Try these 11 fun and educational games to keep your students engaged up to the final bell of the year.

Games provide closure to a unit or year without the challenge of rushing to finish projects on the way out of the door. The games below will keep students focused and enthusiastic while reviewing information in a fun way. Plus, they can be customized for any grade level or course!

1. Where’s Whaledo?

Narwhals are the unicorns of the sea and there is nothing better than bringing magic to a careful examination of artworks. Use our bespectacled narwhal friend, Whaledo, in the perfect hidden picture art room game. Use your favorite image editing software to drop Whaledo into famous artwork. Print the images and laminate them for students to circle Whaledo with dry-erase markers or simply project the images on the board. After students find Whaledo, ask them what other interesting details they discovered. Download Whaledo and the corresponding instructional guide today!

Download Now!

2. Trivia Challenge

There is a reason games like Jeopardy and Around the World are still popular decades later. Everyone loves the opportunity to show what they know. All you need is a slide deck with questions from your curriculum. Additionally, try the Art Trivia Take-Away Lesson and Game Guide in FLEX Curriculum for an activity where students reflect on art concepts and art history.

Here are three tips to keep your students on their A-game:

1. Allow students to work in teams to keep it low-pressure.
2. Include bonus questions of silly personal trivia to make it more fun!
3. Add in challenges to get students moving. For example, Race to assemble a color wheel from found objects in the classroom!

3. Picture Puzzle

Puzzles are a relaxing way to review prior learning. Print pictures of the artworks your students learned about this year. Cut them into pieces considering appropriate sizes and shapes for your students’ levels. Make it a race to not only assemble the picture puzzle but also identify the artist, artwork title, and big ideas students recall from the lesson.

4. Mystery Drawing

Students are often mentally exhausted when they complete testing, portfolio submissions, and final exams. Many students will find comfort in directed drawings or other guided practice activities. Keep things simple but introduce a little bit of intrigue!

Here are three ways to keep students guessing the entire time:

1. Guide students through an activity step-by-step without telling them what the end result will be.
2. Facilitate a drawing upside-down and don’t tell students to flip their papers right-side up until the end.
3. Try an exquisite corpse drawing and watch the delight when students unfold their papers.

5. Art Room Scavenger Hunt

A scavenger hunt is fun at any age. To make a scavenger hunt more educational, give students clues that pose a problem and challenge them to find the correct tool. For example, instead of telling students to find a brayer, a clue might read, “I want to make a print. I have a printing plate, a piece of paper, a tube of ink, and an ink plate. What else do I need?” This approach requires students to think through the process. You can also challenge your students to find examples of artworks that show a particular mood or have a specific subject matter, or search their portfolio for a project that demonstrates a certain technique.

6. Quick Draw

Use individual dry-erase boards, take turns in front of the class at the main board, or use scrap paper. Give students a drawing prompt with a list of criteria and watch them race to sketch it all. Ensure students demonstrate craftsmanship by including Elements and Principles as criteria. For example, a prompt could be, “Draw a person using geometric shapes and hatched lines.“

This can be a quick five-minute game or you can extend it by adding multiple rounds. Additionally, turn it into a tournament or a team relay to keep the fun going. Another alternative is to put drawing prompts at different stations around the room to get students moving.

7. Virtual Escape Room

Identify key concepts by looking at objectives, assessments, and vocabulary lists from the year. Use this information to generate questions you want students to answer. Add the questions to a Google Form and use the response validation tool to let students advance only once they’ve completed a question or task correctly. Include riddles and hidden codes to keep students on their toes!

8. Custom Board Games

Let your students take the lead by designing their own board games, either in pairs or small groups. Creating a game requires students to ideate, problem-solve, draw, sculpt, write, and present ideas. Depending on your schedule and requirements, creating a game can take students anywhere from a week to a month. As a culminating activity, host a Game Day and allow students to play one another’s games to give constructive feedback. Hopefully, they’ll remember their favorite art teacher when their games become a hit outside of the classroom!

9. Art on Trial

This game will motivate your students to examine and think critically about art. It will push students to get beyond the default responses like, “It looks cool” or “I like the colors.” Put a famous work of art up on the board and announce the work stands accused of being awful. Divide the class into three groups. One group will serve as the prosecution. One group will be the defense team, and the third group has jury duty. Allow a period of discovery for the prosecution and defense teams to discuss the evidence for their sides. Then, allow each side to present their case and give one minute for a closing statement. Finally, the jury will deliberate. Each juror will share the point they found most persuasive as they vote for either the prosecution or the defense.

10. Art Heist Challenge

You may recall hearing about this game on Art Ed Radio. The premise of the game is simple: Your nemesis, Dr. Meaniebadguy, stole some of the greatest artworks from museums around the world! Students must figure out which works he stole and recover them. Print pictures of a variety of artworks along with clues describing the pieces. Set up an obstacle course between the students and the artworks and hide the clues along the way. For instance, you can use yarn to make a maze of “lasers.” Students must avoid touching the “lasers” to prevent the alarm system from sounding. Try neon yarn and black lights to create a special effect! Students love this game which engages them both mentally and physically.

11. Fact or Fake

Share odd and interesting bits of trivia about an artist or artwork. In teams, challenge students to spot which is fact and which is fake. Once the team decides, they write fact or fake on a dry-erase board and hold it up. Provide points to the teams who write the correct response and keep score.

Transform the end of the school year from a time of restlessness and boredom to joyful artistic engagement. Turn looking at and reviewing art into a magical experience by searching for Whaledo. Bring in trivia to challenge your students through collaboration and friendly competition. Incorporate the element of mystery with an escape room, quick draw activity, or art heist challenge. All of these games are great ways to keep students invested in your class, reviewing content from the year, and making art right up until the last bell.

For more art room games, check out the following:

• 6 Games Perfect for the Art Room
• Games in the Art Room Pack in PRO Learning
• Ideas for Art Room Games (Ep. 331)
• 3 Super Fun Art History Games

How do you make time for joy and fun in your art room?

Share your student-favorite art games!

The post Level Up the Fun! 11 Awesome Art Games to End the Year appeared first on The Art of Education University.

Keep reading for advice and tips to revamp your classroom management after a break to finish the year strong!

Reflect on and evaluate your current systems and routines. 

Take a moment to reflect on your classroom management. Think about what systems worked and what adjustments to implement moving forward. After a break, art supplies are often disorganized, misplaced, or depleted.  Reorganizing and replenishing art supplies will allow students to access what they need for projects. Additionally, remove extra or unwanted art supplies to create more space and proactively prepare you for the end of the school year.

Get started and level up your systems with these downloads:

• Fill out the Classroom Management Reflection to pinpoint where you may need to make adjustments.
• Post the 40 Student Cleanup Jobs checklist for early finishers to assist with classroom care.

Check out these resources for art supply systems and organization:

• 3 Simple Steps to Reassess and Reorganize Your Art Supplies 
• How to Make Good Use of Extra and Unwanted Supplies in the Art Room 
• Budget Labeling Systems for the Art Room (Ep. 1)

Refresh your physical space. 

While getting a brand new classroom space is a wish, refreshing your existing space can make you feel like you have a whole new room. Breathing new life into your studio does not have to be extensive or complex—it can be as simple as hanging up a pile of artwork that never made it to the gallery wall or swapping out a few anchor charts. Guarantee smiles and joy to returning faces with a new display. Select one or two easy tasks that will make a big impact!

Here are resources to help you reset your art space: 

• 5 Tips to Redecorate and Reorganize for Back to School 
• 27 Ways to Design an Inviting, Functional, and Flexible Art Room 
• 4 Quick & Budget-Friendly DIYs to Upgrade Your Art Room 
• Makeover Your Art Room to Start the New Year with a Fresh Inspiring Space 

Encourage collaboration and cultivate connection. 

The community and relationships of your classroom are just as important as the systems and routines. Many students lack the daily social interactions they get from school during long weekends or breaks. Encourage students to reconnect with cheesy icebreakers and team-building activities. Incorporate warm-ups for social-emotional check-ins. For more ways to foster laughter and discussion, play games or introduce challenges.

