You have a stack of IEPs and 504 plans archived in your email and you’re not quite sure what to do with them. What exactly are they? What do they mean for you, the art teacher, in the art room? You may have these questions and more swirling in your brain. If so, know you’re not alone! The realm of adaptive art can be very confusing.

Keep reading to understand the basics of adaptive art and learn new ways to approach your art room and curriculum to meet the needs of all students.

Adaptive art is the practice of making meaningful art with students with cognitive, intellectual, and physical disabilities. This often includes using adapted materials and art tools, adapting lesson plans and/or delivery, and working with paraprofessionals in the art room. The goal is to make sure every student can be successful, no matter their art experience level.

To begin, let’s cover some foundational keywords to ensure we’re all on the same page:

• Individual Education Plan (IEP)
  A document crafted by a team of stakeholders that addresses the specific needs of a student with a disability so they can succeed. This document includes strategies teachers will implement to adapt the instruction, content, and environment.
• 504 Plan
  A 504 plan offers specific accommodations or services to students with disabilities who may not require a special classroom setting for their day-to-day education but would still benefit from extra support.
• Least Restrictive Environment (LRE)
  This refers to a principle in the Individuals with Disabilities Act (IDEA) that states that children with disabilities have access to education with their peers as much as possible. It looks different for each student, but the idea is to make sure each student is able to thrive in an environment that has the fewest limitations possible.
• Hand Over Hand (HOH)
  This is a practice to help students who need physical assistance to hold or maintain hold with a variety of art supplies. It can be your hand on top of the student’s hand or the student’s hand on top of your hand. A variation is when the student just needs some light elbow support to maintain a lifted arm.
• Differentiate, Adapt, Modify, and Accommodate
  These words all refer to changing different pieces of your lesson, delivery system, philosophy, and materials to fit the individual needs of students. Differentiating a lesson proactively considers students’ varying interests, levels, and learning styles. Adaptations are further measures of support and include modifications and accommodations. Modifications are changes to the instruction or content, whereas accommodations are changes to the classroom environment and setup.
• Paraprofessionals
  Also known as teacher assistants, instructional aides, or TAs, they play a vital role in the day-to-day running of a special education classroom. They assist the lead teacher in instructional support and organization and can be a huge help with general supervision and behavior management.
• One-on-One (1:1) Aide
  This is an adult assigned to one specific student. They are typically paired with a student who needs more assistance.
• Inclusion
  Inclusion brings special education and general education students together in the same room for the same class. This approach aims to consider the needs of all students from the start. It’s important for social skills, peer relationships, and community building within schools.
• Self-Contained Art
  This is an art class that consists of students solely from a special education setting.

What does adaptive art look like in practice?

Adaptive art courses are becoming increasingly popular in many schools. You may be teaching one for the first time this year! Alternatively, you may wonder how to incorporate adaptive art practices into your existing art courses and classroom. Whichever route you are on, adapting your art room and curriculum doesn’t have to be complicated or consist of huge sweeping changes. Sometimes, the little things can make the biggest difference!

Get to know your students.

Start with a student-centered approach. Art teachers know first-hand that the best way to get to know a student is to spend time with them building rapport. The key to having a quicker and deeper understanding of your students in special education programs is to also cultivate a relationship with their special education team. This can include their homeroom special education teachers, paraprofessionals, and parents, guardians, or caretakers. These adults spend the most time with these students and can be an invaluable resource when it comes to interests, struggles, wins, and behavioral triggers. Make these perspectives a priority!

Make an early finisher station.

Consider creating an early finisher station in your classroom. Students can choose an activity from different bins when their work is complete or if they need a break. Sensory bins are always a win for all grade levels! Have a plastic tub with colored rice or water beads or a box with various types of paper for tearing or hole punching. Ensure your bin is on a low table for all students to access or provide smaller bins that students can bring back to their tables. Building blocks, plastic building bricks, and magnetic tiles are also great options that are tactile, strengthen fine motor skills and hand strength, and encourage students to be design-minded.

Create open spaces in your classroom.

It’s a good idea to consider your room setup for all students who may come through your door. Your setup may need to be flexible so students in wheelchairs can access everything. Create open spaces in the room so there are a lot of pathways to move around, as well as open spaces on countertops or tabletops for students to spread out and work on. Many students with wheelchairs have attachable work trays. Reach out to their homeroom teacher to see if they can bring their trays to art class with them.

