Now, more than ever, the future of art education is in your creative hands. You have the opportunity to mold the trends, topics, and issues that will define what’s next in art education. From the artists and mediums you introduce to the teaching methods you employ, you have the power to leave a lasting imprint on your students. 

The Center for the Advancement of Art Education is working to unite art educators to further the field of art education. Join the largest art education survey today and create what’s next, together! 

The survey is now closed.

Follow AOEU on social media and subscribe to our weekly newsletter so you can be the first to get the survey results. If you want to see the positive change you’ve created over the past few years, take a look at previous results: 

• 2024
• 2023
• 2022
• 2021
• 2020
• 2019
• 2018

Take the 2025 State of Art Education survey now!

Download and share the Center’s advocacy resources. 

Share the survey with your art teacher community.

The post Create What’s Next: Take the State of Art Education 2025 Survey appeared first on The Art of Education University.

We’ll uncover what observational drawing is and how to get students to slow down, examine, and then draw with confidence. Plus, we’ll consider some controversial questions along the way!

What is observational drawing?

Simply put, observational drawing is drawing what you see. David Davies, a high school art teacher in Connecticut, expands on this definition. He adds that observational drawing is 50% of what you know and 50% of what you see. This is because what you see is filtered through what you know. 

While observational drawing can be photorealistic, it doesn’t have to be. The invention of the camera removed the need for exact likenesses. However, learning to closely capture what you see before you “break the rules” and find your own artistic style instills many benefits. There is also power in learning to draw from real life. When you develop skill and experience, you can make what you imagine in your brain a reality and visually communicate your intent.

Here are some benefits of observational drawing:

• Builds hand-eye coordination.
• Strengthens fine motor skills.
• Reinforces math concepts like proportion, geometric planes, and perspective.
• Fosters science connections such as anatomy. 
• Instills patience and discipline.
• Teaches the importance of seeing details.
  

For more benefits of observational drawing and ways to bring this process to students of all ages, check out the Drawing Living Forms graduate course. This course aims to refine your observational skills, understanding of anatomical structures, and drawing techniques across a spectrum of life. You’ll learn foundational skills in human anatomy and figure drawing, animal forms, and botanical drawing, and then break it down into best practices for your students. 

Reach out to an admissions counselor today!

Is grid drawing considered observational drawing? 

Grid drawing is a great method to get students to draw realistically with roots that go back as early as ancient Egypt. It helps students break down more complex images into basic elements and more manageable sections. Plus, it teaches and reinforces ruler skills!

To start a grid drawing, draw or overlay a grid on a two-dimensional reference image. The reference image can be a two-dimensional artwork such as a painting or photograph or it can be a three-dimensional artwork of a sculpture or vessel. Draw a grid with the same measurements or the same proportions on a piece of drawing paper. Focusing on one square of the grid at a time, replicate the shapes and lines in the corresponding square on the drawing paper. 

When grid drawings work from a two-dimensional reference image instead of three-dimensional life, are they considered observational drawings? David says, yes! Grid drawing is still drawing what you see. Just be sure to use original images or use others’ images responsibly and with permission.

Can observational drawing be a sketch?

We often use the terms sketch and drawing interchangeably, however, David encourages us to be more intentional with these terms. A sketch is a drawing that is still in the stages of “figuring itself out.” It’s a process-driven piece and may look unfinished. This is why we call “thumbnail sketches” sketches and why a “sketchbook” is a collection of practice sketches. A drawing is the culmination of the sketching process and is the final form and idea. Observational drawing is a method of drawing. You can create both sketches and drawings with this process!

Should I ban mechanical pencils from observational drawing?

Mechanical pencils are the worst! Maybe not, but regular, old-fashioned pencils can teach more nuanced skills. With regular pencils, students can learn how to control the pressure to create different values and textures. Plus, students can learn how to manipulate the pencil by changing grip and position to create different marks. 

David recommends buying 2H, 2B, and ebony pencils in bulk for the classroom. Purchasing full graphite pencil drawing sets often leads to waste and can be more expensive. When it comes to blending tools, once again, regular pencils reign supreme as the best tool with controlled pressure. It’s good to still introduce students to all of the options; however, blending stumps or tortillons is not essential to make a strong drawing.

All of that being said, a pencil is a pencil. If all your student has is a mechanical pencil, it’s certainly better than nothing! 

Is tracing considered observational drawing?

Tracing in the art room can be another controversial topic! Many art teachers think tracing is cheating because students aren’t drawing solely on their own. Whether you are for or against tracing, we can all agree that we want students to learn to draw. 

David says there is power in tracing… occasionally, as well as merit in tracing. If you walk into any tattoo parlor, any established tattoo artist merges multiple reference images together and replicates them using tracing. As mentioned above, be sure to use original images or use others’ images responsibly and with permission.

Tracing also counts as observational drawing because it fits the definition of drawing what you see. Let’s say you and your students are all tracing the same image. Even though you have the same reference image, each of your tracings will look very different. Each person brings their own knowledge, experience, and expertise to their tracing, resulting in varying levels of detail and line quality. Tracing the same image multiple times through multiple ways builds muscle memory and prompts students to gather more details each round.

Why do student-athletes make strong observational drawers? 

Student-athletes possess many traits that make them great at observational drawing. Sports requires students to be disciplined, hardworking, and dedicated. They know it takes a lot of training and practice to win! They are more likely to persevere through frustrations and hurdles. Student-athletes also understand the importance of teamwork. They can be more open to collaboration during critiques and other feedback activities. 

One way to connect with students and appeal to those who are nervous about observational drawing is to compare it to a sport, like basketball. Some people are innately gifted, like Michael Jordan or LeBron James—but they still need to train to stay at the top of their game. However, the majority of players spend hours learning the ins and outs of the game and training to become good. The same is true for learning how to draw! If you put the time and effort into practicing and refining your skills, you will learn how to draw.

How do I get my students to slow down and really draw what they see? 

We live in a fast-paced world of instant gratification, where you can do almost anything with the click of a button. Many of our students rush through their work and claim they’re “done” in a matter of minutes. Observational drawing involves patience. The artist must slow down to study the details and then figure out how to render them. How do we get students to understand, appreciate, and enjoy observational drawing? 

Elementary Artists

Observational drawing can be a very relaxing process with strong scaffolding and a safe, encouraging environment! It’s crucial to get elementary students to learn to see from as early an age as possible. Engage your classes with activities that teach students to be detail-oriented and expose them to a variety of art. 

Incorporate these ideas into your curriculum to prompt a focus on details:

• Play Art Detectives where students study and look for clues in artwork.
• Start with abstract and non-objective artwork to focus on the Elements and Principles.
• Ask students repeatedly, “What do you see? How do you know?”
• Begin with reference photos versus real-life subject matter.
• Facilitate a lot of gallery walks where students identify and justify what is successful and what needs improvement based on predetermined prompts.
• Break the subject matter down into simple geometric shapes and discuss the selection of each shape.

Secondary Artists

Middle school students are ready to explore what observational drawing looks like at the high school level without the pressure of being proficient. Expose your pre-teens to a range of artwork, genres, styles, and artists. For high school students, start with short skill-building exercises to build confidence and a foundation of knowledge. Then, students can apply what they know to what they see.

