraid leading might mean I would have to give up being an art teacher. I was concerned there would not be opportunities for me to lead while still teaching. Thankfully, I found I was wrong.

There are many ways to be a leader in our profession without giving up teaching.

I recently had the pleasure of interviewing Kerry Parrish. Kerry is an art teacher who participated in the NAEA’s School for Art Leaders this past year. She shared with me her experience with the program and what it taught her about leadership.

According to the NAEA website, the purpose of the program is “to both inspire and prepare members to become active leaders of positive change in the field of art education.”

The program is limited to 25 art educators each year. It includes five days of meetings at the Crystal Bridges Museum of American Art in Bentonville, Arkansas over the summer. After completing the summer session, teachers continue to work together on a variety of projects for seven months.

Kerry said the program changed the way she thought about leadership. “Because of this program, I am a much more confident teacher and leader. I realize I am not just an art teacher; I am a leader in my building. Prior to this training, I believed leadership was a title and letters behind your name. Now, I see leadership as the actions and behaviors I exhibit in my building, district and in my art community.”

I agree with Kerry – leading is not in a title. There are many ways to lead while remaining in the classroom.

Here are 4 powerful ways teachers can lead.

Over the years, I have been lucky to serve as a cooperating teacher to several pre-service teachers. My local university’s art education department relies on master teachers to share their knowledge and expertise with student teachers.

This is such a powerful and meaningful learning experience for both the student and the cooperating teacher. I have learned so much from my student teachers over the years. It is also a wonderful way to learn coaching skills.

Look around your area for opportunities to share your knowledge with other art educators. Where I live, there are a variety of different art education conferences each year. Some are small, local conferences. Some are larger, such as the state art education conference. Your local art education association should be able to help you find opportunities. Plus, don’t forget about Art Ed Now, which happens twice each year.

I have presented at local, state, and national conferences. Each presentation has been a great learning experience. I am sure you have something special to share, and other art teachers will be appreciative to learn. If you are a little nervous about doing it alone, why not find a friend who is interested in presenting together? There are no rules saying you have to do it alone.

One of the most common complaints I hear from art teachers is that the professional development provided to them is not helpful. Sometimes there is no art specific professional development provided by their school at all.

If this is the case for you, why not organize your own workshop? See what other art teachers in your area need, and make a plan to meet up and share ideas and lessons. It does not have to be a huge group- even a few teachers can learn from each other when they have the time and space to share. Don’t wait for someone else to do it. You can do it yourself!

Reach out to your local and state art education association to see about leadership opportunities. These organizations rely on art educators to lead. I have been active in my state’s chapter of the NAEA for many years. The friendships I have formed have been rewarding and lasting. Through my work on these boards, I have learned much about leadership.

There are many roles in each organization. Find a place that interests you, maximize your skill set, and get involved. As Kerry said, “Art teachers are much stronger together.”

As you can see, there are many ways to become a leader without giving up the job you love. Each leadership experience opens new doors and presents new opportunities to grow and to contribute to the profession we all love.

If you are interested in applying to the School for Art Leaders, the due date for applications for the 2017 cohort is March 27. You can find more information and the application on the School for Art Leaders website.

Are you an art teacher leader?

How do you choose to lead while still teaching?

The post 4 Ways to Become an Art Teacher Leader appeared first on The Art of Education University.

Choosing what type of rubric to use in your classes is an important choice. There are several different types of rubrics, and each has its own strengths and weaknesses. Spoiler alert, if you want to see my favorite type of rubric, jump right down to number 5!

First, let’s talk about how rubrics can describe the criteria. There are two main ways rubrics can do this, either in general terms or in more specific terms.

1. The General Rubric

This type of rubric defines characteristics of a successful artwork. It is “general,” meaning it does not define specific criteria for each project. Instead, it might define characteristics such as “technique” or “craftsmanship” you are looking for in each completed project.

The strengths of this type of rubric are you can share it with students to communicate a broad understanding of what makes “quality” work. It can be used over and over for different tasks such as sketchbook assignments and projects. It can also be used to help students assess their own work. Because it is generic, students will attain an understanding of your broad expectations through its continued use.

The weakness of this type of rubric is that it is very broad. It does not clearly define the criteria for each project.

2. The Task-Specific Rubric

A task-specific rubric is, as the name suggests, much more specific. It clearly defines the criteria for each assignment.

What is great about this rubric is that it makes expectations for each assignment very clear. Students can use this rubric to assess their success very easily. It also makes grading easier for teachers, because of its specificity.

The weakness of this type of rubric is that you need to make a new one for each assignment. This can be time-consuming.