Visit these students in their homeroom classroom to see what it looks like. Observe what works and think about how you can implement a similar setup in your space. Go one step further and invite the homeroom teacher to come to your studio and provide tweaks you can make to improve the space for all students. Their homeroom teachers will often have awesome ideas because they know these students better than anyone!

Start with the highest level of modifications. 

Instead of pulling modifications from IEPs and 504 plans and trying to make adjustments for each individual student, start by finding the highest level of modification needed in the class. This approach ensures you are meeting the needs of all students without re-writing your lesson plans multiple times. Students who need more of a challenge will often rise to the occasion. Plus, the rest of the class will never know who the original modifications are for so students won’t feel singled out.

Collect adaptive art materials and tools.

Once you have an understanding of student skill sets and levels, you can begin to collect adaptive materials and supplies. While there are many helpful specialized items out on the market, you don’t need anything expensive or fancy to support students. There are many cheap or free hacks and budget-friendly options. Get started with grips, adaptive scissors and paintbrushes, and button-adapted tools. These are all great for students with low muscle tone or limited movement.

Focus on the process.

While completed artworks are important, the artistic process is where so much learning, discovery, and reflection happens! Lean into the process and allow your students time to delight in artmaking—let them experiment with materials, play with tools, and enjoy art through a sensory lens. This may be a student’s first opportunity to take an art class and we want them to fall in love with visual art for the long haul!

Whether you are teaching an adaptive art course or incorporating adaptive art strategies into your art room and curriculum, your perspective is vital. The way you approach bringing art education and visual arts to your students is just as important as the special tools or fun art materials. The priority is to provide avenues for all students to experience art through age-appropriate and challenging lessons, explore art tools and materials, and engage in the artistic process. Celebrate all of the art opportunities you bring to your students, especially those with a disability. Remember, all art is magic, but adaptive art is a unique opportunity to equip students with new and creative ways to express themselves!

Share one thing you’ve learned from teaching adaptive art. 

How do you meet the unique needs of all of your students each class period? 

Which adaptive art strategy are you looking forward to trying this year?

To continue the conversation, join us in The Art of Ed Community!

The post Back to Basics: What Does Adaptive Art Look Like in Practice? appeared first on The Art of Education University.

Take part in the costume fun this year to ignite your creativity and enter to win a sweet prize! 

Incorporating fashion into art lessons adds a whole new level of excitement and engagement. It’s a unique way to teach art concepts and make lessons more memorable. When teachers express themselves through their clothing and accessories, they can visually represent art concepts and artists.

Not only can your artsy attire hook your students but it can also qualify you to enter the AOEU Costume Contest by November 1, 2024. The AOEU Community Team will select our top favorites and then we’ll bring it to YOU—the AOEU art teacher community—to vote for two winners! We will announce the winners on November 8. The best costume and a raffle winner will earn bragging rights and a pass to the Winter NOW Conference. Plus, we’ll send a gift card to your favorite coffee spot because it’s that time of year when you need an extra boost of caffeine and warmth.

Keep reading to see fantastic costumes from years past to inspire you! Then, gain practical classroom applications to bring fashion fun to your students.

Art Concepts

Dressing up as an art concept or style isn’t just for fun, it’s also super practical. Take a look at the seven examples below to discover how you can be a walking lesson exemplar. Get creative, think outside of the box, and let unique costume ideas bring art terms to life!

1. Color Wheel Wonder

Wear a multicolored outfit to represent the colors of the color wheel, like Kelly Dudek and her rainbow-inspired number. Bring in the team and get your colleagues to be different colors of your favorite supply like Erin Comer.

2. Texture Explorers

Incorporate different textures into your attire, such as a fuzzy sweater or a smooth satin top. To make a lasting impression, go over the top with a blow-up balloon costume like Amber Akes did!

3. Symmetry Superstars

Create a mirrored outfit or wear symmetrical patterns on both sides.

4. Shape Shapeshifters

Dress up as a specific geometric shape or with an outfit theme based on a geometric shape.

5. Line Lovers

Wear striped or checkered patterns or draw temporary lines on your face or limbs. Become your very own stick figure like Molly Fairbanks!