Try these tips to cultivate a knowledge base and hone observational drawing skills:

• Practice drawing the same form in different mediums with different techniques.
• Use anatomically correct names for body parts when drawing portraits or doing figure drawings. 
• Make isometric drawings to connect math and engineering with perspective drawing.
• Build muscle memory with a game of “observational drawing telephone” where students create a graphite transfer, grid drawing, and drawing from the same reference image. 
• Start with two-dimensional reference images and scaffold up to capturing three-dimensional objects and people.
• Introduce figure drawing, using classmates as models.
• Layer multiple sketches to show several styles and techniques of the same subject matter, much like showing your work in math. 
• Draw holding the pencil at the eraser to add a loose line quality.
• Slow down by using permanent ink to create more thoughtful, intentional lines and compositions. 
• Facilitate a lot of gallery walks where students identify and justify what is successful and what needs improvement based on a rubric and lesson outcomes.
• Show students how to sight with a pencil or ruler to gauge distance and proportion. 
• Post correct and incorrect drawing examples and have students identify the incorrect components and explain why they are wrong.

It’s time to bring observational drawing to your students in a way they will enjoy long after they leave your art room. Instill valuable life skills along the way, like the ability to be detail-oriented and disciplined. Whatever side you’re on regarding topics like tracing and mechanical pencils, there are many ways to scaffold observational drawing for both elementary and secondary art students. Grab some still life objects or reference photos, play some lo-fi beats, and sit down and draw alongside your students. Use observational drawing to provide a relaxing and safe outlet for your students to cultivate artistic confidence this year.

How do you approach observational drawing with your students? 

What is your favorite tip or hack to teach observational drawing?

The post Back to Basics: Spilling the Tea on How to Teach Observational Drawing with Confidence appeared first on The Art of Education University.

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If things are feeling stale or stuck, there are two ways to get excited and passionate about teaching art again! Let’s take a closer look. 

1. See great art in person!

There’s nothing like taking a personal day to engage the senses with inspiring art and good food. Slowing down to do something you love amidst the hustle and bustle of the art room is invigorating! It can be easy to make excuses around not having the time but we’re here to show you that you DO have the time.

Here’s how to build in art days to your calendar:

1. Take your leave.
   All teachers get leave—so use it! Take one day per quarter to do something fun to fill your art and creativity bucket. Select your days ahead of time and request them in advance. A great time to take off is at the beginning of the quarter before things get busy. 
2. Invite an art teacher friend.
   Share the dates you requested leave with a local art teacher friend. Invite them to join you! If you need it, you can still have plenty of alone time by splitting up to view art. Come together to debrief, chat, brainstorm lesson ideas, and carpool. 
3. Select an inspiring spot to visit.
   There are so many neat places to visit without having to go far! Visit an art museum, local gallery, little shops with fun displays, a sculpture garden, or a conservatory. Switching up your space and surroundings for a few hours can improve your mood and increase creativity. 
4. Stop at a trendy spot to eat.
   We all need to eat, so why not make it part of the experience? Pick somewhere with good vibes, ambiance, and delicious food to continue to fuel all of your senses. 
5. Reflect on and record your day.
   Make the experience last longer. Remember what you saw, thought, and learned by collecting, sketching, journaling, and photographing. There are so many ways to keep a travel log so find a way that piques your interest.

2. Enroll in a Master’s degree program.

Art teachers thrive with a growth mindset! Whether it’s personal artwork or lesson planning, we are experts at reflecting on and refining our craft. One way to do both of these on a deep and meaningful level is to enroll in a Master’s degree program. Earning your degree can also help you maintain your certification, improve your professional practice, open doors for leadership and advocacy roles, move up the payscale, network with like-minded art teachers, and keep you informed of current art education trends. Starting the process of higher education can be daunting so we broke down the options here at AOEU for you.

Check your state and district requirements.

All states and districts have varying requirements for what graduate courses and degrees will count toward your certification and/or pay step increase. Some districts will even contribute a certain amount toward continuing education, so it’s worth doing a little digging! Remember, earning a degree does not equate with licensure. Take time to do your due diligence to ensure you have all of the information you need to make an informed decision before applying and enrolling.

Understand the two master’s degrees.

AOEU offers two powerful areas of focus depending on your needs and wants. Within the two main degree programs, you can customize your elective courses or specialization to perfectly suit you! 

1. Master of Arts in Art Education
   This program is designed for working teachers and offers a variety of art education and studio courses to elevate your teaching practice and hone your skills. It’s a great choice to gain practical and relevant tools you can bring into your art room immediately. Create a personally meaningful action research project in the capstone portion.
2. Master of Education in Curriculum & Instruction
   Within this program, you will select from three specialization areas: Arts Integration, Instructional Leadership in Art Education, or Inclusive Practices for Visual Arts. This program is the way to go if you are interested in leadership, curriculum design, becoming an administrator, or creating professional development. If you are driven to be a changemaker in art education—this one is for you!

Download the resource below for more information to help you learn more about both degree choices. If you have further questions, reach out to an admissions counselor.

Download Now!

Reap the benefits of being a part of the AOEU graduate program family!

We touched upon several general benefits to earning your master’s degree above. However, when you choose AOEU, there are more positives only a university created by art teachers for art teachers can bring.

• Learn from knowledgeable and caring instructors.
  Because AOEU instructors also teach K-12 art during the day, they practice what they preach. Students consistently say they value the authentic relationships they’ve built with their instructors and attribute much of their success in the program to them!
• Appreciate flexible assignments.
  The consistent asynchronous cadence of assignments and due dates for classes allows students to plan and have a healthy work-life-school balance. Assignments are created to adapt to your specific teaching needs, making them immediately applicable in the classroom.
• Improve your writing skills.
  Completing either program will make you a strong writer. This will help you advocate for your art program, write grants, compose lesson plans, and teach advanced research skills and scholarly writing.
• Do action research.
  Gain real-time, practical feedback from peers and professionals in the art education field. Dive into a niche topic that you’re fascinated with and want to learn more about!
• Expand career opportunities.
  Whether you’re looking for a new spot in the world of art education or you’re looking for extra side passions, earning a degree can open new doors! Hone skills in a particular medium and be a resident teaching artist. Use leadership courses to be a community arts organizer or museum art educator. 
• Join an authentic art teacher community.
  Connecting with your classmates enriches the experience. Unlike a physical university where students are from similar situations and locations, AOEU students come from all over the world! Many students walk away with newfound art teacher friends they keep in touch with for years to come.

The last semester can feel like it’s dragging on forever! Get out of the spring slump and reinvigorate your passion for why you teach art. There are exciting things happening in the art world and art education. Plus, there are so many opportunities to learn and be a part of making positive change. See inspiring art in person to engage your senses and creativity. Inquire about higher education to start the rewarding journey of refining and refreshing your skills. Take steps to grow in your personal artmaking and teaching practice and watch it trickle down to your students. When you love what you do, your students will want to love it too! 

Share your favorite way to revive your passion for teaching art.

What is one question you still have about AOEU’s degree programs? 

The post 2 Incredible Ways to Revive Your Passion for Art Education This Spring appeared first on The Art of Education University.

What is Dada?

Dada is an artistic and literary movement formed in response to World War I from 1916 to the mid-1920s. This war brought new weapons, communication, and transportation technology. In a world increasingly focused on machines and logical systems, Dada aimed to break the rules with chance, spontaneity, the unconventional, and the absurd.

In art, Dadaists explored new ways to use, transform, and combine traditional mediums, artforms, and experiences. Collage, photomontage, performance art, and found objects (such as Marcel Duchamp’s “readymades”) exploded! Artistic intent and voice were more important than aesthetics. In literature, Dadaists broke free from the rules of spelling, grammar, and punctuation.

Why should I care about this obscure art movement?