Luckily, no matter what type of rubric you choose, there are always ways you can expedite your grading process. If you’re interested in learning more, Tim Bogatz shares some super helpful tips in the PRO Learning Pack, Expediting Your Grading Process. You’ll learn how to develop a more streamlined plan for all types of assessment. You can find this PRO Pack and more on assessment practices in PRO Learning.

Next, let’s talk about the structure of the rubric. Here, too, you have a few different choices.

3. The Analytic Rubric

An analytic rubric breaks down each aspect of the task being assessed. It assesses each criterion separately. For example, say you are teaching a lesson on landscapes to your students. You may want each student’s work to show:

• Foreground, Middleground, and Background
• Atmospheric Perspective
• Overlapping and Size Variation

In an analytic rubric, you would assess each of these criteria separately.

The great thing about these rubrics is they connect your instruction to the assessment very clearly. Students can use them to assess their own work easily. They can also be used for formative assessment. They can show growth when used to assess students again at the end of a unit. You can download an example below.

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4. The Holistic Rubric

A holistic rubric is much simpler than an analytic rubric. Instead of breaking apart all the separate criteria, a holistic rubric assesses them all together.

So, if we use the above example of a still life, a holistic rubric would lump all of the criteria together (foreground, middleground, background, atmospheric perspective, overlapping, etc).

The advantage of a holistic rubric is that grading is much faster for the teacher. You only have to come up with a single score for each artwork you grade.

The limitation of this style of rubric is that it is not very useful to share with students. Because it does not break down the task into separate criteria, students would have a hard time using it to assess their work. In addition, it is difficult for students to see where they might improve if all the criteria are all clumped together in a single score. You can download a sample Holistic rubric below.

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5. The Single-Point Rubric

In a single-point rubric, the expectations for the assignment are defined separately for a successful work, much like an analytic rubric. The difference is that criteria are only described for proficiency. Blank spaces are left for the teacher to write in feedback if the work falls above or below this point.

This is my favorite type of rubric. What I love about single-point rubrics is that they leave the teacher room to assess work individually. Instead of defining exactly what might make an artwork weaker or stronger, it leaves space for the teacher to give individual feedback for each student.

Yes, these take more work to fill out. I would not use a single-point rubric for every task. But for large projects, this is a great option. It gives the teacher the opportunity to give personalized feedback for each student. Once again, download an example below!

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Rubrics are great tools to help communicate the expectations and assess students. If you choose the right rubric for the task, you will find it will help both you and your students be successful. For a comprehensive look at assessment in the art room, be sure to take a peek at the AOEU course Assessment in Art Education. You’ll leave class with a comprehensive toolkit of lesson plans and organization strategies. 

What type of rubric do you use in your classes?

How do you give student feedback on your rubrics?

The post 5 Types of Rubrics to Use in Your Art Classes appeared first on The Art of Education University.

This is so important. We’ve all found ourselves in the middle of a class and realized what we had planned for the day took much less time than expected. Your panic grows with the realization there is nothing else planned or prepared for students to do after they complete their work. These are the times students start to act up. Even those who are not yet done with their work start to lose focus. The entire class may get off task.

To avoid this, make sure you have prepared several steps ahead. If you think your students will only be drawing and will paint the next class, prepare some paint just in case. Or have an extra activity planned to extend the knowledge of your early finishers. For example, if your students are doing a still life, provide an activity about how to add dimension using value. Whatever you do, make sure that you have more prepared than even your fastest student can complete in a class period.

2. Teach your expectations (and then teach them again!)

You go over your classroom expectations on the first day. After that, do you reteach them? If not, you should.

Even if your rules are simple, it is important to remind students of your expectations regularly. Try to do this before issues arise. I sometimes make my bell ringers about my classroom expectations, to see if we need to go over them again.

If you often revisit your rules and expectations, students will understand they are important. They will be more likely to follow them, too. And, if issues do come up, students will not be able to say they didn’t know.

Using sound to help manage a classroom is very effective. Most teachers use clapping or a call back to get the class’ attention. There are many other ways that sounds can be used to manage a class, though.

One powerful way to use sound is to play different kinds of music for each activity. For example, play classical music as students enter and complete their bell ringers. When it is time to transition to the next part of the class, play a different kind of music, such as jazz. This will be a clear signal to students to transition. Once they get used to it, you will not even have to say anything as students prepare for your instruction.

Another great use of sound is to use a timer to pace the class. Timers are wonderful tools to structure class time. The sound of a timer going off is a clear signal to students to stop and move on to the next task.