For activities, games, and collaborative opportunities, check out the resources below: 

• How to Help Your Students Learn to Talk to Each Other Again 
• 6 Exhilarating Classroom Management Games You’ll Want to Play in the Art Room 
• 8 Warm-Up Activities To Support Classroom Management and Calm Starts to Class 
• 10 Neat Ways to Group Students in the Art Room for Collaborative Projects

Keep up your art teacher energy!

Positive and enthusiastic energy has a big impact on the classroom environment. Teacher energy is contagious and can dictate how students feel and experience class. The majority of your students will be eager to see your smiling face! If you greet them at the door with a huge grin and peppy greeting, they’ll be more inclined to do so back. However, remember that some students may be dealing with or processing things we are unaware of. It’s a good reminder that giving the benefit of the doubt and being kind, even if they don’t seem responsive back, can go a long way.

Check out the resources below to help preserve your art teacher energy:

• How to Effectively Save Mental Time and Energy Using Circles of Control 
• How to Make a Personal Studio to Preserve Your Creative Energy
• Embrace A Word of the Year: 10 Phrases to Focus Your Priorities
• How to Preserve Your Creative Energy by Being Intentional With Your Calendar

There are so many routines and systems in the art room because of all of the artwork, supplies, and tools! Coming back after spring break can feel like even more of a juggling act than usual. Each day tosses in more balls that you need to keep in the air, such as art show prep, art contests, mid-year supply orders, and advanced course portfolio deadlines. It’s okay to let the balls drop, pause, and regroup. Decide what you need to keep on your plate, remove, or adjust. Select a couple of small improvements you can make to your classroom to spruce it up. Revive connections through discussion prompts, games, and challenges. Protect and harness your art teacher energy by exuding smiles and prioritizing a few intentional goals. Before you know it, the end of the school year will be here and you’ll be proud of how you made the most of the last few weeks with your students.

How do you regroup after spring break?

What is a student-favorite activity perfect for post-break? 

The post Advice for Effective Classroom Management in the Art Room After the Break appeared first on The Art of Education University.

Assigning the first letter of the Greek alphabet to the first generation born entirely in the 21st Century is fitting. Born from late 2010 to somewhere near 2025 and also known as Generation Glass, Generation COVID, mini-millennials, or Screenagers, the first Gen Alphas just became teenagers this year. Their values and characteristics will sharpen with age.

Gen Alpha is up and coming on the global stage! Here are six secrets you need to know to help them succeed in your art room and beyond.

Adapting to the next generation of learners allows art teachers to remain relevant and impactful in the lives of students. Generation Alpha is still young and needs supportive, empathetic, empowering adults to set them up for a lifetime of success. While Generation Z students are older, they are still in our secondary classrooms. They desire to understand the “why” and are passionate about activism and collective voices. Read more about Gen Z here and download the helpful resource below to see the key values of each group with corresponding strategies. 

Download Now!

1. Gen Alpha is the first of its kind.

In many ways, Generation Alpha leads the way into a new world. Gen Alpha is predicted to be the largest, smartest, and wealthiest generation yet. Not only did Gen Alpha emerge the same year as the iPad, but they are also the first generation to grow up primarily or entirely in a world affected by COVID. Gen Alpha will introduce new ways of learning, working, and living in an interconnected, global landscape and will pave the way for all 21st-century generations.

Bring new energy Gen Alpha is sure to appreciate with these resources:

• 7 Things Art Education and Our Students Need From Us This Fall
• 5 Ways to Foster Creative Leadership in the Art Room
• 21st-Century Skills in the Art Classroom

2. Gen Alpha views technology as a way of life.

Though not the first generation born into a digital world, Gen Alpha is experiencing a new technological reality filled with smart tech, AI voice assistants, and augmented and virtual reality. Gen Alpha has had screens placed in front of them as pacifiers, entertainers, and educational aids before they could talk, the results of which are life-long and yet to be determined. What is sure is technology plays a role in every aspect of Gen Alpha’s lives.

Respond in your art room by:

• Introducing your students to digital artmaking tools and creative technology.
• Exploring the benefits and challenges AI brings to your classroom.
• Developing digital citizens capable of using technology responsibly.
• Teaching students to manage their screen time appropriately.
• Providing technology-free activities to help students decompress from screens.

3. Gen Alpha is big on ownership and independence.

Through their user-first technological experience, Gen Alpha has grown accustomed to having their needs and preferences taken into account. This desire to stand on their own two feet transfers into the classroom in Gen Alpha’s expectation for personalized education. They prefer learning at their own pace through highly gamified experiences. Gen Alpha is a generation of leaders who are taking their lives into their own hands.

Build the collaboration skills Gen Alpha still needs with these resources:

• How to Help Your Students Learn to Talk to Each Other Again
• The Lessons We Learn From Collaboration (Ep. 322)
• 5 Collaborative Projects for Any Time of the School Year

4. Gen Alpha considers family and connection vital.

Gen Alpha will likely spend longer at home than any other generation while they pursue post-secondary education and enter the workforce. The predominantly positive relationships Gen Alpha enjoys with their grandparents and millennial parents supported this likelihood even before the global pandemic. COVID-19 deprived Gen Alpha of key social relationships and resulted in the fear of familial illness and missing out on time with family.

Respond in your art room by:

• Hosting a family art night for your school community.
• Making a mural in a public place to foster connection.
• Socializing with parents at after-school sporting events.
• Including family-friendly activities in your annual art show.
• Inviting students to explore themes of home and family in art.
  Note: Be mindful of different home environments and if needed, focus on broader themes of community instead.

5. Gen Alpha is more social and visual than ever.

The effects of the global pandemic on Gen Alpha stretch beyond a family priority to a distinct desire for social activities that don’t involve a screen. Audiobooks and podcasts are on the rise, as is movie-going for the big-screen experience. Despite evident screen fatigue, the future of education for Gen Alpha still lies in engaging and entertaining visual, multimodal, and hands-on learning experiences.

Engage Gen Alpha in diverse learning experiences with these resources:

• 4 Fun Ideas to Unprogram in the Art Room to Alleviate Student Stress
• How to Boost Learning Through Expressive Kinesthetic Art Practices
• Using Games to Engage Your Students (Ep. 378)
• 4 Benefits of Play and 5 Ways to Incorporate Play in the Secondary Art Room

6. Gen Alpha still needs all the support they can get.

Gen Alpha is freer and more confident than their Gen Z counterparts. However, well-being remains a top priority. Physiological and psychological vulnerabilities resulting from constant exposure to technology are difficult to ignore. Screen addiction, cyber threats, decreased attention spans, and social-emotional deficits are only a few of these challenges. This makes the guidance and support of invested adults crucial to Gen Alpha’s mental, emotional, and physical wellness.

Respond in your art room by:

• Integrating social-emotional learning through increased choice.
• Starting with a mindfulness activity like a mantra or meditation.
• Adopting a visual journaling practice to document and process life.
• Incorporating music, movement, drama, and other forms of expression.
• Slowing down projects to allow time to enjoy the artmaking process. 

Your Gen Alpha students are the top players in the ever-evolving digital landscape of the 21st century. They are the first of their kind, integrating technology into every aspect of their lives. COVID-19 shaped their value for family and cemented a desire for entertaining and personalized multimodal education. As they strive to find balance and wellness in their technology-driven society, they look to you for support and guidance. The world may be rapidly changing, but your role in your students’ lives is more relevant than ever!

How do you connect with your Gen Alpha art students?

What stood out to you in this article and how will that shift your teaching approach this year?

The post 6 Secrets You Need to Know About Your Generation Alpha Art Students appeared first on The Art of Education University.

Born from the mid-90s to early 2010s and known as iGen, post-millennials, or Zoomers, Gen Z came of age during the pandemic and in the subsequent post-pandemic years. Though they remain digital natives and continue to be more diverse than any other generation, the uncertainty and distress during COVID critically changed this group. 

Recognize these changes with your students so you can curate lit learning environments and instruction that slays. When you understand these truths about Gen Z, you will transform into an authentic, supportive leader with which students long to connect.