Aside from Dada being a very influential art movement that precedented Surrealism and Pop Art (to name a few), Dada is a student favorite. If you have students who aren’t “interested” in art or aren’t comfortable with their art skills, they are bound to be future Dadaists! Because Dada is highly based on chance and spontaneity, it decreases the “scary” or “serious” factor of drawing in front of others and adds a huge element of surprise and fun. For your perfectionists, Dada will encourage them to “let go” and enjoy the process. This movement will also resonate with your secondary students who are in the developmental brain stage of testing authority. The ideas below will provide safe outlets for your students to express themselves while still learning about art, literature, and history! 

Embrace the “nonsense” with the three activities below that merge art and poetry.

1. Cut-Up

There are many variations on how to do this but essentially, students cut words or phrases from a piece of text and piece them back together randomly. Do a similar process to create a “chance collage” like Jean Arp. Introduce Jean Arp with the artist bio from FLEX Curriculum. Students take scraps of paper and drop them onto a base paper. Then, they glue the paper exactly where it lands. 

2. Automatic Writing

Many of us (including our students!) love to doodle. Like neurographic drawing, it helps maintain focus during staff meetings or classes and engages the creative side of our brains. If you apply the same mindless process to writing, you’ll get Automatic Writing. Set the scene for students to relax: dim the lights and play soft sounds or music. Students write whatever words come into their train of thought. Feel free to ease into this activity with a simple prompt. Use this as a warm-up to support your classroom management and a calm start to class.

3. Chance 

Grab some dice and get rolling! Each number can refer to a specific word in a word bank. Alternatively, take an existing poem and turn it into a new, shortened poem. Each roll will determine the next word. For example, if you roll a three for your first roll, your first word will be the third word. Then, let’s say you roll a six for your second roll. Your second word will be six words from that. Repeat until you have a revised masterpiece!

Likewise, apply the dice roll to drawing to create fun illustrations and stimulate creative thinking. Create your own paper cubes to make custom drawing prompts like elementary art teacher, Candido Crespo.

Encourage your students to navigate artmaking with more risk, chance, and opportunity! Try the Transformation: Risk & Chance Collection in FLEX Curriculum. It includes six lesson plans for all age levels that also integrate color theory and contemporary art. 

Switch things up in your art room and incorporate Dada poetry for a breath of fresh air from traditional methods and artforms. This new means of expression will spur your students to let go, trust the process, and focus on concepts over aesthetics. Plus, the connections will enrich students’ understanding of art, literature, and history during this era. Try the cut-up method or roll the dice to compose a new poem and collage, or introduce automatic writing to de-stress. Celebrate the unconventional with one of the three activities above to foster boundless possibilities!

Do your students love or hate Dada art?

How do you encourage students to let go in the art room?

The post 3 Ridiculous and Spontaneous Ways to Bring Poetry Into the Art Room appeared first on The Art of Education University.

Take a look at how you can use data to advocate for your program by sharing the biggest findings from the 2024 State of Art Education survey. Let’s dig into the data!

What is data?

Before we get started, let’s discuss what data is and the different types. Understanding this will help you determine what data will best support your request. Data is factual information used as a foundation for making decisions or having a discussion. There are two main types of data: quantitative and qualitative.

Here are the two main types of data:

1. Quantitative
   Quantitative data is represented numerically and answers questions such as, “how many,” “how much,” and “how often.” Examples include attendance, course enrollment numbers, artwork quantities, and how many people attended your huge end-of-year art show.
2. Qualitative
   Qualitative data is represented in words and images. Examples include written student reflections, video clips of students actively engaged in artmaking, and a student portfolio of a deeply conceptual body of work.

One fabulous way to find quantitative data is the State of Art Education Survey! Each year, we ask thousands of art teachers to answer questions about a variety of topics in art education. We compile the results into a handy resource with easy-to-read colorful graphics. Download and read the results to see how the data from the survey may help you advocate for your needs.

Download Now!

For a deeper dive into the data, grab the results from previous years here:

• 2023
• 2022
• 2021
• 2020
• 2019
• 2018

Let’s look at four examples of how an art teacher may use the State of Art Education survey data as an advocacy tool. 

Use the scenarios below as inspiration to craft your own pitch. Navigate the process step-by-step and start by identifying a need, your specific ask, and the audience. Then, see if you can use the survey data to help you tell a compelling story!

1. Request art-specific professional development.

According to the State of Art Education survey data, over the past several years, more than 60% of art teachers shared that they feel supported by their administrators. However, the data showed that art teachers wish they had access to better professional development (PD) options. Half of art teachers say their professional development needs improvement and it’s not personalized or relevant. Administrators are very busy and may not have the time to seek out subject-specific PD for all teachers in the building. When you advocate for your needs and provide specific solutions, it makes it easier for an administrator to say “yes” to your request. They need your help!

Let’s say you want to advocate for better professional development to your district art supervisor. Schedule 5-10 minutes to stop by their office and bring a few handouts to supplement your discussion. Try a pitch like the one below and don’t forget to follow up with a thank you note!

Hi! I’m Lindsey McGinnis, the high school art teacher at Laurel. As a teacher, I strive to have a growth mindset because I know there is always something new to learn to bring to my students! I need art-specific professional development so I can fully participate in PD exercises and walk away with tangible strategies and ideas that will work in my art room. The Art of Education University provides two online professional development opportunities for districts like ours. PRO Learning is an on-demand PD platform designed for K-12 art teachers with hands-on tutorial videos and teacher-facing resources. It will be really helpful to have for our six PD days that are already on the calendar! The NOW Conference is the largest online conference held twice a year for K-12 art teachers. They have amazing speakers such as Devon Rodriguez, the most followed visual artist in the world! This week, will you take a look at what they offer and see if it will fit into the budget for next school year? 

2. Promote digital art.

Drawing and painting are our forte as art teachers. Unfortunately, in the State of Art Education survey data, only 24% of art teachers listed digital art as the medium they are most comfortable with and more than half of art teachers want to learn more about it. This is something we need to address since we are teaching 21st-century skills in a digital world! A great place to start is to enroll in the Studio: Graphic Design course to learn foundational design skills and how to teach digital art through real-world problems. Ask for this course using a process similar to the example above. Once you’re feeling more confident with your digital art skills, it’s time to bring the experience to your students!

Your students are curious about exploring digital art, so you need a class set of iPads. You started a fundraiser but would like the PTA’s help. Ask to speak at the next meeting and deliver a pitch like the one below. Show your appreciation by having your students create thank you cards on the new iPads!

Hi! I’m Lindsey McGinnis and I’ve been teaching art here for the past 12 years. I’m excited to be a part of the PTA and all of the wonderful things you do for our school! I just completed a digital art graduate course and would love to bring the skills and experience to our students. According to the Pew Research Center, nearly all US teens use the internet every day (96%). The amount of teens who are online “almost constantly” has doubled in the past almost decade. To meet our students where they are and prepare them for life beyond the classroom, we need to hone their digital communication skills. In art, students can explore digital citizenship and visual communication with digital art! I already have an online fundraiser to get a class set of iPads. Will you share the link via your social platforms and monthly newsletter? Will you see if you have extra funds to fulfill this need? 

3. Champion for more photography opportunities.

Whatever level you teach, both traditional darkroom and digital photography can be daunting. Just like with digital art, only 25% of art teachers in the State of Art Education survey data feel confident teaching this artform. The good news is, there are ways to bring photography principles into any grade level and classroom situation. The best places to start are to enroll in the Studio: Photography course or watch the Packs Digital Photography Basics or Creative Approaches to Beginning Photography in PRO Learning. Then, select a few ideas to capture your students’ attention!

One non-darkroom photography process is cyanotypes. You want to ask your local craft store to provide enough sun printing paper for all of your students. Swing by the store to speak to the manager with a pitch like the one below and bring a printout of the sun paper you’d like with the specific quantity and total cost of your ask. 