Sometimes students need some positive reinforcement to remember the expectations. I often use a strategy of rewarding the students who are doing the right thing for the entire class. These are students who are meeting all my behavioral expectations the entire time. In a class that often has behavioral issues, these students can sometimes feel overlooked. It is important to show them you notice their effort to behave. This also serves to communicate your expectations to those who are not behaving.

In the beginning of the class, communicate your intention to reward those students who are doing the right thing. Make sure that you have enough for the entire class of whatever it is you are using as a reward. As the class progresses, remind students that you are paying attention to those who are on task and following the class rules. At the end of the class, go around and reward those who have met your expectations. You should not call out those who are not getting the reward. Just silently skip them. Most of the time, they know why they are not getting the reward. If they ask, privately give them feedback about what they can do better next time.

This strategy has proven to be effective with all of my elementary and middle school students. The key is to choose a reward students want. This can be anything from stickers to candy. Keep it small yet desirable.

We all know that relationships are the cornerstones of good teaching. Building them takes time. Yet, once you have established strong relationships with your students you will have a much easier time managing your class.

I once had a particularly difficult relationship with a student. She was constantly disruptive. She would throw materials, talk back, and refuse to complete any work. I was not sure what to do. Conferencing with her, calls home, and detentions were not helping.

I decided to take another approach. I found out that she was on the school dance team, and came to one of their performances. I cheered her on from the audience. The next day as she entered class, I stopped her to tell her how impressed I had been watching her dance. After this, she never misbehaved in my class again.

Making time to find out about students and support them beyond the classroom is a powerful tool. By investing in your relationships with students, you build a culture of caring that creates a safe place for students to learn and grow. When students feel safe and cared for, they work hard and accept challenges.

Classroom management is multi-faceted and complex. Each class and student is different, and what works for one group may not work for another. If you work to keep students engaged and incorporate these strategies, you will be able to manage even the most challenging class.

What strategies do you use to manage your classes?

The post 5 Classroom Management Strategies for the Art Room appeared first on The Art of Education University.

Many art teachers celebrate YAM with a big art show. This is a great way to show your community the strength of your program. Parents, teachers, students, community members, and school leaders love to see colorful art displays. But art displays do not allow the viewer to experience the power of art education for themselves. Is a beautiful display enough to communicate the importance of our discipline?

Here are some interactive ideas to celebrate YAM in your school and community.

1. Involve the entire school in a drawing challenge.

This is one of my favorite activities for YAM. Each time I have held a drawing challenge, I have been amazed at the results.

Provide your school community with a list of prompts to inspire their drawings. I try to break it up into several drawings a week. Collect and display the resulting work around the school. I like to do a raffle for art supplies at the end of the month to encourage participation.

This is a simple way to get the entire school community involved. Students and teachers both love to see the display. Download a copy to use with your students below!

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2. Host a teacher artmaking workshop.

Sometimes we forget other educators in our building might not understand what is being taught in the art room. These other teachers can be some of your greatest supporters. Students can learn a lot from collaborative lessons between the arts and other content areas. In order to create a strong connection with other colleagues, they need to understand what we do.

One of my favorite activities I’ve organized during YAM is a teacher art workshop. Invite colleagues to the art room after school and teach a lesson. Paint, clay, and printmaking are popular, even with adults! Through the process of learning something new in your classroom, teachers are sure to gain an appreciation for art education. And you are likely to gain new supporters.

3. Hold a “Family Art Night.”

Often parents are not up to speed when it comes to all the learning taking place in the art room. Reaching out to parents and communicating the role your program plays in the overall curriculum can be a challenge.

A “Family Art Night” is a great way to invite the entire school community to engage in artmaking. Invite families to learn about art together with their children. This can take many different forms, but the key here is parents and children engaging in the creative process together.

4. Create a collaborative artwork.

Why not get the entire student body involved? When everyone contributes to an artwork, the results are always impressive. This can be a mural, film, sculpture, or even a sticky note display. Including the input of all people involved in the artwork is key. I have seen schools where many people have worked together to paint ceiling tiles for the art room and hallways.

Whatever form this takes, be sure to display the resulting work somewhere public. Allow the art itself to share the power of creative learning.

There are many different ways to celebrate YAM. This is a time to advocate for the importance of art in a well-rounded education. Whatever you choose to do to in your school and community, make sure that it communicates the value of art education for our students.

What do you do to celebrate YAM in your community?

What do you think is the most important part of YAM?

The post 4 New Ideas to Celebrate Youth Art Month appeared first on The Art of Education University.

Here are 10 things every art room should have.