6. Perspective Pros

Experiment with clothing to create a sense of depth and perspective.

7. Value Vanguards

Dress in grayscale or black-and-white to show varying shades and tones.

Different Artists

Dressing up as different artists is not only fun but also a great way to learn more about them. Select your favorite artist or one featured in your next unit and become Leonardo da Vinci, Frida Kahlo, or Vincent van Gogh for a day.

1. Signature Style

Emulate the iconic look of the artist by dressing in their preferred style of clothing. For example, wear a funky hat and suit and draw a mustache to channel the spirit of Salvador Dalí.

2. Artist’s Palette

Create a costume inspired by an artist’s color scheme. Dress in clothing to resemble the hues and tones commonly used in their artwork. For instance, dress in bright, bold colors with black accents to represent the vibrant, abstract style of Wassily Kandinsky.

3. Artistic Accessories

Incorporate accessories to symbolize the artist’s work or personal life. For instance, wear flowers in your hair and find a stuffed monkey to depict Frida Kahlo, like Duangchai Swani and Dayna Ensminger.

4. Painted Masterpiece

Transform yourself into a living artwork by recreating a famous painting on your clothing or creating a wearable canvas. Paint your face to resemble a work of art like Andrea Lauren did to look like Roy Lichtenstein’s work.

5. Signature Props

Use specific props associated with the artist to represent their artwork. For example, carry a sunflower bouquet to reference Vincent Van Gogh’s sunflower series like these three teachers did.

How can you bring these fashionable ideas to your classroom and curriculum? 

You can bring the fashion fun to your own classroom as well! Students design costumes inspired by their favorite art style, movement, or medium. Students explain their costume designs and present their creations to the class. Check out this short video to see what this could look like in your classroom or as an added component to your art show. An exhibit like this fosters enthusiasm for learning, encourages self-expression, and celebrates the diverse world of art. It’s a fun way for students to explore their artistic preferences and showcase their creativity!

The AOEU Costume Contest is an amazing way to blend art and fashion with fun and learning! When students dress up, they bring art concepts and famous artists to life which enhances their learning experience. Costumes help them understand and remember art concepts more easily and they feel a stronger connection to what they’re learning. As teachers, let’s embrace the power of costumes and use the AOEU Costume Contest as a fun teaching tool to get students excited and involved. We can’t wait to see all of the creative and imaginative entries in this year’s contest. Let’s celebrate hands-on, immersive learning, self-expression, and the awesome mix of art and fashion!

What are some ideas you have for this year’s costume contest?

How do you encourage your students to dress for success in the art room?

The post Join Us for AOEU’s Costume Contest to Spark Creativity and Joy appeared first on The Art of Education University.

You’ve probably heard the phrase, “A picture is worth a thousand words.” This is so true when it comes to photography! Photographs can be more than a picture or capturing a moment. They can be a powerful way to convey feelings, ideas, and stories in an instant without words. If you’ve started to bring photography to your students, now’s a great time to consider ways to level up their work and boost their communication skills. 

Support your students to read and create powerful photographs with the five ideas below!

What is visual literacy?

Before we dive into specific ideas and strategies, let’s establish what visual literacy is. Literacy is the ability to read and write. Visual literacy is very similar! Visual literacy is the ability to read and create images. Having strong visual literacy skills allows students to interpret images and their meanings based on composition, color, and subject matter. These skills also enable students to clearly communicate their ideas through their art. 

Visually literate photography students can:

• Interpret images based on their style and composition.
• Examine the meaning and purpose behind images.
• Assess the quality and credibility of pictures and their sources.
• Use images and visual media to effectively convey a message.
• Develop and produce impactful photos and visual media.
• Analyze the broader context of image creation and use, including ethical, legal, social, and economic considerations.

1. Introduce basic concepts.

Learning basic photography concepts is crucial for developing visual literacy. Understanding different camera types and settings with the proper terminology empowers students to explain their creative decisions. It also equips them to effectively interpret and discuss photographs. Use word banks and sketchnotes to help students build essential vocabulary.