Hi! I’m Lindsey McGinnis and I’m the high school art teacher at Laurel. Our school doesn’t have a darkroom but I’d love to bring some hands-on, screen-free photography processes to our students. I see you carry sun printing paper; would you be willing to donate enough for 200 students? Our budget is $5 per student for the year, making this special paper very expensive. Our school bookkeeper can provide you with a donation receipt or letter, if needed. We’d love to display the final cyanotypes on the empty bulletin board by the front door to help draw students and their families into your store.

4. Ask for ready student-facing resources.

We often think, “If only there were more hours in the day, I could…” Although art teachers are getting more planning time (more than half of art teachers have 45 minutes or more per day), lack of time is still a challenge. Where does the time go? We know art teachers have many responsibilities and roles, but according to the State of Art Education survey data, 81% spend the time creating their own resources. Imagine if you could have classroom-ready resources for your students! In fact, 73% of you believed having classroom-ready resources would allow you to be a better art teacher. Let’s show you how to get access to a vast archive of student-facing resources!

You’d love FLEX Curriculum and plan to ask your principal for it. Stop by your principal’s office and provide samples of FLEX for them to flip through while you give a pitch similar to the one below. Download the Elements and Principles guides and a complimentary artist bio. Share the What is Collage? preview video and how you already use these items in your classroom!

Hi! I’d love to chat with you about my recent observation and how I use student-facing resources in my art room. I received a high score for the planning and preparation I put into my lessons. It took me two hours to create the resources for this one lesson/observation and it took me eight hours total to create all of the resources I needed for all of my classes for that week. This is four more hours than my planning time. I am proud of the handouts and presentations I create; however, spending this much time on them is unsustainable. I would love access to a bank of high-quality student-facing resources I can pull from to allow more time to communicate with parents, help with other school initiatives, and grade assignments. FLEX Curriculum is a standards-aligned K-12 art curriculum with step-by-step lesson plans, customizable rubrics and assessments, artist bios, project photos, videos, and more. This week, will you take a few minutes to look at FLEX and check to see if the school has the budget to provide these resources for our students?

You may love making art with students in your cozy art room. However, if you want to grow your art program and provide more opportunities for you and your students, you will need to step outside of your comfort zone—and your cozy art room. This step may look like diving into data and learning how to make and give a confident pitch to get a need fulfilled. We did the hard work and outlined six steps for you to take, compiled data from 1,700+ art teachers to use in your request, and gave four examples you can easily customize. Now that you’re set to solve any problem that may come your way, get ready for your confidence and art program to soar! 

Are you a data lover or hater? 

What is something you or your program need to grow?

The post How to Harness Data to Confidently Advocate for Your Art Program: State of Art Education 2024 appeared first on The Art of Education University.

If that resonates with you or you’re simply curious to find out who your kindred artistic spirit is, we have a a super fun way to spend the next two minutes of your life! Keep scrolling and take the quiz below. You’ll learn who your famous artist-twin is and gain valuable resources and suggestions to level up what you’re already doing.

Take the quick quiz below to discover who your kindred artist is!

Tell us! What artist is your kindred spirit?

The post What Artist Are You? Take This Kindred Artist Quiz Today to Find Out! appeared first on The Art of Education University.

Here’s why art analysis is important:

• Examination
  Analysis makes students really look at the details of an artwork they normally would glance at.
• Appreciation
  When students take the time to delve deeper, they increase investment and interest in what they’re learning. 
• Inspiration
  Students discover new ways to use mediums, convey concepts, and portray subject matter.
• Application
  Analysis teaches and reviews the Elements of Art and Principles of Design.
• Investigation
  Students draw on prior knowledge, experiences, and other content areas to make connections, draw conclusions, and ask questions. 

If you’re not sure where to start with bringing art analysis to your students, try these four simple and powerful exercises. 

1. Brainstorm a gigantic collaborative list of descriptive words.

When you ask students, it seems like there are only three textures that exist: bumpy, rough, and smooth. Let’s get them to think beyond the default words and use more sophisticated language that more accurately reflects the artwork they are describing. Host a huge brainstorming session where students fill a giant sheet of bulletin board paper or a whiteboard with as many descriptive words as they can think of. Dust off those paper thesauruses (because we can all use a refresher on how alphabetical order works) and encourage students to look up synonyms. Make it a challenge where each table gets a different color marker to see which group can come up with the most words first!

Once the board is full, select a few similar words and discuss how they are different. For example, how is soft different than delicate? Shiny different from shimmering? Vibrant different from saturated? Do a poll with classroom objects to spark discussion!

If you’re looking for more ways for students to practice selecting and using descriptive language, introduce diamante poems. Don’t miss our free download and implementation tips!

2. Annotate an artwork.

Many students are already familiar with annotating text because they do it in their core classes. Bring this skill into the art room and annotate artworks! Start with a simple representational painting or drawing. Bonus points if it’s something they may have seen before!

Here are my top five artworks for students to select from:

1. The Bedroom by Vincent van Gogh
2. Thunderstorm by Grandma Moses
3. Nighthawks by Edward Hopper
4. The Starry Night by Vincent van Gogh
5. The Son Of Man by Rene Magritte

If you have time, allow students to replicate this in their sketchbook. It doesn’t have to be super detailed but should include large shapes and colors to provide enough compositional information. This is a great time to introduce very basic gridding principles by dividing the image and their paper into quadrants to assist with proportion and placement. Students enjoy this part because you are freeing them from capturing small details and they like to copy pictures.

If you’re short on time, no worries! Print enough copies for each student to draw directly on top of. Alternatively, print a class set and slide them into plastic sleeve protectors for students to annotate on with dry-erase markers.

The first time you do this activity, scaffold it and do it together as a class. Students identify the focal point and circle it. Students draw arrows to note paths of movement towards the focal point. Students label any elements or principles that are creating paths of movement. For example, a student annotating Starry Night may label the swirls in the sky as short, dashed lines.

3. Compare and contrast two similar artworks. 

A classic coloring book activity was finding the differences between two simple line drawings. Students still love doing this with art! Select two artworks that are similar. Use contemporary artworks that draw inspiration from the past to create connections that transcend time periods.

Provide a Venn diagram (search for the Venn Diagram student-facing resource in FLEX Curriculum) or have students create their own graphic organizer in their sketchbooks. Students search for similarities and differences in each artwork however they have to correlate their finds to the Elements of Art and Principles of Design. In the stained glass examples below, a similarity is the swirling, ornate gold lines that create a pattern across the top of each panel.

4. Break down a sculpture into shapes.

Scrutinizing sculpture for the elements and principles really hones analysis skills, just like making three-dimensional art builds stronger drawers. However, sculpture can be tricky for students to analyze because they need to consider all angles instead of just one. Once students get two-dimensional analysis down, introduce three-dimensional pieces with this exercise to help students see basic shapes and forms.

Start with a picture of a sculpture. Each student can get their own photo to draw directly on or use a dry-erase marker with a photo inserted into a plastic sleeve protector. Trace all of the shapes in the sculpture. Count the amount of each shape. Which shape(s) are most prominent? Consider the descriptive language the shapes have in common. For example, are the shapes primarily curved and rounded or angular and straight? 

Art analysis doesn’t have to be boring and teaching it doesn’t have to be daunting! Bring the benefits of art analysis to your students so they become more observant, stronger artists, and more effective communicators. Start with simple exercises to break the process down into tangible tasks where students can experience success. Brainstorm a giant list of descriptive words to provide a foundation for students to draw upon. Compare and contrast two similar artworks to merge the past and present. Draw directly onto an artwork to identify compositional elements or core shapes and forms. Whether you try one of these activities or all of them, your students will appreciate how analysis can be interactive and easy to understand!