1. An Adhesive Transfer Gun

If you have not discovered this handy tool, you are probably working too hard preparing your displays. This tool can roll two-sided adhesive onto the back of artwork in no time. When I first discovered adhesive transfer tape, I was delighted to find it cut the time it took to hang a large display in half.

2. Binder Clips

Binder clips come in handy in many different art room situations. Organizing stacks of work for shows, hanging art, and rolling up tubes of paint are just a few great uses for binder clips. One of my favorite ways to use them is to create quick sketchbooks for students. Just stack paper, clip together, and voilà! If students run out of pages, more can easily be added.

3. Dog Bowls

Before I started using these, painting days meant guaranteed spills. Even the most stable bowl would get knocked over once in a while. Dog bowls, on the other hand, don’t spill. They are the best choice for water bowls.

4. A Timer

I use my timer all day, every day. In a busy art room, structuring class time is essential. I use this tool during bell ringers, cleanup, closure activities- you name it. Setting time limits and making sure students know the amount of time they have left creates a sense of urgency. This helps even the most unmotivated student to focus.

5. Sticky Notes

I think sticky notes might be the most versatile tool on this list. From writing passes to filling out exit slips, we use a lot of sticky notes in my class. We use them for critique activities and I use them to give student feedback. They can even be used to make a collaborative artwork!

6. Dry Erase Boards and Markers

Dry erase boards can be used for so many fun activities. I use them often for group games and brainstorming exercises. They are great for practicing drawing, too. Students can easily draw and erase as many times as they want. The lack of pressure is comforting to students as they problem-solve through a drawing.

7. Condiment Cups

There are many ways to store paint. Plastic tubs, egg cartons, and palettes with lids are all great options. I like condiment cups with lids best. They come in a variety of different sizes and are inexpensive. They are clear as well, so it is very easy for students to see exactly what is in each container.

8. Sandwich Bags

When storing clay, nothing is easier than sandwich bags. Students can write their name on the bag, slip their work in, and seal it up. It will be ready for them to continue working the next time they come to art, even if it’s an entire week later. Sandwich bags are also handy for storing collage scraps, stamps, and other small supplies.

9. Chocolate

Yes, you can give your students candy if you want. But this is not for them; this is for you. Teaching is hard work. At the end of the day, you might need a pick-me-up. Chocolate is my go-to when I’ve had a rough day. I keep a bunch in my desk and reward myself at the end of the day.

10. A Smile

This one is for both you and your students. When nothing else works, a smile often will. Children are not always easy to reach, and sometimes managing a classroom can be overwhelming. It can be hard to stay positive some days. I have learned in those challenging moments when you feel like you might lose it, a smile can be a powerful tool. It can break down barriers, build trust, and communicate caring. It might be the most essential tool on this list.

There are so many great tools teachers use in their classrooms every day. The items on this list are simple to use and inexpensive to buy. They will make your teaching days easier and allow you to spend more time enjoying your students.

What supplies do you consider essential in your art room?

What do you use to make your job easier?

The post 10 Non-Traditional Supplies You Need for Your Art Room appeared first on The Art of Education University.

But when it comes to glazing the clay, it’s often a different story. My students still love this part, but I used to find it really stressful. Despite my best efforts, there were always hiccups.

Each time I carefully set up the glazes at each table. I explained the directions, wrote them on the board, and put a handout explaining the process on the tables. No matter what I did, the glazes always got mixed up. I would also have to refill the glazes half way through a class, which added to the stress.

I decided to change my system, and I have never looked back.

Here is the simplest glazing system for your classroom.

Place one or two colors on each table.

Leaving the glaze in its original container, place one or two colors at each of your tables. I use colors to organize the tables in my classroom, so I make sure to match the color of the glaze with the table color to keep it simple for students.

Write the name of each color on a paper plate.

Because glazes change in the kiln, it is important for students to know what color they are working with. I write the name of the color along the edge of a paper plate and place the glaze in the center.

Tape the test tile to the container.

To ensure students understand what the resulting color will be after firing, I always make sure to show them a test tile of each color. I used to place all of my test tiles on a board and display it in the front of the room. Each time a student wanted to see a color they had to come up and find it on the board. If the tile is taped to the jar, there is no question what it will look like after firing.

Place only a few brushes in each color.

I usually allow five students at a time to use a color. If all of the brushes are being used, no more students are able to be at the table. They must choose a different color while they wait.

Students can travel from table to table to glaze.

Students have the freedom to move about the room from color to color as they glaze. I make sure to remind them to be careful and to hold their work with two hands to ensure they do not drop it. They may visit as many colors as they want.

The benefits of this system are numerous.