POV: You’re a Gen Z student in the art room after the pandemic and this is what you wish your art teacher knew about your generation… No cap!

1. Gen Z is pragmatic, adaptable, and ready to learn.

Thanks to COVID-19, Gen Z has developed new strengths. With a no-nonsense, less idealistic approach to life than their millennial counterparts, Gen Z-ers “dream with their eyes open” and set realistic, attainable goals. At the same time, they are used to evolving with quickly changing political, social, and cultural atmospheres. Though the pandemic concerningly impacted Gen Z’s soft skills, they are bouncing back with a willingness to learn and step outside their comfort zone that more than makes up for it.

Respond in your art room and:

• Explain the why behind what you ask them to do.
• Get SMART about how you set goals with your students.
• Encourage risk-taking and trying new things.
• Set artmaking in real-world contexts.
• Develop 21st-century skills through creating.

2. Gen Z relies on the collective over the individual.

Gen Z knows how to work together more than ever after global efforts to stop the spread of COVID. They witnessed the power and importance of collaboration to achieve a common goal. With this knowledge, Gen Z harnesses their digital prowess to break free of boundaries, space, and time. They tap into their networks, rely on peer-to-peer reviews, and see the collective as the only way to impact the challenges they face as a generation. The pandemic adage “better together” rings true as they join efforts towards a brighter future.

Promote collaboration in your art room with these three resources:

1. Looking at Ideas for Collaboration (Ep. 285)
2. 4 Ways to Incorporate Collaboration in the Classroom
3. Collaboration in the Art Room Pack in PRO Learning

3. Gen Z is finding their voices and using them for change.

With a new appreciation for the struggles of others due to the pandemic, Gen Z is more empathetic and determined to tackle the macro problems afflicting their world. From climate change to gender inequality, this generation is unafraid to harness technology to right the wrongs of their potent historical moment. Social media allows Gen Z-ers to communicate, mobilize, and rally like no other generation. But digital activism isn’t enough—Gen Z brings the fight to life by leading some of the biggest in-person protests over the past couple of years.

Meet your students’ need to voice their opinions with these suggestions:

• Give students a platform to share their voices.
• Explore art history for artivism and craftivism examples. 
• Introduce artists confronting challenges.
• Incorporate digital artmaking opportunities.
• Promote community connection and support.

4. Gen Z struggles even more with their mental health.

The pandemic’s isolation and unpredictability worsened Gen Z’s emotional health and well-being. This resulted in a full-blown mental health crisis. Nearly half of Gen Z adults report declining mental health and diagnoses such as anxiety and depression. Suicide attempts are rising and Gen Z feels immense pressure and ambiguity about their futures. They combat this by erasing stigmas around mental health, openly seeking treatment, and incorporating therapy talk and medication into their daily lives.

Support mental and emotional health in your art room with these resources:

• 5 SEL Lessons That Actually Work With Secondary Students
• The Art of SEL, Episode 1: SEL and the Role of Art
• Inspired by Mindfulness Collection in FLEX Curriculum

5. Gen Z values authenticity in forming identity and finding meaning.

Due to the economic limitations imposed by COVID, authenticity is an inevitable bedrock of Gen Z-ers’ lives in digital and real-life settings. Instead of hiding behind a veneer of perfection, Gen Z adopted an air of messy realness, showcasing their commitment to exploring different ways of being themselves. Gen Z is bombarded with information and influences, making it hard to wade through building identity and making meaning. They yearn for their leaders’ trust, support, and care in response to their vulnerability.

Encourage authenticity and meaning with the following tips:

• Integrate opportunities for self-reflection.
• Create space for failure and mistakes.
• Make sketchbook practice meaningful.
• Develop a growth mindset.
• Plan for authentic artworks together. 

6. Gen Z has earned the title of “Generation Resilient.”

Gen Z, or Generation Resilient, is growing up in a world of unrest and rapid change. Already in their young lives, they have experienced disruptions in their education, employment, health, and society. Yet they channel activism, adaptability, and collaboration to drive them forward toward change. Gen Z is aware of how the pandemic has accelerated their maturity and gifted them with resilience as they face multiple setbacks. Despite worries about what lies ahead, Gen Z is forging on, hopeful about what they will accomplish.

Celebrate Generation Resilient by finding fun ways to speak their language in the art room, like in these two videos:

1. Vincent Van Gogh
2. Frida Kahlo

Your Gen Z students want you to know they are pragmatic and need to know the “why” behind your requests. They think collectively and believe you are all better together. Activism is necessary for them and they want a platform for their voices. Gen Z’s mental health is still fragile, so your emotional support means the world. They value authenticity and are more resilient after what they endured during COVID. Most of all, they want you to know that Gen Z is back and better than ever! Bet.

If you enjoyed this article, check out a similar one all about Gen Alpha!

How do you connect with your Gen Z art students?

How will you adapt to your Gen Z-ers’ needs in your classroom management and curriculum this year?

The post 6 Truths Generation Z Art Students Wish You Understood Now appeared first on The Art of Education University.

Communicate with Parents

Communicating with parents and caregivers can be stressful. While we cannot control how others respond, we can make sure we are respectful, tactful, and honest. To help you frame your conversations well and foster strong connections, we have plenty of tips and resources to help! Explore the two complimentary downloads below and start the year building authentic connections with your families.

Encourage meaningful conversations at home about art with this helpful handout. Make tons of copies and send them home at the beginning of the year or with students’ first batch of artwork! It provides prompts for parents to give specific comments or ask deeper questions. It also shows students that art can bring people together.

Download the resource HERE!

Have this resource on deck as you near first-quarter progress reports or parent-teacher conferences. This is a way to increase communication around students’ grades without putting more work on your plate. Instead, it teaches students to take ownership of their grades and assignments and brainstorm their own plans to move forward.

Download the resource HERE!

Communicate with Students 

Understanding students can feel like a piece of cake some days and like pulling teeth on others. While we can’t guarantee it will be easy every day, we can provide you with resources to set you up for success when it comes to communicating with your new artists. Set clear expectations and create a positive learning environment right from day one. Remember, small gestures can make a big difference in building trust and rapport! Let’s make every interaction count with the four downloads below.

The next two downloads are perfect for the first day of school! Start younger students or beginner artists with My Ideal Art Class Experience. This handout collects valuable student information such as what they like and dislike about art class, what they’d like to learn, and goals they’d like to accomplish. The Artist Inventory is another sheet to help you get to know your new students. It is an editable PDF so students can type directly on the form. This questionnaire goes a bit deeper and asks questions about hopes and fears, home life, and how the student identifies.

Download the resource HERE!

Download the resource HERE!

Part of relationship building and communicating with students is letting them care personally about you. As you learn more about your students, make sure you share interesting things about yourself too. A few days into the year, switch things up and surprise students by asking them to take a quiz about you! This will show how much they listen to you and it can open up fun conversations.

Download the resource HERE!

No matter how strong your relationships are with your students, occasional behavior challenges are inevitable. Be proactive and have these Art Room Think Sheets on hand! This guided exercise allows students to reflect on what happened and why, and determine their own appropriate consequences. It shows them how their actions may have affected others. As an added bonus, it provides student-generated documentation!

Download the resource HERE!

Communicate with Administration

Open the channels of effective communication with school administrators. It can be intimidating to talk to principals because you don’t want to bother them or you’re unsure of how to approach them. Remember, administrators want to help but often get caught up in chaos once school is in full gear. Take a deep breath and tap into the confidence you exude in front of your students! Be an art teacher leader and advocate for your program and artists. Start with a quick elevator pitch, or thirty-second spiel, to introduce you and your students, the need, and how their support will benefit the school. Pop your head into their office during your planning period or stop them in the halls when they’re doing their rounds.

Here’s an example of an elevator speech to a middle school administrator:

Good morning, [insert name]! I know you’re new to the school so I wanted to take a moment to introduce myself. I’m Rebekah Hower, the art teacher, and I’d love for you to stop by anytime to see what the students are making this year. I love ceramics and seeing the students touch clay for the first time is such a fun experience. Right now, we have plenty of clay but could use glazes to add color, professionalism, and functionality to their projects. The students would love to be able to drink out of the slab mugs they make! Do you have 30 minutes this week for me to stop by and discuss the art budget? I will email you a proposal today so our time will be as efficient as possible and you can make an informed decision!