What art analysis activities do you enjoy doing with your students? 

Share what’s still challenging about teaching art analysis.

The post 4 Simple and Powerful Exercises to Effectively Teach Art Analysis appeared first on The Art of Education University.

Because your time is precious, your voice is extra important. Share your experience, desires, and passions on current trends, topics, and issues in art education. Take the first step in becoming an art teacher leader today—participate in the biggest survey in art education and be a part of shaping the future of visual art. 

Complete the survey today!

Follow AOEU on social media or subscribe to our weekly newsletter so you can be the first to get the survey results. If you’re curious about how the world of art education has shifted over the past few years, browse previous results:

• 2023
• 2022
• 2021
• 2020
• 2019
• 2018

Take the 2024 State of Art Education survey now!

Share the survey with an art teacher friend.

The post Your Voice Matters: Participate in the State of Art Education 2024 Survey appeared first on The Art of Education University.

Today, we’ll look at the bigger picture when it comes to curriculum planning. Let’s uncover why it’s important and simple steps to get started.

Today, Megan Bellucci is joining us to share her curriculum expertise. Megan is one of AOEU’s adjunct faculty and is also a high school art teacher in New Jersey. In fact, she is the only art teacher in her school and teaches courses from Intro all the way up to AP. Because of this, Megan has hands-on experience creating well-rounded and engaging curriculums for a variety of courses.

What exactly is a curriculum? Megan succinctly describes curriculum as a framework that covers the most important elements of your course. For a more in-depth guide on the components, check out this article. Successful curriculums plan ahead yet include room for alterations once you meet your students and figure out their unique needs. As Benjamin Franklin wisely said, “By failing to prepare, you are preparing to fail.” Planning ahead of time is key to a successful year and maintaining your sanity!

For many art teachers, curriculum isn’t something we get thrilled about. Megan firmly believes it’s exciting to organize what you teach!

Here are some benefits of prioritizing curriculum in your art program:

• Provides structure to the year.
• Ensures expectations are clear.
• Sequences learning to build skills.
• Produces stronger work and artists.
• Strengthens your teaching practice.
• Promotes your art program.

Let’s take a look at seven misconceptions when it comes to designing an effective curriculum.

Misconception 1: I have to fit as many artists and mediums as possible into the curriculum.

The number one misconception art teachers tell Megan is they believe they must do everything; they must cram in every medium, art style, and artist to every course or grade level. This is the perfect time to remind us all, “You can do anything but not everything.” If you try to fit everything in, the curriculum will be surface-level and your year will feel rushed and chaotic.

Instead, start by selecting a broad theme or big idea. Then, go in and only include what naturally fits. This helps students dig into topics, scaffold and refine skills, and stay focused for the duration of the year. If it doesn’t fit, don’t include it, and don’t feel bad!

Misconception 2: I should start designing the curriculum with planning Day 1.

Initially, it makes sense to start planning at Day 1 and then make your way chronologically through the course or year. While this is one way to do it, there are more effective ways to design a curriculum. As mentioned above, start with the end in mind. Begin with an overarching theme or idea for the entire course or year and then break it down into learning outcomes, learning objectives, and/or essential questions for each quarter, month, or week, depending on how you structure your class. Working backward prevents you from getting bogged down in the details and makes for a very cohesive art show at the end!

Misconception 3: I should start designing the curriculum with projects I want to incorporate.

Likewise, planning by project can be extremely time and energy intensive. Megan says when you approach curriculum with a backward design lens, the course becomes less about making “pretty things to hang on the walls” and more about concepts and skills that last. This is something all art teachers can get behind! Megan also recommends projects be the very last thing teachers plan. This allows you to swap in and out individual projects easily while keeping the overall curriculum unchanged. This is good news! Most of us get bored doing the same projects year in and year out. Having an easy way to switch out projects keeps us sharp and excited, which trickles down to the students!

Misconception 4: Aligning the curriculum to standards is extra work.

Standards can be really intimidating! Depending on your district, there can be district standards. Then, there are state standards and national standards! Sifting through them can feel like a lot of extra work that no one will likely notice.

Digging into standards is a bit more work upfront but in the long run, you’ll save time! Standards keep your curriculum on target with student levels and are a helpful starting point when planning. Even if you are not required to use standards, Megan encourages you to at least scan them to see if the curriculum is appropriate and generally on track.

Uncover more about the National Core Arts Standards with these resources:

• What Does Unpacking the National Core Arts Standards Look Like? 
• Exploring the National Standards: Create (Ep. 206)
• Exploring the National Standards: Respond (Ep. 207)
• Exploring the National Standards: Connect (Ep. 208)
• Exploring the National Standards: Present (Ep. 209)

Misconception 5: I’m fine with winging the curriculum because it keeps me flexible.

One of our superpowers as art teachers is we are incredibly flexible and adaptable. Because we are creative thinkers, we’re able to ideate and implement a lesson on a whim. While this is a handy skill for when things don’t go as planned or standardized testing runs longer than anticipated, continually “winging it” can be detrimental by the end of the year. Composing the curriculum as you go increases the likelihood of unconnected projects, feeling frantic as you rush around at the last minute, and spending more money because you didn’t order smart ahead of time. Instead, plan ahead and use the margin you’ll gain to add fun elements like field trips or design challenges during the year to supplement the curriculum.

Misconception 6: I don’t need a bunch of curriculum documents—no one is going to see them so it’s not worth it anyway.

Some schools require art teachers to submit lesson plans and curriculum documents but many do not. If no one is going to see your curriculum documents, it may feel pointless to put effort into creating them! But did you know that composing clear curriculum documents can be a way to advocate for your art program? Megan recommends putting time into capturing your curriculum on paper and then cleaning it up so it’s administrator- and student-facing.

There are so many types of curriculum documents out there. It can be overwhelming to figure out which ones you need and what they’re for. Let’s take a look at the two most common ones and their purposes.

1. Action Plan or Scope and Sequence

An Action Plan or Scope and Sequence is an outline of the whole course. It provides an at-a-glance look at what skills and themes happen in what timeframe. This document is helpful for pacing and keeping your students on track.

Here is a very basic Action Plan for a specific grade level or course, broken down by month. Each month focuses on a specific concept. Pick and choose four projects to match the month’s concept in the four blank boxes on the right.

Here is a more complex Action Plan for a secondary Jewelry course. This chart includes detailed information such as standards, student learning outcomes, themes, assessments, tools, and vocabulary. As you can see, the specific projects are not included and the teacher can adjust based on student interests and needs each year.

Give a copy to your students as a part of their syllabus and to parents at Back-To-School Night so they can see an overview of the year. It shows families that art is important and more than “just drawing;” it’s full of specific skills, topics, concepts, and processes! If you add a cross-curricular component, it further shows how art is valuable because it connects to other disciplines. The Action Plan can also serve as a study guide for key units at the end of the year.

If you are a FLEX Curriculum user, take a look at the available Scope and Sequences. Select from Kindergarten all the way up to High School. Each Scope and Sequence is designed around the National Core Arts Standards and offers a way to organize FLEX content throughout a school year. Check out this page for more information on how to get these Scope and Sequences for your students.

2. Curriculum Matrix or Curriculum Map

Megan compares a Curriculum Matrix or Map to the summary on the back of a book. This is less of an outline and conveys the feel of a course with specific skills and activities. It’s usually in the format of a chart or table. Let’s look at some variations!