When I first started glazing this way, I was nervous. I thought students would drop their work and break it. I was also concerned about an increase in behavior problems because they were all out of their seats moving around. Neither of these worries ended up being a problem.

I found there were many benefits, though. The paintbrushes stay with one color and there are no other nearby colors to confuse the students. Because of this, color mixing is no longer a frustration. The set-up is easy, too. Just open the jars, set them at the tables, drop a couple brushes next to them, and you are done. Clean up is equally easy. And because the glaze colors coincide with the table colors, students can easily find colors.

Glazing doesn’t have to be stressful and frustrating. By adopting this system, I was able to turn something I dreaded into something both my students and I could look forward to. If you’d like to see a very similar set up in action, check out this video from our archives!

If you’re worried your budget might not allow for glazing, be sure to sign up for the 2017 Winter Art Ed Now Online Conference. Among other amazing presentations, you’ll get to hear from ceramics guru John Post who will teach you how to make 5 gallons of glaze for the cost of a pint or two in his presentation How to Save Time and Money by Making Your Own Glazes. Learn more here!

Do you find glazing stressful? What system do you use to glaze with your students?

The post A Fool-Proof Way to Glaze With Elementary Students appeared first on The Art of Education University.

An exit ticket can be done in two or three minutes at the end of class. Students fill out a small form and leave it as they exit the classroom.

Exit tickets provide quick information about student learning and understanding. They also require the student to apply knowledge from the lesson, which helps to deepen learning. Finally, exit tickets challenge students to synthesize information and express their understanding in their own words.

These tickets can take any form you like. They are generally short (only a couple of questions) and provide students with a chance to share what they learned from the lesson.

Here are three kinds of exit tickets to try in your classroom.

3, 2, 1 Exit Ticket

Here, students are asked to share three things they learned, two things they want to learn more about, and one question they have. This strategy can work at any time during a lesson, but it works particularly well as an exit ticket. You can download printable 3, 2, 1 exit tickets below.

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This is a great way to get a clear overview of student understanding. Plus, if  I notice many students have a similar question, I know I need to address it in our next class.

Using exit tickets is a great way to gather information. But how you use that information is even more important. That’s why students in the Assessment in Art Education course spend time learning how continuous and ongoing formative assessment can drive instruction. Be sure to check it out!

Blank Exit Ticket

If you only have a small amount of time left at the end of the class, you might not have time for the 3, 2, 1 strategy. For these instances, a one-question exit slip, like the downloadable example below, is a great option.

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You can choose any question you’d like. Of course, it can relate to the content of the day’s lesson, but you can consider other things as well.

Some examples might include:

• Asking students how they felt about a specific instructional strategy you used
• Asking students what art material they most want to learn about next
• Asking students to assess themselves on things like focus or time management

One other idea is to ask students to give you direct feedback on your instruction. For example, you might ask students how you can better help them understand the content. I have learned a lot about my students and my teaching through the use of this strategy!

Sticky Notes

Sticky notes are great for exit tickets. I write a question on the board and have my students stick their notes directly on the board as they finish.

This allows me to use what I see on the notes during closure if I have time. And like the other forms of exit tickets, I can quickly assess what I may need to emphasize in my next class. I can then save the notes as data to use later on.

Whatever form of exit ticket you choose, you are likely to find them valuable. They are quick and easy, as well as a powerful tool to assess student learning.

Do you use exit tickets?

What is your favorite form of exit ticket?

The post 3 Simple Exit Tickets to Boost Student Comprehension appeared first on The Art of Education University.

Knowing these relationships are important is the first step. Taking the steps to establish and maintain strong parent relationships can be difficult, though. With lesson planning, displaying artworks, meetings, and all the other demands of teaching, it can seem like there is no time left to reach out to parents.

Here are several easy ways to grow strong relationships with parents.

1. Start on Day One

Right at the beginning of the year, set the tone with parents during your Back to School Night. Provide them with a clear overview of the valuable skills students will be developing in the art room. Set up a hands-on activity to provide parents with an idea of the projects you will be teaching in the coming school year. Provide them with a list of materials that you would like to have donated.

Back to School Night is also the best time to let parents know about volunteering opportunities. Set up sign-ups for field trips. Survey parents about what skills they might want to share with your students. I once had a parent visit my class and create a quilt with my students. I learned of her interest at Back to School Night.

This may be the only time you meet your students’ parents, so make it count! Above all, be positive and enthusiastic about sharing the details of your program.

2. Communication is Key

In order to establish strong relationships with parents, communication is key. Parents want to know what is going on in their child’s class. They also want to know how they can support the school. Making sure parents are in the know about your program is important.