Follow up on your elevator pitch with the promised email and proposal. Download the editable letter below and attach it to your email to save you time and energy!

Download the resource HERE!

Communicate with Local Artists

Bringing in local artists encourages creative collaboration and boosts inspiration. Of course, you want to bring these benefits to your students this year! Finding artists, getting necessary paperwork taken care of, and booking a slot on the calendar can take time so it’s important to start networking now. But where do you start? Check out the download below for 1o Ways to Find Local Artists Willing to Work With Your Students and then apply the templates and tips in this article to initiate conversation and establish meaningful connections.

Download the resource HERE!

Communicate with the Community

Local artists aren’t the only ones in the community worth communicating with! Reach out to local businesses and organizations for outreach opportunities, service hours, and other partnerships. An easy way to bolster your art program’s supply stash is to ask for donations. Ask the local hardware store for scrap wood for sculpture bases or a doctor’s office for outdated magazines for collage work. Save time with the template below; customize it for the local businesses near your school and specific ways they can contribute to the art program. Then, don’t forget to thank them and invite them to the art show at the end of the year!

Download the resource HERE!

So there you have it, fellow art educators! We took a journey through AOEU’s archives and bolstered your communication toolkit. Effective communication can be tricky due to many factors. These downloads are valuable because they take the “how” out of the equation, giving you extra time and energy to focus on the content of your message and relationship-building. Bookmark this page or print them all and post them near your desk so you remember to use these handy resources. Best of luck creating connections that will make your art program shine this year!

Which download are you most excited to use this year?

What questions do you still have about communicating with parents, students, local artists, administrators, or the community?

The post Colorful Conversations: 9 Fantastic Resources to Enhance Communication in Your Art Room appeared first on The Art of Education University.

In addition to games, there are a ton of other unexpected activities you can do on the first day of school. Watch the First Day Activities Pack in PRO Learning for more ideas. If you’re feeling brave, break out the art supplies and dive into artmaking on day one with these five ideas.

Below are 10 ideas to get to know your students on the first day of art class and break the awkward ice.

1. Participate in a design challenge.

Step into the semester with a creativity design challenge. Use random supplies you have left over from last year, provide a challenge, and then let students collaborate and experiment. For example, challenge students to create a wearable hat that functions as a straw. Provide staples, paper, tape, and scissors. Students work together to create prototypes for a functional hat. Then, they share their flops and gains with the class. Doing a challenge on the first day will show you which students are leaders, hard workers, focused, innovative, and more. Hear more art room hacks from high school art teacher, Matt Young, in the video below.

2. Play Pictionary.

Play this classic party game to observe how students interact and see what foundational drawing skills they have. Prepare by writing or printing silly nouns on slips of paper and place them in a container. Break the class into small groups or play as a whole class. Select a student to grab a noun and illustrate it. The first student who guesses correctly gets to go next.

3. Draw a hybrid mash-up.

Introduce a game called Hybrid Mash-Up—a game guaranteed to ignite creativity and be an art room favorite. Just like in the previous game, prepare a bowl of nouns on slips of paper, like Mona Lisa, American Gothic, sneakers, and pizza. Select two students to each take a noun. The pair has to work together to incorporate both nouns into one drawing. For example, if students choose the Mona Lisa and sneakers, the students could draw the Mona Lisa wearing sneakers. The possibilities are limitless!

4. Curate statements for a round of Mother May I.

Many middle and high school students may be hesitant but give this game a shot. It’s a great game for teachers and students to get to know each other. Make a list of statements that resonate with student interests. For example, statements could include: I rode the bus to school this morning or I have never taken an art class before. Line the students up along one wall. If the statement applies to a student, they take one step forward. This exercise shows students commonalities among them.

5. Construct an “All About You” sculpture.

Prepare strips of paper in every color of the rainbow and share a paper-folding menu. Each paper manipulating technique represents a characteristic. For example, all students whose favorite class is P.E. will accordion fold a strip of green paper. When all the techniques are complete, each student will take their paper components and compose a sculpture. This artwork is another way to show students what they have in common.

6. Complete a coloring page.

Coloring pages are easy and relaxing on the first day of school. Plus, many students really enjoy coloring! If you’re feeling creative, design your own coloring sheet or search the internet for one. The coloring sheet can represent your school mascot and community or it can illustrate basic art supply procedures.

7. Start a game of Telephone.

A game of Telephone can quickly get twisted and tricky, but that’s the point and students love it! Compile a list of acceptable statements for the game. Great statements for the first day can cover class procedures or fun facts about you. Line students up and let the first student whisper one of the statements to their neighbor. Each student whispers the statement to the next in line. The last person in line shares the statement out loud. Sometimes, the statement stays exactly the same throughout the whole line. Other times, the statement evolves into something totally different! This activity can also illustrate how quickly gossip can spread.

8. Go on a scavenger hunt.

The first day can be full of sitting and rules. Shake things up and get students moving around the studio! Take photos of important stations or spots in your classroom. Print (and laminate!) them. Cut them up into smaller pieces, like a puzzle. Each table will get a puzzle to assemble. Once students complete their puzzles, they find the corresponding station or spot in your classroom. Go over what each station is, how to use it properly, and why it’s important. For a simpler scavenger hunt, grab a complimentary download.

9. Design sketchbook covers.

We love the allure of a freshly bound sketchbook and many of our students do too! Whether you make them or buy them, sketchbooks are art room gold. Sketchbooks are special for our students because they are uniquely theirs, and they work hard on them all year. It creates a visual memory of their year with you! Allocate time to design covers that reflect individual interests and include block or bubble names. This is a great way to get to know your students as you circulate the room. See how Sarah Krajewski makes and stores student sketchbooks in the video below.

10. Fill out a student survey.

Let students share their interests with you before locking in lesson plans. This can help you determine your students’ level as you plan for the year. You can ask them if they’ve taken an art class before, what art supplies they’ve used, and what they’d love to learn this year! Surveys don’t have to be boring tests. Make an interactive sheet and ask students to fill in their favorites, like the All About Me worksheet.

The first day of art class can be intimidating for both you and your students. Coloring pages and moving hands through silly, low-pressure drawings usually shake off the back-to-school jitters. Here at AOEU, we have you covered with great resources for easy art activities and projects on the first day of school to get you creating more and lecturing less. Build relationships over creativity design challenges and games while also setting expectations. While it’s easier said than done, don’t stress about your big “to-do” list—it will be there tomorrow. Carve out space to be present with your students to start the year off right.

Here are three more back-to-school articles to guide you through your first day:

1. 3 Steps to the Best First Day
2. How to Plan Your First Day at the High School Level
3. How to Make Your First Day of Teaching Middle School Art a Blast

What does the first day of school look like in your art room?

Share a student-favorite design challenge!

The post 10 Fun First-Day Art Room Get-To-Know-You Activities appeared first on The Art of Education University.

Keep reading for practical and profound tips to save for next school year!

Classroom Management

The art room can be a chaotic place! There are so many extra supplies to manage, artworks of all shapes and sizes to store, and multiple classes of students coming in and out all day long. For a mini-series packed full of classroom management tips, watch Run the Art Room on YouTube.

Here are four takeaways from this year to improve your classroom management plan:

1. Procedures will make or break your day.
   Julianna McRae is an elementary art teacher in Charleston, SC. She applied TAB principles to her classroom this year. Students loved the four centers she created, and they kept the room tidy. For more on how to bring collaborative TAB centers to your room, check out this article.
2. Without classroom management, you can’t teach, and students can’t learn.
   Romney Coleman, a K–5 art teacher, explains why building rapport with your students is important. She says they don’t have to like you, but they do have to feel like you like them.
3. Sometimes, the process is just as important as the product!
   Michelle Parven, an elementary art teacher in Massachusetts, shared this nugget of wisdom. We often focus on the end product, but students often learn more through the process.
4. If you do it for them, all they learn is you do it better.
   Kelly Herman McCart, an art educator in Pennsylvania, reminds us of this concept. Doing things for our students in the art room may be the easiest option at times, but it doesn’t give them the challenge of learning for themselves. In order to give our students creative confidence, we need to give them the space to try it on their own.