Here is a matrix by media. If you’re looking for a way to ensure all grade levels are getting a well-rounded experience and exposure to a range of artmaking processes, this is the matrix for you. This matrix shows a project in each medium per grade level.

This map shows what’s happening in the first unit of an eighth grade ceramics course. It includes standards, learning outcomes, assessments, major resources, art history and cross-curricular connections, essential questions, differentiation, and vocabulary.

Here is a downloadable template by quarter. It covers learning outcomes, essential questions, and “I Can” statements and is a great start in the right direction. For more templates like these, enroll in Designing Your Art Curriculum.

Download Now!

Provide copies of your curriculum matrix to your professional school counselors to boost your course and program enrollment numbers. These maps are handy to reference when they are meeting with students and creating schedules because it provides a summary of the course.

With both of these documents, Megan reminds us not to be too specific with projects. Both are overviews or guides and not individual unit or lesson plans. This will allow you to swap projects in and out very easily, as mentioned above.

Misconception 7: I don’t need extra help with curriculum; I’ve been doing this for a long time!

The wonderful thing about art teachers is we are always learning and growing. While it may be easier to do the same thing year after year, it is not challenging to you or the students. Try new projects and approaches to maintain your passion and hone your craft. Your students are smart and will pick up on your excitement and they will appreciate you adapting to meet their specific needs.

If you’re ready for a shift when it comes to curriculum but don’t know where to start, AOEU has all of your bases covered:

• Magazine and Media
  Set aside 30 minutes each week to browse our archive on all things curriculum! Soak in all of our free tips and tricks to bolster your curriculum and give you more confidence with your art program.
• PRO Learning
  Another way to refine your curriculum planning and writing skills is to watch a PRO Pack. Learn from expert facilitators through short videos and teacher-facing resources and activities. Filter Packs by Topic and select Curriculum to dive deeper! There is a Pack on The Building Blocks of Effective Curriculum for beginners, all the way up to a Pack on Bringing New Life to Old Lessons for the veteran teacher looking to revamp. Submit this form to learn how to get the only on-demand PD designed for K-12 art teachers at your fingertips.
• FLEX Curriculum
  Check out FLEX Curriculum for tons of lesson plans and student-facing resources and assessments. FLEX supports backward curriculum design too! Pick your big idea and then, search by Subject, Theme, Medium, Elements & Principles, Movement, or (Content) Connection for Collections and Lessons. Browse all of FLEX’s teacher-facing guides to discover how to make the most of FLEX and see how a team of curriculum experts do it. If you’re interested in getting FLEX for your students, fill out this form.
• Graduate Course
  Enroll in Designing Your Art Curriculum to investigate what goes into a quality curriculum. During the course, you will plan, develop, revise, and implement curriculum you can immediately bring back to your students. To make planning easier, you will explore tons of examples and have the opportunity to customize several templates. Earn credits while organizing your curriculum at the same time!
• Master’s Degree
  If you are looking to refine your curriculum and bring innovative learning opportunities to your students, take a look at our new Master of Education in Curriculum and Instruction (MEd). Depending on your students’ needs and what you’d like to focus the curriculum on, specialize in one of three areas: Arts Integration, Instructional Leadership in Art Education, or Inclusive Practices for Visual Arts. Talk to an admissions counselor today to learn more.

Get in touch with an admissions counselor!

Taking the time to plan your curriculum is a must for a smooth and successful school year. Remove the intimidation by looking at curriculum as a simple outline and then start small with the steps above. There are many misconceptions when it comes to how to plan a curriculum and what makes up an effective one. Step back and begin with an overarching idea or theme to guide the process. Then, break it down into learning outcomes or objectives that align with standards to ensure everything is age-appropriate. Put in the time to make your curriculum documents professional so you can use them to promote your program with administrators, parents, and students. Remember, no matter if you’re fresh out of an art education program or a veteran with 20 years under your belt, there are exciting and innovative things to learn when it comes to curriculum! Stay relevant with one of the many resources and professional development opportunities AOEU has to offer. Happy planning!

Portions of this work are based on the National Core Arts Standards. Used with permission. National Coalition for Core Arts Standards (2015) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalartsstandards.org all rights reserved.

NCAS does not endorse or promote any goods or services offered by the Art of Education University.

What scares you most about curriculum planning?

What is the most helpful curriculum document you use?

The post 7 Common Misconceptions When Approaching Your Art Curriculum This Year appeared first on The Art of Education University.

Let’s explore four scenarios to show how you can build up to an art studio where honest feedback, constructive criticism, and challenging topics are not only expected but valued.

Before diving into the scenarios, let’s look at a few practical overarching tips you can start with and strive toward. The tips below start simple and foundational and become more challenging as you move further down the list.

Here are helpful tips to guide your planning:

• Build in lots of opportunities for in-person small talk and conversation to grow class connections. Try cheesy team-building exercises, reading warm-up answers out loud, or sharing weekend highs and lows with the class. The prioritization and nurturing of relationships are key to tackling difficult topics.
• Keep feedback tied to a rubric or set of criteria, such as a list of words related to the elements and principles of art. Post the prompts given later in this article to guide each student’s statement and response.
• Start with a physical reproduction and critique a famous artwork. It’s easier when the artist isn’t in the room!
• Have the students critique one of your artworks. You can model how to respond to feedback, including feedback you don’t agree with.
• Anonymously critique a peer’s work by typing responses and using emojis to assist in providing a clear and kind tone. Students can randomly read the responses aloud or try this sticky note method.
• Divide the class into smaller groups for more meaningful feedback and a more intimate, private setting.

Here are four scenarios to illustrate how to build students’ resiliency to tension and face constructive feedback confidently.

Just like the list of tips above, the following scenarios are organized by intensity and are loosely based on George Bateson and Robert Dilts’s Logical Levels. Logical Levels is a hierarchy that captures how human behavior, identity, and communication intertwine. For the purpose of this article, we will start out with more common examples and work our way up to more serious conversations you may have in your secondary art room. Ensure you adhere to your district and school policies regarding challenging and sensitive topics. Remember, when the conversations get more difficult, there is more opportunity for students to step up, learn, and grow!

Scenario 1: Barrier

The Situation

Let’s say you are having a progress critique, and students post their artwork on the wall. You have a student who is in a wheelchair. They can’t easily navigate around the students to view the artwork over their standing peers’ heads. This is a barrier.

Why It Feels Tense

If the barrier is not addressed ahead of time during your lesson planning and prep, the student in the wheelchair may feel isolated and uncomfortable. They may want to do well but may not be able to participate.

Options for Leaning In

You make adjustments prior to the lesson so this student can view the work comfortably and participate. You instruct students to hang their work slightly lower on the walls and have all students bring over a chair to sit on while they view the work. Everyone makes accommodations, and the class dynamic and assignment can continue without anyone feeling singled out or hurt.

For more tips on how to approach your instruction with an inclusive lens, read this article.

Scenario 2: Preference

The Situation

Here’s another fairly simple example. Your students are listening to music while drawing during independent studio time. A student is streaming their favorite country musician. Another student leans over to them and blurts out, “That song is terrible! How can you listen to that?!” You observe the first student getting defensive and tense. What just happened?

Why It Feels Tense

“You” language is often taken as blaming and attacking. Introduce, model, and reinforce “I” language versus “You” language in the art room. In our music example above, the student could still express their opinion by saying, “I don’t like country music. I like hip-hop!”

Imagine one student saying to another, “I don’t like all of the red in your artwork.” While this student is applying “I” language, this may be a more sensitive situation because it’s about another student’s creation. Our students often pour their hearts and souls into their masterpieces, so when negative comments roll in, it can feel like a personal slight.