Here are some simple ways to communicate with parents.

• Positive Calls Home
  Don’t wait for a problem to call home. Try to call parents toward the beginning of the year. Introduce yourself, answer their questions and share something positive about their child. That way, if there are problems later on, you have already established a positive relationship.
• Newsletters
  Newsletters are a time-tested way to communicate with parents. Whether through email or on paper, this is a great way to ensure parents know what is happening in the art room. This does not have to be lengthy. One page each month is all it takes to make parents aware of what students are doing in art. This is a great opportunity to inform parents of ways they can support the art program as well.
• Social Media
  In addition to traditional methods of communication, why not set up a Facebook or Instagram page for your classes? A blog is also a great tool to share all the great things happening in the art room. I have found that this is the preferred method of communication for many parents. These platforms allow for quick, easy communication. Make sure to check your school’s policy on social media before setting up your page.

3. Events

Events are another great way to build a strong rapport with parents. Every school community is different, and the nature of these events can vary greatly. Youth Art Month shows, family art nights, collaborative art projects, the list goes on and on.

Try to provide at least one time during the year when your program is highlighted. Make sure parents are involved in celebrating the hard work of their students. I have found parents are eager to participate in these events. They provide an opportunity for parents to build a deeper understanding of what happens in art class. Working with your PTA to develop these events allows for another opportunity to grow these important relationships.

Parents are the most important supporters of your art program. So send a newsletter home each month, have parent guest speakers, or hold a Youth Art Month show. You will find parents are interested in helping, and the support you receive will enrich your program.

How do you communicate with parents?

What are some additional methods you use to build strong relationships with parents?

The post Three Simple Ways to Grow Strong Relationships With Parents appeared first on The Art of Education University.

Last month, I shared what I learned from switching schools. Middle school is a different world. Just like elementary school, it is interesting and high paced. Middle school students come with their own unique strengths and challenges. Today I am sharing several things that I have learned about middle school students.

Here is how middle school students really are different.

1. You are not a celebrity.

I was like a celebrity in my elementary school. Walking down the hall, students would shout my name and excitedly wave when I looked their way. They showered me with compliments and small drawings daily. The wall behind my desk was filled with small pictures they gave me as gifts.

When I started at my middle school, I quickly realized that my celebrity status did not transfer. Instead of calling out my name, they were shouting to one another. It took much longer to connect with my students, because they were much less interested in me. They were so focused on one another, I felt like I had to work ten times harder to get and keep their attention!

It took time to gain my students’ respect. Middle school students need more time to get to know a teacher. Being authentic and showing students you care means a lot. Although it took time, I was able to create meaningful relationships with my students.

2. They need a confidence boost.

In an elementary classroom, most students joyfully create. They are not terribly concerned about being “right.” They enjoy the process of creative expression, and are usually happy with their work.

Middle school students compare their work to their peers much more than at the elementary level. Many students are so afraid of making a mistake they have trouble getting started at all. Because of this, art class can be a stressful place for a sensitive middle school student. It takes work to build them up.

Sometimes this lack of confidence can translate into apathy. It can sometimes seem like students do not care about their work at all. Often, the source of the apathy is fear of failure. Making sure lessons are relevant, and providing a range of possible paths often helps motivate students to create.

Making room for all students is always important. Providing choices and scaffolding instruction matters even more at the middle school level. Middle school students are more sensitive than elementary students, but once they find their spark, their creativity is amazing!

3. They have a lot to share.

While students are connecting more with their peers, they are also connecting more with the larger world around them. They are starting to question their assumptions, and make judgments based on their personal values.

This expansion of ideas makes middle school an exciting level to teach. Students are interested in learning about the larger world, and have a lot to say. If given the opportunity, middle school students will delve deep into a concept and create personal and meaningful work.

Middle school is a different world, for sure. Students at this age are transitioning from childhood to adulthood. Although it can be a tumultuous time for students, it can also be a time where students find their niche. Art class can be a safe haven for students as they grow into adults.

Do you teach middle school?

What else do you think makes middle school unique?

The post 3 Ways Middle School Students Really Are Different appeared first on The Art of Education University.

Here are some valuable lessons I learned from switching schools.

1. It’s important to face your fear of change.

I taught from a cart at five schools my first few years teaching. I dealt with all the discomfort that comes with being a new teacher. I weathered those growing pains. I faced my fears every day.

When I learned my dream job was available in 2006, I jumped at the chance. This school was perfect for me in so many ways, and I was thrilled when I got the position. I loved every second of my time with my sweet students. I loved it so much, I stayed for 10 years.