Interacting With Students

We wouldn’t be art teachers if we didn’t have students! Not only do we need our students, but we strive to have positive relationships with them. We want them to enjoy attending art class and feel like it’s a safe place where they can explore and take risks.

Here are some encouraging reminders:

• Be the adult you needed when you were younger.
  One art teacher reminds us we can support students while also healing our own hurts from the past.
• Don’t react, but respond.
  Ruth Pitman, a Canadian art educator, says responding to situations rather than reacting is the best way to keep our cool. Take deep breaths, pause, then respond. This helps our classroom management be less reactive.
• The students won’t remember what you taught them, but they will remember how they felt in your classroom.
  Katherine Beckner is a high school art teacher who said students pick up on the environment we create in our room. Art teachers have a big say in what kind of classroom we run and how students feel about it.
• Be yourself!
  Liz Earlywine shares that students can tell when we are not being real with them. Be yourself, and your art teaching style will evolve over time. 
• Many students just want someone to listen to them and care.
  Another teacher explains how art teachers can be our students’ “constant.” Many students do not have consistency in their lives, but we can provide that for a small part of their day.

Teaching Practice

Over time, we discover our teaching style and philosophy through what works best for us, our school, and our students. This comes through a lot of trial and error and a growth mindset!

Here are some practical and deep tips for your teaching practice and work-life balance:

• Listen to what is essential and do what is enduring.
  Kari Searls, a high school art teacher, explains, “The world of education changes faster than the weather.” Things are always shifting with new initiatives every few years. Instead of getting overwhelmed by the details, step back and look at the big picture. What’s vital to art education for you?
• You have the rest of your career to master it; you don’t have to do it all the first year.
  Nichole Simpson is a K–5 art teacher who reminds us we will not have everything perfect. Instead, grow, adapt, and learn as you go.
• Make every day fun, and take one day at a time.
  Corinne Browning says laughing with her students builds a bond with them. It makes them feel cared for and important.
• Give everyone (even yourself) a fresh start the next day.
  Alicia Thompson, an elementary art teacher, says we can allow ourselves to feel bad about a negative experience but to let it go the next day. Just like you give students a fresh start each class, we all deserve a fresh start after a rough day!
• There will always be more work to do, so leave at the end of the day.
  Tess Yinger, a K–8 educator in California, and Nancy Verduzco both advocate for art teachers to implement healthy work-life boundaries to prevent burnout. There is always going to be more to do!

What can you do with this advice now so you don’t forget it next year?

The art teacher community is the best because we can learn so much from each other. Now that we have compiled all of the advice for you, save what resonated most so you can apply it next year. Your future self will thank you!

Below are some ways to creatively compile the advice for later:

• Create an art teacher mission statement or mantra.
  Display it in your room to remind you why you teach.
• Create a mood board or collage.
  Use this as a visual representation of the tips.
• Keep a list where you can see it every day.
  Where do you spend the most time in your art room? Stick it on your desk, post it on your closet door, or make it your desktop background!
• Set reminders on your phone.
  Do you struggle with a healthy work-life balance? Set an alarm or reminder on your phone to turn off all work email notifications at a certain time each day.
• Reflect on your year and learning in a journal or notebook.
  Make this a fun sketchbook prompt! Jot down things you learned this past year and pair them with sketches or collages. Take it a step further by posting your work on your social media platforms to encourage and equip other art teachers.
• Lead a small professional development.
  Grab some art teacher friends or sign up to lead a full-on workshop at a back-to-school event in the fall. Share the advice you learned with others!

As another school year comes to a close, it’s time to take a moment to reflect on all you have accomplished as an art teacher. Your hard work, dedication, and passion for the arts have undoubtedly made a positive impact on your students. As you head into summer break, take the time to recharge and reflect on what worked well this past year and what you would like to improve. With all of the valuable insights and lessons learned, you’ll be ready to hit the ground running when the new school year begins. So here’s to a well-deserved break and a bright future in art education! Grab a cold drink, and let’s raise a paintbrush to another successful year in the books! Here’s to making more memories and, more importantly, more art!

What is one piece of advice you would give to a new art teacher?

Share your biggest lesson learned this past year!

The post A Collection of the Best Advice From Art Teachers This Past School Year! appeared first on The Art of Education University.

Despite the many frustrations of being an art teacher, there have been a lot of exciting new developments this past year! For one, more art teachers are using social media and technology in their curriculums. It’s fresh and fun things like this that keep art teachers moving forward despite the challenges.

Let’s count down the top 10 responses to the question, “What keeps art teachers going during the school year?” to remind ourselves that what we do is worth it!

10. Passion for the Subject

We chose art for a reason. For many of us, it changed our lives. The subject of art drew us in like a magnet and has never let go. More than likely, you had a positive experience in this field and hope your students have the same feeling in your class. Who knows? Maybe you will be the art teacher who inspires them to become an art teacher themselves!

9. Coworkers

Sometimes, getting through the day means having people to lean on. This may be a specials team (art, music, and physical education) that jives well together, is always on the same page, and supports each other. Maybe it is a friend you can bounce ideas off of or talk to when things get hard. Having good teammates matters. Sometimes, teaching can feel like you are on an island by yourself. If you feel that way, confide in someone. They may feel the same as you, and you can get through the day together.

8. Snacks

Never underestimate the power of the little things. Nothing can help turn the day around more than a hot cup of good coffee or your favorite snacks! You may have them hidden in your desk for random moments, have a snack and beverage routine, or run to the lounge when someone says, “Free donuts!” However you handle snacks, they give you the boost you need. Do not be shy about grabbing that chocolate bar or heading to the vending machine if you need a pick-me-up!

7. Keeping Things Fresh

Each day will bring you something different. It may be the content, the way you teach something, your schedule, or the day-to-day tasks. But keeping things fresh makes it seem new and exciting every day, even if you have been doing this job for 20 years!

6. Student Reciprocation

Caroline Lawson, an art teacher in Ohio, shared, “Sweet notes on my desk. This profession is unlike any other.”

In our profession, we don’t always get a “thank you.” But deep down, you have to believe you make an impact on your students daily. One of the best parts is getting a note, picture, or small token of appreciation from our student artists. It makes us feel good just knowing they care. It lets us know we are on the right track. Save your favorite notes and drawings like Caroline. By the time you retire, you can look back on some of the lives you had a hand in shaping.

5. Positive Mindset

Lowering your stress level is key to surviving any school year. However, this is easier said than done. Embody a growth mindset by embracing mistakes, prioritizing what’s in your control, and carving out time and space for hobbies, such as making art.

4. Vacations/Breaks

How many times in your career have you heard, “You are so lucky to have summers off!” Vacations and breaks are a great way to recharge your batteries and help you get back on track. Self-care is important, so do not neglect yourself during these days off. It’s also a good reminder to consider the different types of rest. While days of lounging and catching up on shows are nice, reinvigorate your mind and creative practice with a course, side hustle, or conference.

3. Aha Moments

Are you singing Take On Me by A-ha yet? Let the theme music guide you. Watching students light up when they learn something hard or seeing the wheels finally turn in a young artist’s brain were top moments for motivating you this school year. It is a warm, fuzzy feeling to know that a child’s knowledge grew because of our efforts. Not to mention, it’s heartwarming to dream of where that future connection may take them next!

Melissa Horn Perkins describes the aha moments as “the look.” Sometimes, no amount of assessment can say more than that facial expression and exclamation when things finally click!

2. Pays the Bills

Some people took a more practical response to this question. Teaching pays our bills, helps us retire, and provides us with insurance. In the 21st century, these are essential needs. Let us not forget that we chose art teaching as the bread and butter of our lives. Paired our passion for the visual arts, we are lucky to get paid to do what we love. This is a win-win!