Options for Leaning In

Here are some ways to apply “I” language in the art room during a critique or art analysis:

• I see…
  I see a lot of red.
• I don’t see…
  I don’t see a lot of variation in colors.
• I like…
  I like the bold color.
• I don’t like…
  I don’t like the amount of red.
• I wonder…
  I wonder why you used so much red.
• I’m curious as to why…
  I’m curious as to why you used so much red.
• I think…
  I think there is a lot of red in this artwork.
• I believe… because…
  I believe there is too much red in this artwork because it hides the focal point.
• I want to share…
  I want to share Barnett’s Newman’s Vir Heroicus Sublimis. This artist used a ton of the color red but broke it up with lines he calls “zips” to make it visually interesting.

Ask the students to consider if the things their peers observed about their work align with their intent. It’s a way to know they are communicating their idea clearly, and it is one indicator to determine how successful or strong their artwork is.

Close the loop by encouraging students to smile and say, “Thank you.” It’s harder to be mad when someone is giving you a caring smile. Remind students that honest responses can be difficult but good to hear. They can point out where your artwork can grow and get better! Model how to graciously thank and validate feedback regardless of if you agree or disagree. This will reinforce and welcome a culture of honest feedback moving forward.

Here are some ways to say “thank you:”

• Thank you!
• Thanks for sharing.
• I appreciate hearing that.
• Thanks for pointing that out.
• Great observation!

Bolster spirits by ending each critique with a round of applause or snaps for all who participated!

Play this game with your students!

Modeled after the video series, Spectrum, by Jubilee, this is a fun game that incorporates movement and helps students express their opinions using “I” language. This game does require quite a bit of room to spread out. If you do not have a big classroom, you may need to borrow the gym or go outside.

Here’s how to play:

1. Mark seven lines on the floor with string or tape or have students stand behind marked chairs.
2. Each line will signify the following: strongly disagree, disagree, somewhat disagree, center base, somewhat agree, agree, and strongly agree.
3. Read a statement. Make it lighthearted and silly, like, “The best pizza topping is pepperoni,” or make it art-related, like, “Graffiti is art.”
4. Give students ten seconds to silently move to the line that corresponds with their opinion.
5. Call on students to explain why they chose that line.
6. Move back to the center base and repeat.

Scenario 3: Behaviors

The Situation

It’s time to dig a little deeper! For another art room scenario, you received a parent email that said, “You didn’t give me any notice about my child’s failing grade. Now it’s too late, and I can’t do anything about it. Because of this, you need to change the grade or give her makeup work!” Most of us would read this email, cringe, and then get fired up! “How dare they accuse me of failing their child? I did XYZ to support them…” and down the rabbit hole we go.

Now, imagine you got an email that said, “I received my child’s report card today, and I was surprised to see a failing grade in art! I can’t believe I didn’t realize this sooner. Is there anything you can do to change the grade or provide makeup work?” This use of “I” language softens the tone and shifts the responsibility to the parent instead of you. The parent is no longer making a demand but a request. You would probably be much more likely to work with the parent and student to rectify this situation.

Let’s take a peek at a student example. You can tell your students, “I expect you to write your name on your projects. If your paper has no name, I won’t know whose it is!” You are expressing your expectation with a reason why. You are giving your students the choice to write their name or maybe have it go missing. On the other hand, if you told a student, “You should have written your name on this! No wonder it got lost!” it puts all of the blame and shame on the student.

Why It Feels Tense

When another person points out our behavior, we often feel attacked. After all, we made a choice and did (or didn’t do) something for a reason. It may seem like our judgment is being called into question. No one likes to feel like they are wrong!

Options for Leaning In

But as art teachers, we may find ourselves in situations where our administrator or a parent is giving us critical feedback or reprimanding us. We may also be the ones providing constructive criticism or correcting behaviors with our students. How you word conversations can make all the difference!

Let’s revisit “I” language with the following statements:

• I would prefer…
• I need…
• I want…
• I desire…
• I expect…
• I would like…
• I would appreciate it if…

Encourage your students to use “I” language to express what they are looking for versus what their peer, in their opinion, “should” be doing. Reiterate that their peer has a choice, and it’s not always reflective of whether or not they like or dislike them. Their peer can choose to comply and agree—or they can disagree.

Scenario 4: Core Belief Systems

The Situation

Let’s look at a recent example from the news you can use as a practice discussion with your students. A few months ago, Jason M. Allen won a blue ribbon and $300 at Colorado’s State Fair for his piece, Theatre D’opera Spatial. The kicker is that this piece was created with an artificial intelligence (AI) program that turns lines of text into realistic images.

This created quite a controversy in art circles. Some questions that surfaced included the following:

• Did Allen cheat?
• Is this ethical?
• Is this a form of plagiarism?
• Can he call himself an artist or a painter?
• What implications will this have on traditional painting?
• What does the term “art” encompass?
• Is this a responsible use of technology?

Why It Feels Tense

This level of discussion can hit home the hardest. At this level, topics are usually religiously, spiritually, and/or politically based. The beliefs around these categories are essential to one’s formative identity. Because these beliefs are so integrated into who a person is, the lines are infinitely blurrier when it comes to approving or disapproving of an idea, a person, or both.

Options for Leaning In

Established norms around a safe classroom environment that values trust is key. Do this through team building, “I” statements, active listening, and appreciation for others’ honest contributions.

When sensitive topics come up, remind students of the following:

Let’s go back to our AI example. The first step to having a solid discussion on any topic is to be as informed as possible. This requires quite a bit of research, including what AI is, then looking at the topic from as many perspectives as possible. Check out these two articles (1, 2) for more resources on how to scaffold the research process with your students.

Here are some resources to get started:

Note: Be sure to review all resources before determining if they are appropriate to share with your students.

• The text-to-image revolution, explained
• An A.I.-Generated Picture Won an Art Prize. Artists Aren’t Happy.
• Should AI-Generated Art Be Considered Real Art?

Next, pose questions. They can be the questions above, or your students can generate a list of questions during their research. For a fun and anonymous way for your students to contribute questions, check out Snowball Responses.

Here are ten helpful tips to keep the discussion calm and friendly:

1. Review the class norms.
2. State clear expectations about participation, such as, “It’s okay to refrain from speaking. However, everyone will participate by exemplifying support and respect.” Or, “Everyone speaks once before anyone speaks twice.”
3. Provide time for students to prepare by jotting down their thoughts in a sketchbook before diving into a discussion.
4. Make it a game with activities like the Fish Bowl or Inner/Outer Circle.
5. Sit in a circle to encourage face-to-face interactions.
6. Try elbow partner or small group activities for the first few questions to build confidence. Work your way up to whole class discussions.
7. Pass a special object to promote active listening. Only the student holding the object can speak. Make it fun, and use an art-themed prop!
8. Employ a one-minute timer when speaking. Timers force students to pare down what they say to the essentials and promote consideration for others’ time.
9. Use “I” statements.
10. Snap fingers when someone says something that is profound or resonates with you to show support without interrupting.

Art is everywhere; it covers and connects all disciplines and content areas. Because of this, art critiques can get a little messy when an artist’s intent or an artwork’s subject matter is on a sensitive or controversial issue. Even when we are looking at and discussing artwork made in our art rooms, providing feedback can be tricky! Because our young artists pour themselves into their masterpieces, it can be hard to separate comments about their artwork from their character and identity.

The scaffolded strategies and tips above can help create a studio environment that welcomes constructive criticism with less hurt feelings and personal slights. Build trust and positive relationships through team building, a focus on “I” statements, active listening, and a show of support and appreciation. If you decide to dive in deep with your students, prepare to be blown away by their insightful thinking and passion!