Over time, though, I felt I was finding my work less challenging. Was I still learning and growing? I feared I was becoming complacent, that I might be going through the motions. Yet, when I considered leaving, fear would creep in. Would I like someplace else? What if leaving was the wrong choice? The idea of starting over was scary.

Once I realized the fear of discomfort and failure was keeping me where I was, I knew it was time to make a change.

2. Changing schools exposes you to a wide range of new ideas and attitudes.

Every school is different. Each group of students comes with its own challenges and strengths. Every community has its own unique cultural qualities.

When you stay in one place for a long time, it’s easy to forget that things might be done differently elsewhere. There is a lot to be learned from exposing yourself to a new school community.

When you change schools, you also bring your own fresh ideas to your new community. You provide a different perspective, allowing you to contribute in new ways.

3. It helps you to grow and learn new skills.

When you switch schools, everything is new. Although this means everything is uncomfortable for a while, it also means there is a lot to learn.

My first couple of months in middle school were more challenging than I could have imagined. I felt like a first-year teacher again, trying to make sense of everything all at once. It was overwhelming, to say the least! But it was also exciting because I was learning new things every day.

Middle school students come with a whole new set of challenges. I had to figure out how to meet my students where they are. This required me to develop new skills and approach problems in a new way.

4. It tests your understanding of yourself as a teacher.

Over my many years of teaching, I developed my teaching identity. I saw myself as a certain type of teacher, who did certain types of things. I worked hard to achieve my National Board Certification and my master’s degree. I mentored many pre-service teachers. I  wrote grants for my school. I presented at conferences.

I always worked hard and sought out new challenges. Yet, I hadn’t challenged myself as a teacher in a while. I wondered if I was really a good teacher, or if I was just comfortable teaching my students in my school.

By switching schools, I was forced to test myself. Did all those years of hard work really help me refine my craft? Would I still be a “good’ teacher in a much more challenging environment? Would I be able to adjust to middle school easily?

It’s easy to think you’re good at what you do if you do the same thing forever. It’s another thing to throw yourself into an uncomfortable place to see if any of your skills transfer.

After several months in my new school, I am happy I made a change. Every day is still a challenge, but it is getting more manageable every day. I am growing and learning right along with my students. And there is a lot of value in that.

Have you changed schools?

What did you learn from switching schools?

The post 4 Important Benefits to Switching Schools appeared first on The Art of Education University.

We’ve all seen the data suggesting students who take art classes have higher SAT scores. It is an argument used often to defend our place on the educational landscape. “Kids who take art classes receive higher standardized test scores.” “Art students have higher GPAs than students who do not take any art classes.” These are common arguments for the importance of art classes.

The thing is, these arguments miss the point. The arts are valuable. They should be an important element in any well-rounded education. The importance of art education does not lie in its ability to raise test scores.

Here is why we need to change our argument for the importance of art education.

There is only a correlation between test scores and art classes.

A correlation means there is a connection between two things. But it doesn’t mean we know why that connection is there.

If you remember statistics class, you know there is a big difference between correlation and causation. Just because there is a connection (correlation) between art classes and test scores, it does not mean the arts are the cause of the increased scores (causation).

Students who take art classes may already be high achievers. Or perhaps students with lower GPAs are not taking art classes because their schedule is filled with remedial academic classes. There just isn’t data to support the idea that arts classes actually cause higher test scores or GPAs.

By arguing the arts increase scores on standardized tests, we are missing the point.

If art education’s only importance were to increase scores in other subjects, then why not just cut art entirely? Then schools could increase math or science instruction time.

Did that give you chills? Yeah, me too. Because when we frame our argument only around test scores, it opens the door to this bleak option.

Art education has many unique qualities. Students develop skills in art that help them find success in many other areas of life. These skills help students well after the tests and schooling are done. The argument that our classes help students achieve higher test scores distracts from the true value of art education.

So, what should we be saying instead?

Instead of explaining art’s value to other disciplines, we should be focusing on the unique qualities of art class. There are many examples of valuable skills taught in art.

Art develops unique “habits of mind.”

Harvard’s Project Zero developed the Studio Habits of Mind nearly a decade ago. These habits develop naturally when engaging in art-making.

These habits of mind provide art educators with a strong framework outlining the unique skills developed in art class. These habits include the ability to:

• Develop Craft
• Engage & Persist
• Envision
• Express
• Observe
• Reflect
• Stretch & Explore
• Understand Art Worlds

These habits transfer to many other areas of school and life. They are also highly valued by employers.