1. Students

The most common reason that kept us going this school year was our students. Yes, without them, none of what we do is possible! They are our everything, and like the earth to our sun, we revolve around them. Tatsuwaki-art-educator summed it up well when he said, “We can’t teach students perfectly, but we can enjoy seeing students grow up through learning and experiencing something new. That’s enough reason for us to keep going.”

There’s a lot in the education system that can bog us down if we let it. Teaching often doesn’t go as planned, and we can’t predict the unpredictable. Despite the challenges, art teachers persevere and hold on to the things that keep us going! We can count on our dedication to the visual arts, the aha moments of our young artists, and our bond with our colleagues to bring a smile to our faces when we need it most. And having our favorite stash of snacks on hand and countdowns to days off doesn’t hurt either! Whatever your “why” is that kept you pressing forward this past year, remember that all the hard work you put in is worth it!

What else kept you going this year?

The post Art Teachers Share the Wins That Kept Them Going This Year appeared first on The Art of Education University.

Let’s take a look at four ways to document student sayings and reminisce on some of our favorite memorable sayings from this year!

Every teacher has days when they feel down. Keep a record of students’ comments to help get you through the hard days, remind you of specific students and stories, encourage other teachers, and celebrate your wins with a broader audience. Use the crazy, funny, and heartfelt things your students say as a way to build yourself and others up!

Here are four ways to document the sweet or funny things your students tell you:

1. Keep a journal.
   Start keeping a journal of all the funny, sweet, and memorable things students say. Flip through it when you need a good laugh!
2. Make a binder.
   Not all students are comfortable with vocalizing how awesome they think you are. Some students prefer to write it down or show it by gifting you with funny drawings! Keep a binder of heartfelt notes and funny pictures. Keep it on your desk so you can pull it out whenever you need a reminder of why you do what you do.
3. Document on social media.
   Try anonymously Tweeting the silly things your students say or take pictures of the notes (covering any names) and post them to Instagram or Facebook. It may even encourage some of the other teachers who follow you. Scroll through your posts whenever you need a pick-me-up!
4. Record voice memos.
   If you don’t have time to write your students’ memorable statements down, take out your phone between classes and quickly record yourself saying their statements. Better yet, ask your students to repeat what they said while you record them saying it. You’ll forever be able to hear their voice and intonations whenever you need a reminder of the joy your students provide. Just be sure to check with district and school policies before recording your students!

Here are six heartwarming things students said this year to their art teachers.

Keeping a record of student sayings is an important tool for remaining positive. Let’s reminisce on some encouraging and funny things students have said to their art teachers this year.

1. You make a positive difference!

It may feel cliché, but art teachers make a difference in their students’ lives. No matter how old the student is, they probably have preconceived notions about their artistic skills, self-image, and intellectual abilities. Use your role to build students’ self-perceptions up because you never know if others have torn them down.

Surface designer Veronica Campos-Hallstrom realized this when her student said, “You are the first art teacher I ever had that has encouraged me.” After hearing this, Veronica said, “Sharing this was eye-opening. The statement came from a college student! I plead with all levels of art teachers: Make a positive difference. It’s part of our jobs!”

2. You introduce students to culture and knowledge.

As much as we may not want to admit it, we have all had a student who slept through our class and did not pay attention. Jean Aguilar, an art teacher in California, had one such student. Years later, he came up to her and excitedly shared how he saw Picasso’s Guernica in person and remembered it from art class. Art teachers plant seeds, and you may not see them bloom until later!

3. You motivate and instill a love of art.

Most art teachers have moments of self-doubt. They wonder if they’re teaching students “correctly,” if students are really listening and learning, or if they’re effectively instilling a passion for artmaking. You may feel like you’re not making a difference, but one student tells you you’ve helped them fall in love with creating art. A student who started the year with little motivation to draw came to me and said, “CURSES! You are actually making me want to draw.” Knowing I found a way to encourage them to create was the highlight of my year!

Other art teachers have similar experiences. Ohio teacher Sherri Glickstein had a shy fourth grader who left her class one day, came back, and said, “You know, I really love art. Thank you for being my art teacher!” Sometimes it’s obvious when students enjoy your class, but it’s always nice to hear you are fostering a love for art, even in the students who are less vocal during class.

4. You provide a safe and happy environment.

Your art room is a place of reflection and relaxation for many students. When you ensure students are safe, free from judgment, and allowed self-expression, your art room becomes many students’ safe haven. Like art teacher Vinegar_and_glitter, you’ve probably had a student who proudly tells you, “Your room is my happy place!”

In fact, students may appreciate the environment you provide so much they often don’t want to leave! Pennsylvania elementary art teacher Christel Turingan’s student said, “I don’t want art to be over! Can we just have art all day?” Students like Christel’s find solace in the art room and can have a hard time going without their happy place during school breaks. When Idaho art teacher Stephanie May asked one of her first graders if she was happy to be back from break, the little girl replied with a giddy, “Hell yeah!”

When you deliberately create a safe environment, students learn to trust you. They may even start to treat you like a parent or guardian! Vandy Leigh had this experience with a high school student. He approached her and asked, “Ms. Duffy, will you do a mom thing for me?” He then proceeded to hand her scissors, pull the tags out of the back of his shirt and ask her to cut out his shirt tags. There’s something sweet and comforting about students trusting you to take care of the little things for them!

5. You model mature reactions to criticism.

Teachers’ personal lives aren’t immune to student commentary. Spend a few days in a classroom, and you’ll know exactly what students think about how you dress, how you should do your hair, and what they think about your relationship status. Students sure know how to keep teachers humble!

While students’ comments about teachers can sometimes feel a little too personal, the way teachers react to these comments models how to respond to criticism, stay positive, and not take yourself too seriously. Art teacher Phyllis Willis had one student ask her why the top of her head was sparkling. She knew she didn’t use glitter that day, so she looked in the mirror and realized she needed a touch-up. Her gray hair was showing! She found the humor in the comment and was able to laugh about it.

Linda Pellegrino Barhydt had a student ask her, “You’re 31, and you’re NOT MARRIED? Doesn’t that make you sad?” Sometimes what makes teachers laugh is not what students say but rather their willingness to express their opinions so openly. Show them you can find humor in their statements while still disagreeing with them!

Other times, students’ comments can sound rude, but in reality, they’re compliments! Elementary school librarian Tina Omczaktina’s student told her she smelled like her grandma. Tina asked her if her grandma smelled good, and the student said her grandma smelled great! When students’ comments sound like criticism, lightheartedly questioning the student’s true meaning shows you seek to understand before taking offense. You never know students’ true intent until you are willing to dive deeper into the conversation!

6. You appreciate the silly things students say!

While students can drive you crazy, they are also a source of joy, entertainment, and laughter. Sometimes what comes out of their mouths is just plain out there! Demonstrating your ability to laugh shows students you are human, relatable, and understand their sense of humor. Art educator Kelsey Leigh got a giggle when an innocent second grader proudly talked about his work and then said, “She do be thick, though!”

Personally, hearing students talk about age always makes me smile. Recently, one student loudly proclaimed, “I’m turning 13 next year, which means my mom is going to be OLD!” The statement turned the topic of conversation to moms, and one student said, “My mom says no dating until marriage!” Another student proudly proclaimed she was not going to date until her late 30s! Hearing their innocent perspectives on what it means to be old and how they are planning their distant futures makes me appreciate their innocence and youth.

Students have something to say about pretty much everything. They let teachers know they’re making a positive difference, motivating and instilling a love of art, teaching them about different cultures, and providing a safe space for creativity. Their statements make art teachers laugh and feel successful, so focus on those things! Document what they say and use it to fuel your passion for teaching. Let every cute statement, every time students make you giggle, and every thank you they give be a reminder of why you do what you do!

What are some memorable things your students have said this year?

How have your students’ words positively impacted your life?

The post Real Things Students Said in the Art Room and 4 Ways to Treasure Them appeared first on The Art of Education University.

Let’s look at some of the funny things art teachers recalled from this past year!

We asked art teachers for hilarious stories from the year, and you delivered! Keep reading for some of the silliest things that kept us going.