How do you foster open-mindedness in the art room?

Share a critique or discussion activity your students get excited for.

The post How to Help Your Students Learn to Talk to Each Other Again appeared first on The Art of Education University.

Let’s take a closer look at eight takeaways compiled from over 1,000 art teachers around the world.

Download the full report for more details!

Read the results from the past five years here:

• 2022
• 2021
• 2020
• 2019
• 2018

1. Art programs are growing!

Give yourself a huge pat on the back because this is fabulous news! The number of full-time art teachers went up from 88% last year to 92% this year. Additionally, 3% more art teachers have their own classroom. The days of part-time art teachers on a cart are slowly disappearing. The bigger the art programs, the more students are impacted by the visual arts.

2. But there is still work to do.

As with anything, there is always room for growth! Fortunately, growth is a key part of the artistic process. 65% of art teachers are still the only art teacher in their building. While AOEU has a great online community, it’s not uncommon for art teachers to feel lonely. Let’s grow support for the field of art education so more students can have access to more art classes.

Here are three tangible areas we can advocate in:

1. Fundraising
   Although more than half of art teachers say their biggest challenge is a lack of funding and budget, almost half do not have time to fundraise or write grants. Fundraising is an excellent opportunity to partner with stakeholders to raise funds and awareness for your program and the arts.
2. Community Building
   Stretch tight budgets with community donations and create valuable connections with community members. Utilize community figures, businesses, and organizations to enhance art shows, provide students with job or internship opportunities, or create an NAHS service project to beautify the community.
3. Cross-Curricular Collaborations
   34% of art teachers said they never collaborate with other content areas or classroom teachers. Cross-curricular collaboration is a wonderful way to get to know colleagues better and spread the importance of the arts to students. Identifying and highlighting connections between the arts and other content areas solidifies and reinforces knowledge, as well as helps both elementary and secondary students see the bigger picture.

3. Choice-based teaching and the Studio Habits of Mind are popular teaching approaches.

Pretty much tied for first place as the most preferred teaching approaches are choice-based teaching and the Studio Habits of Mind. A bonus is that both of these approaches work well hand in hand!

Choice-based teaching and art are as simple as adding choices to your art classroom. Choice exists on a continuum, so there is no one way to implement choice. Choice allows students to have a say in their learning and work, thereby increasing buy-in and ownership. For more on choice, explore tips for elementary and secondary art rooms with our two Packs, Increasing Choice at the Elementary Level and Planning For Choice at the High School Level in PRO Learning, or enroll in Choice-Based Art Education.

The Studio Habits of Mind is a framework to help support the creative process and get students to think like artists. The eight habits, Develop Craft, Engage & Persist, Envision, Express, Observe, Reflect, Stretch & Explore, and Understand Art Worlds, are crucial skills that transcend the art room.

4. Art teachers are growing more confident with 3D art mediums.

Last year, 90% of art teachers said they were the most comfortable with two-dimensional mediums, such as painting and drawing, and they craved content about three-dimensional mediums, such as fibers. We heard your feedback and created more fibers content in 2022. We saw over 2,000 art teachers watched fibers-related PRO Packs, and over 100 art teachers completed the Studio: Fibers course.

And what do art teachers want to learn more about this year? The survey says art teachers want even more content on ceramics, digital art, and fibers.

To kick off ceramics learning, here are the top four Packs in PRO Learning to explore:

1. Hand-Built Ceramics
2. Basic Wheel Throwing
3. Getting Started With Glazing
4. Critical Kiln Safety

5. Most art teachers grade on a traditional letter or number system.

More than half (63%) of art teachers operate on a traditional letter or number grading system. Art teachers rely primarily on art projects, rubrics, and reflections to inform learning. While systems are great, learning cannot always be so easily quantified. Also worth noting is that grading and assessment are two different things, and sometimes they don’t align as smoothly as we’d like.

For ideas on how to refine or revamp grading and assessment systems, check out the four articles below:

1. How to Take Letter Grades Out of Your Art Room to Refocus on Learning
2. How to Motivate Your Students Beyond Grades
3. How to Teach Self-Reflections, Critiques, Artist Statements, and Curatorial Rationales Like a Pro
4. How to Streamline Your Summative Assessments with Our Awesome Plug n’ Play Rubric

6. Social media and technology are a growing presence in curriculums and studios.

More than half (55%) of art teachers use social media platforms as a curriculum resource, and the most used type of student technology is the laptop. Bringing the internet and similar technology into the studio can benefit learning. It can provide a glimpse into artists’ lives and studios around the world and throughout time. However, it can also take away from learning by affecting critical thinking and social skills.

Take a peek at some of AOEU’s resources on digital citizenship and managing technology to proactively meet student needs:

• How to Guide Students to Be Responsible Digital Citizens in the Art Room
• 13 Technology-Free Ways to Engage in the Art Room
• 12 Essential Understandings to Improve Your Art Students’ Research Habits
• 3 Subtly Effective Ways to Manage Screen Time in the Art Room
• Technology in the 21st-Century Art Room Graduate Course

7. District-level professional development leaves art teachers wanting more.

This one comes as no big surprise! Over half (52%) of art teachers say their district’s PD needs improvement because it’s not relevant or personalized. Fortunately, AOEU can provide relevant and personalized professional development. PRO Learning comes to the rescue by meeting 72% of art teachers’ preferences for short-form (3–10 minute) videos!

PRO Learning is the only on-demand professional development platform designed specifically for K–12 art teachers. Each Pack covers a specific topic in-depth and is further broken down into modules with short-form videos, guided reflective activities, and downloadable resources. If you are new to PRO, here are five ways it differs from your typical professional development. If you are interested in how your district can provide this for you, check out this article and fill out this quick contact form.

To see what a PRO video looks like, watch the sample below from the Introduction to Still Life Pack.

AOEU’s YouTube channel also has weekly releases of short-form videos. From mini-series on a specific topic or theme to glimpses into a Day of a Life of an Art Teacher, subscribe and turn your notifications on so you don’t miss out!

For the 73% of art teachers who like hands-on workshops, join Sarah Krajewski for an Instagram Live Make Art With Me each Monday evening. This is a fantastic way to network with the art teacher community in real-time while rejuvenating with artmaking facilitated by talented artists and art teacher guests.

8. Building relationships with students is what keeps art teachers going.

As cheesy as it sounds, it’s true—students keep art teachers going! After a few years of pandemic virtual teaching and learning, everyone craves face-to-face interaction. Goodbye to the days of black rectangles on a Zoom screen for high school teachers and herding cats for elementary teachers. Teachers missed building relationships with students in person, and now it’s everyone’s favorite thing!

If there is still a disconnect between you and your students, know you are not alone. Here are some tips to get those social skills back on track with fun games:

• 6 Exhilarating Classroom Management Games You’ll Want to Play in the Art Room
• Art Room Hacks: Quick Classroom Management Strategies (Ep. 6)
• Ideas for Art Room Games (Ep. 331)
• More Thoughts on Art Room Games (Ep. 337)

As an organization for art teachers, by art teachers, AOEU needs you! We appreciate the time art teachers spent taking this survey to share their input. It is thrilling that art programs are growing and art teachers are gaining confidence with three-dimensional art forms. Low budgets, fundraising, and irrelevant professional development are difficulties across the board. Art teachers are also navigating the growing social media and technology landscape. Let’s celebrate being fully back to face-to-face learning and all of the thriving relationship-building with students! Thank you, art teachers, for doing what you do best. We look forward to another year of serving art teachers and art students!

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