Art builds students’ capacity for critical thinking, self-directed learning, and problem-solving.

Critical thinking and problem-solving are alive and well in the art room. The process of analyzing and creating art challenges students to develop these skills. Art students are given open-ended problems to solve. This encourages them to think critically to solve problems in their own unique way.

These skills transfer to many other areas of life. And they cannot be assessed on a standardized test.

Art helps students understand cultures beyond their own.

We live in an increasingly global world. It is important for our students to leave school with a broad understanding of the world and its cultures. Art classes expose students to art from all over the world. This exposure helps them understand our shared humanity. The study of art history also helps highlight the issues of the past and the present.

Art develops communication skills.

When art students analyze an artwork, they use art vocabulary to express their ideas. Discussions about art build students’ capacities to listen to and learn from one another. When a student creates an artwork, they make careful choices to communicate their ideas. And when reflecting about art-making through artist statements, students are further developing these skills.

Art activities consistently rank highest on Bloom’s Taxonomy.

I often attend professional development meetings with colleagues from other disciplines. In these meetings, I hear leaders encourage teachers to hit the higher levels of Bloom’s Taxonomy in their lesson plans.

In art class, we are always engaging our students in these highest levels of thinking. Art students are analyzing, evaluating, and creating every day. High order thinking is naturally present in art classes.

As art educators, it is important to articulate why our class is important. We all know the value of art for our students. We need to communicate this value to our stakeholders.

We do not need to justify art in relation to other disciplines; art class has its own qualities, and we need to share why those qualities are so valuable.

How do you communicate the value of art education to your community?

What other arguments for art education did we miss?

The post A Better Argument for Art Education appeared first on The Art of Education University.

Here are four easy lesson ideas that bring in the outdoors.

I love using materials from nature in my classroom. Students love the different textures and colors of natural materials. The novelty of working with materials such as hay, leaves, dirt, or gravel can jump-start students’ imaginations. Best of all, most of these materials are free, and can be found right outside your classroom door!

1. Observational Drawing

Students love drawing objects from nature. Shells, feathers, leaves, and flowers are ideal for observational drawing. This time of year, why not bring in some branches from your Christmas tree, or some leaves from your yard?

This activity is sure to engage all students. Every student can relate to nature. The unique qualities of each object provide enough challenge for even the most skilled drawer. I often use this as a warm-up activity for one of the following lessons, but it can be a wonderful lesson in its own right.

2. Painted Leaves

I have a lovely magnolia tree right outside my classroom. Its leaves are ideal for this project. They are thicker than other leaves and are a good size as well. If you cannot find magnolia leaves, any type of leaf will do.

After showing students a wide variety of examples, allow them to create their own painted leaf. I give little direction beyond this inspiration. Students are free to create any design they choose. Because students can become frustrated when leaves tear, I make sure to provide students with tips for painting on the delicate leaves.

Students use acrylic paint and thin brushes to paint their design after they draw it using a fine Sharpie marker. This always produces great results, and the students love it.

3. Nature Collage

For this assignment, assemble a variety of different textural materials. Some examples include potting soil, fine gravel, crumbled leaves, cut grasses, nutshells, and small pieces of bark.

Students use a combination of these materials to make their own unique collage. I try to keep these pretty small. It’s important to provide students with a variety of different types of glue for this assignment, due to the varying nature of the materials. I always have a hot glue gun on hand as well to glue down large, heavy objects such as shells and bark.

These always come out beautiful. This is one of my favorite lessons for keeping students engaged right before winter break.

4. Collaborative Nature Sculpture

My students love group projects. I also believe that working together as a group to create an artwork builds valuable skills that transfer far beyond my classroom.

For this project, assemble a variety of materials such as tree branches, dirt, and stones. If you have a Christmas tree you plan to leave by the curb after the holidays, this can be a great way to reuse it!

I connect this activity to the work of artist Andy Goldsworthy. Students love to see how he uses materials in their natural environments to create beautiful sculptures.

Because it is winter time, we bring nature indoors for this activity. Students work as a group to plan and assemble their sculpture, using as many different materials as possible.

This can be done on any scale that works with your space. In the past, I have had my students work on a large piece of paper to define the area of the sculpture. I break my students into groups of 3 or 4, but this could be amazing as a whole-class collaborative artwork as well!

So there you have it–four different art project ideas that help reconnect with nature during the darkest, coldest part of the year. Even though it might be snowing outside, you can still bring the outdoors in!

Do you use natural materials with your students?

How do you bring the outdoors into your classroom?

The post 4 Easy Lessons That Incorporate Natural Materials appeared first on The Art of Education University.