Kids do, in fact, say the funniest things.

What comes out of our students’ mouths is so surprising and unexpected. Sometimes, all we can do is laugh!

Here are some very quotable moments:

• “I’m allergic to secondary colors.” @Mrsnewburysartclass
• “Glue is made from cows.” (As they looked at an Elmer’s® glue bottle.) @artwithsusan
• “I really like PiCostco.” @rodenbaughart
• “Hi, Mrs. Art!” @lydiakrichardson
• “I made this using temprapedic.” @thenewfoodnstuff
• “What’s a kill room?” (Also known as a kiln room!) @rstauffer535
• “I love crayons. Yellow tastes the best!” @artingsonja

Is it the art room or the buffet line?

There are some things you never thought you’d have to say to students. And there are some things you never thought you’d wonder, like why so many of them want to eat art supplies.

Here are some goofy examples:

• “Glue has no nutritional value.” @joehox
• “Do not lick that paintbrush!” @janemckenziestudios
• “Don’t drink the paint water.” @mohillart
• “This paint doesn’t taste like strawberry.” @petite_felicita
• “Paper is not food.” @flwrpwr_1
• “Clay is not flavored.” @bgreenarted
• “It’s magenta, not margarita!” @eringreenart

Art students are experts… Or so they think!

We spend a lot of time and effort ensuring our students feel safe in our art rooms. So when students feel comfortable and confident, it’s a good feeling! We love seeing students have the confidence to take risks even if they don’t have all the answers. Kendal Reynolds, an elementary art teacher, had a student who was working with clay. The student energetically said, “I was BORN to do this!”

And sometimes, we have students who exhibit a little overconfidence which can lead to some funny interactions. Eric Gibbons, a high school art teacher, shared how they were about to start a new unit on Abstract Expressionism. When he got to Edvard Munch’s The Scream, one student blurted out, “Oooh, oooh, I know it! It’s by that Picasso guy who cut off his ear.”

Material mishaps can make our day.

Students get the opportunity to try out new materials all the time in our classes. Sometimes, with those new experiences come mishaps. These accidents can leave us breathless with laughter when we realize what happened. Chelsea Solano, a secondary art teacher in Texas, had one student on the pottery wheel. His thumb got stuck in a lump of clay he was trying to open. He pulled so hard to get his thumb out that the bat popped up and flew off the wheel! Plus, the clay lump was still stuck on his thumb!

There are bound to be embarrassing moments too.

With the many interactions we have with students, there are bound to be some embarrassing moments. Seeing humor while showing kindness can help build relationships with our students. What are some embarrassing moments from your classes?

Frank Kreacic, a middle school art teacher, had a potentially embarrassing situation for the sake of art! A student was called for early dismissal for an orthodontist appointment. Unfortunately, the student had just plastered his hand to make a mold. So what did they do? The student left class early and went to his appointment, “white clubbed hand” and all!

Expect the unexpected. 

The best we can do is plan and have a backup. However, there is only so much preparation we can do for our classes. There will always be a certain amount of uncertainty when we open our doors and begin to teach. This unknown factor forces us to be flexible and resilient! We can choose to be flustered and stressed or allow it to teach us to slow down and just laugh.

Monica Moore, an elementary art teacher, planned a drip painting unit with third graders. All of the cups of watered-down tempera paint were filled up and ready to go. One student with special needs was so inspired by the action painting video that he took the cups of paint and threw them around the room! Students (and the room) were covered in paint. Everyone helped clean up the mess amidst lots of laughter about the passionate artmaking!

Now that we’ve looked at some funny art room antics, let’s look at the benefits of finding the funny in our classes every day.

There are many benefits to finding humor within our classrooms. Let’s look at the good things that come with using humor and discovering funny moments within our art rooms.

Humor:

• Acts as a much-needed break from the stress and monotony of teaching every day.
• Lightens the mood, boosts morale, and fosters a positive and relaxed environment for students and teachers.
• Stimulates the release of good chemicals in the brain, like endorphins, dopamine, and serotonin, which improve overall well-being.
• Reduces stress hormones and increases immune cells.
• Fosters stronger relationships between students and teachers by breaking down barriers and creating a more inclusive environment.
• Promotes a love of learning, as students are more likely to be engaged and motivated in an enjoyable atmosphere.

So there you have it, folks: the case for bringing humor into the classroom. It’s not just about the giggles and grins. It’s about creating a relaxed and enjoyable atmosphere to help everyone feel at ease and ready to learn. Finding humor in the classroom has numerous benefits for both the individual and the whole classroom. From boosting morale and reducing stress to fostering stronger relationships, the advantages are endless. Whether you overhear goofy conversations or answering unbelievable questions, teaching art is undeniably hilarious. So, next time you find yourself in the middle of a silly moment in the art room, don’t be afraid to embrace it! Not only will it bring a smile to your face, but it may just turn out to be the highlight of your year.

What are the most memorable laughs you had in your class this year?

How does looking at a situation through a lens of humor help you?

What grade is your funniest group?

The post What Are Your Most Hilarious Art Room Stories From This Year? appeared first on The Art of Education University.

Take a look at these seven ways to make giving and receiving student feedback fun!

1. Classroom Design Project

Consider giving students a say in how the art room looks. After all, some students will spend hours every week in your classroom. We want them to feel safe and comfortable. Have them show you what their ideal classroom environment would be. They may come up with ideas you like even better than your current setup!

Here are two ways students can give feedback on the classroom design:

1. Classroom Mood Board
   Students curate classroom decor ideas from the internet and compile them into a mood board. Students can present their mood board to the class. This will allow you to gauge how excited the other students are about the new decor ideas.
2. Classroom Layout Design
   Those who have a knack for organization draw a reimagined art room layout. Students envision different furniture arrangements and locations for supplies based on their experience in the art room.

2. Design a Project

What would your students’ dream projects look like? You designed projects for them all year, so let your students have a turn! Students draw a picture of the result of their dream project and then present their idea to the class. As they present, ponder how their projects reflect your curriculum. What mediums do they wish they could use? What themes are present in their dream projects? Their dream projects may not be feasible, but they will give you insight into their interests. Pay attention to their ideas to inform and inspire themes and project ideas for next year’s curriculum.

3. Favorite Project Awards

Teachers often award prizes to students. But what about letting students award prizes for project assignments? Students pick their favorite projects in various categories, such as most entertaining, favorite drawing project, or favorite 3D project. Then, roll out the red carpet (either metaphorically or with butcher paper), and host a project awards show. Students can take turns “hosting” the awards show by announcing the winning projects. Make it a real party by having snacks and a video montage of students’ finished artworks from the year! It’s a fun way to reminisce and see the projects students enjoyed most.

4. Video Tips for Next Year’s Students

Note: Follow district and school policies regarding recording students.

Students give advice to future students. Write letters or record videos to address provided prompts. Students are more likely to open up when giving peer advice than if they think they are addressing their teacher. Plus, you’ll get a sense of how your students view your classroom management and their classroom experiences. You can use this information to create better systems for next year.

Here are some prompts to start with:

• To be successful in this class, you need to…
• The top three things I learned this year are…
• The most important policies and procedures to follow in this class are…

5. Interviews

Conduct individual interviews to reinforce the relationships you built. Sit across from each student and ask them questions about their art room experience while the rest of the class works on a project. This shows students you value their opinions. You can set up a camera in the corner of your classroom to record the interviews or jot down notes with paper and a pen. You can even create a fake microphone and a fun backdrop to make it a special experience for your students.

6. Voting

Ask students to vote on which projects you should keep for next year and which ones you should nix. Be open and honest with students, telling them how you will use the results of the voting process. Knowing their input will hold sway in future classes will make your students feel like their opinions matter. You can even ask them to vote for or against projects they haven’t done but want to try. Take a look at FLEX Curriculum to get new project ideas for next year and add them to the vote!

These four voting methods allow students to express their opinions on projects:

1. Thumbs-Up or Thumbs-Down
   Students give a thumbs-up or thumbs-down.
2. Paddles
   Design two-sided paddles for students to use to cast their votes.
3. Ballots
   Fill out physical slips of paper anonymously and place them in a box.
4. Polls
   Post or send out digital polls.

7. Surveys

Fill out a survey for a straightforward and effective way to receive feedback. It’s also one of the most efficient ways to analyze data since many survey platforms will condense data into graphs or charts. Ensure that your survey is well-rounded and covers various topics and classroom components. For instance, ask about projects, the classroom environment, and ways to increase engagement. Leave space for students to write open-ended feedback on any subject they feel strongly about. You’ll have useful qualitative and quantitative data to inform future instruction.

Tips for Gathering Honest Feedback

While gathering feedback from students is valuable, it’s important to ensure that students are being open and honest with their feedback. Otherwise, students may tell you what they think you want to hear.

Here are three tips for encouraging honest responses:

1. Be upfront with students about your intentions.
   Tell them you are trying to figure out what to change for the next school year. Believing their input will facilitate change is empowering!
2. Tell your students it does not affect their grades.
   If students think they have to give positive feedback in order to get a good grade, they’re less likely to be honest.
3. Ask for ways to improve.
   Share that you strive to be a good teacher, and that means you need their help to look for ways to grow.

Student feedback is invaluable to creating a welcoming environment and student-centered curriculum. Gather feedback from this year’s students so you can reflect on their input and implement some of their suggestions next year. Ask for their opinion on everything from classroom design to policies and procedures. Students’ viewpoints on classroom design and organization shine through when they design mood boards and compose layout designs. Their interests and perspectives on projects become evident when they design their own, host a project awards ceremony, or vote on projects to keep or nix. Get a sense of how students feel about your classroom policies and procedures by hosting interviews or recording student reflections. When all else fails, ask students to fill out a simple survey. Whichever way you choose to collect feedback from your students, let their input guide you in making next year even more successful than this one!

In what ways do you collect student feedback?

How have you and your curriculum changed based on student feedback?

The post 7 Fun Ways to Get Student Feedback at the End of the Year appeared first on The Art of Education University.

Love and Logic® skills allow adults to correct without losing love and respect and empower students to develop responsibility, self-control, and good decision-making skills. Jim and Charles Fay, Ph.D., outline the approach and how it applies in the classroom in 9 Essential Skills for the Love and Logic Classroom.

Keep reading to discover three of the biggest Love and Logic® secrets and how they can play out in the art room.

Before diving in, note a crucial element of the Love and Logic® approach. Love and Logic® hinges on positive student-teacher relationships as with most effective behavior management strategies. Relationships are the foundation of love and trust.

If you are looking for more ways to build relationships in your classroom, these resources may be helpful:

• 9 Strategies to Build Rapport With Your Students From the Start
• 5 Ways to Build Relationships With At-Risk Students
• Building Positive Relationships Pack in PRO Learning

Try these three low-stress Love and Logic® ways to help manage your students’ behaviors in art class today!

1. Delay consequences in order to give yourself time to respond appropriately.

Your students will sometimes misbehave, no matter how proactive you are with your management strategy. Consequences for these actions are a natural part of the student-teacher dynamic. When you find yourself in a situation that requires correction, resist the urge to give an immediate repercussion. Instead, inform the student that the behavior was unacceptable and you will need to do something about it. And then leave it at that.

With this approach, you maintain control of the situation. Your students will wonder what the consequence will be and may even start to reflect on their behavior on their own. In turn, you have time to approach the problem with a level head instead of reacting in the heat of the moment. Delaying consequences keeps you from making empty threats you cannot follow through on. With this extra time, you can also bring in support from classroom teachers, administrators, and caregivers as necessary.

Art Room Application

When you delay consequences, you have time to choose a means of making amends to best fit the behavior.

Below are three common behaviors with their natural consequences:

1. Behavior: A student drew with a permanent marker on the table.
   Consequence: The student will come in during recess to help clean up the drawing.
2. Behavior: A student took supplies from an off-limits closet.
   Consequence: The student will spend fifteen minutes of their lunch organizing a portion of the supply closet.
3. Behavior: A student said mean things about someone’s artwork.
   Consequence: The student will present the artwork of the offended artist to the rest of the class.

Dealing with challenging student behaviors is tricky. For further support, check out these resources:

• De-escalation Strategies for Challenging Behaviors Pack in PRO Learning
• “Strategies for Defusing and De-escalating Behaviors (Ep. 288)”
• 4 Practical De-escalation Strategies to Support SEL in the Art Room

2. Employ choices to help your students feel empowered and in control.

Giving choices helps you avoid power struggles with students who crave control. According to Charles Fay in 9 Essential Skills for the Love and Logic Classroom, humans crave control and become irritable, stressed, and angry when they don’t have it. By relinquishing control in the form of choice, you can gain it.

The choices need to be appropriate and strategic. Give options that will not be a problem, and remember that small choices go a long way. Make sure you are okay with all of the choices before providing them. This way, regardless of what students decide, both you and the students will be happy. It is also important to offer choices before you encounter resistance and to provide them in the context of support versus a disguised threat or demand.

Art Room Application

Coming up with choices to offer students can be challenging, especially during a power struggle. While you are lesson planning, take a few minutes to brainstorm some choices you can proactively provide.

Here are some appropriate, strategic choices to get you started:

• What would help you the most: to move up front with me or spend time in the calm-down corner until you are ready to focus?
• I enjoyed making art with you today! Would you rather start cleaning up now or in five minutes?
• Feel free to wash your brush and palette before or after taking your artwork to the drying rack.

You can frontload your students’ sense of control and prevent misbehaviors by adding more choices to your art room. These resources will get you well on your way:

• How to Support Social-Emotional Learning Through Choice
• Organizing the Art Room for Choice Pack in PRO Learning
• 6 Proven Reasons to Love Choice-Based Art and Try It in Your Art Room

3. Encourage students to problem-solve solutions to the conflicts they face.

Students are capable of learning how to navigate the difficult situations they encounter. When students approach you with an issue, consider whether this is something you need to solve or something your student can deal with it. Rescuing and lecturing students encourages learned helplessness and can be detrimental to your students in the long run. Instead, listen with empathy and facilitate how to problem-solve solutions.

Afford students as many opportunities to solve their problems as you can. It’s okay if the solution they come up with may cause them issues. Mistakes are chances to grow. If the solution negatively affects others, step in and ask what else the student can try. In all of your communication, send the underlying message that your students are strong and capable of solving  problems themselves.

Art Room Application

The Love and Logic® approach offers five steps to help students solve their problems.

Let’s say a student forgot their pencil. Here are the five steps to illustrate how you can help the student solve the problem on their own:

1. Provide a strong dose of empathy.
   That’s so frustrating you can’t find a pencil!
2. Hand the problem back in a caring way.
   What are you going to draw with today?
3. Ask permission to share some solutions and provide choices.
   Some students borrowed a pencil from a friend. Others used a pen or a crayon.
4. Help students evaluate the potential consequences of each choice.
   Which utensil do you think will help you best meet the requirements of the drawing assignment?
   
5. Allow students to either solve or not solve the problem.
   Good luck. Let me know how it works out for you!

Stepping into the shoes of others is an essential conflict-resolution skill. Develop more empathetic problem-solvers with these resources:

• 4 Ways to Practice Empathy in the Art Room
• “Building Awareness and Empathy (Ep. 183)”
• The Art of SEL, Episode 7: How do we Teach Empathy?

As proactive as we strive to be with our classroom management approach, some misbehavior is inevitable. You can deal with these behaviors in your classroom logically and lovingly by employing three Love and Logic® secrets. Delay consequences in order to give yourself time to find an appropriate repercussion you can follow through on. Empower your students with a sense of control by giving them small choices in the structure of your lesson and classroom. Model and teach problem-solving skills to develop students who can navigate their own difficult situations. Watch your behavior management stress dwindle as you adopt and practice these skills!

Which Love and Logic® management secret are you excited to try today?

What strategies do you use to address challenging behaviors in your art room?

The post 3 Love and Logic® Secrets to Manage Art Room Behaviors With Less Stress appeared first on The Art of Education University.