Here are two basic areas to cover:

1. Introduce different types of cameras and their components.
   Expose students to a range of cameras such as digital, pinhole or film, and smartphones. Discuss how each type of camera affects the image quality and creative possibilities. Students can do a quick sketch of each camera and label it with features.
2. Teach students about aperture, shutter speed, and ISO.
   These are key terms and techniques. Give them a memorable definition for each and time to play and experiment. Manipulate depth of field and control the focal point with aperture. Create motion or blur effects to simulate the passing of time with shutter speed. Adjust ISO settings to explore brightness and noise.

2. Explore different genres. 

Exploring various photography genres helps students understand different visual languages and gain fresh techniques. Both of these will enhance their communication skills and artwork. While there are many genres, two simple yet powerful ones to start with are landscape and still-life photography.

1. Landscape Photography

Landscape photography captures the great outdoors! Students can focus on how space and composition create a sense of place. Techniques like leading lines and depth of field are crucial for conveying distance and scale. Encourage students to observe how the different elements in natural and man-made environments contribute to the overall image.

Ask students what they think a landscape is. You’ll probably get responses like, “It’s art that shows land!” This is a great start. Connect their definitions and examples to the origin of landscapes in art. Next, share an iconic landscape photo, such as The Tetons and Snake River by Ansel Adams, for students to “read.”

Guide students through the following “reading” exercise:

• Where does this scene take place? (Time of day, location, etc.)
• What do you see first? (Focal point)
• What do you see next? How did your eye travel there? (Leading lines/movement)
• How do you think the photographer took the photograph? (Empathy and technical analysis)
• Write down 2-3 sentences describing the landscape with several adjectives.
• Share a select few with the class.

2. Still-Life Photography

Teach the importance of arranging objects and using lighting to highlight textures and details. Students learn to appreciate how the placement and lighting of objects can tell a story or evoke a mood. Focus on the subtle details to enhance students’ ability to see and capture the intricate aspects of everyday objects.

Ask students what they think a still-life is. Students may say something like, “It’s things from life that don’t move!” Discuss the origins of still-life art. Explain that still-life photography involves capturing inanimate objects arranged to create a visually pleasing composition. Share a still-life photograph, such as Pepper No. 30 by Edward Weston, for students to “read.”

Guide students through the following “reading” exercise:

• What object(s) do you see in the photograph? (Subject matter)
• What do you notice first? (Focal point)
• How are the objects arranged? (Composition)
• What textures and details stand out to you? 
• How does the lighting affect the mood of the image? (Value)
• What story or message do you think the photographer is trying to convey?
• Have students write 2-3 sentences describing what they see with several adjectives.
• Share with partners. 

3. Ask critical questions. 

Just like with researching or learning any topic, it all starts with good questions. Getting students to ask good questions when looking at a photograph begins with us modeling good questions! Select an appropriate photograph or use an image of the week. Provide time to observe the photo before beginning a discussion. Try a Visual Thinking Strategy (VTS) to promote discussion, critical thinking, and evidence-based debates. These activities help students to break down the visual elements in a photograph, much like they’d break down literary elements in a poem or short story. Once students develop these strategies, apply them to their own artworks for a critique! 

Here are three simple questions to ask:

1. What’s going on in this picture?
2. What do you see that makes you say that?
3. What more can you find?

4. Tell a dynamic story.

Making the shift from creating pretty photos to photographs that tell a story allows the visual literacy component to shine. This process requires both technical skills and conceptual thinking. Begin by showing students photo essays, narrative photography, or a series of images that effectively tell a story. Compare and contrast them to how a comic strip or children’s picture book works. Identify and explore choices made by the photographer like color scheme, composition, layout, and mood.  

Try A Day in the Life (DITL) Photo Story activity.

This assignment involves students documenting a full day in the life of a person (them or someone else) through a series of photographs. The goal is to capture the daily routine, significant moments, and unique details that tell a comprehensive and engaging story.

1. Show students A Day in the Life of the President by White House Photographers.
2. Identify the elements of what makes a story. For example, a story typically includes an introduction, rising action, climax or turning point, falling action, and conclusion.
3. Share how different points of view can add interest to photographs. 
4. Students will take 5-10 photographs to tell a story or narrative of the day.
5. Students will use composition (such as the rule of thirds, leading lines, or framing) to guide the viewer’s eye and enhance the storyline.
6. Students will use color and detail to emphasize important elements in their photos to convey emotion or a theme.
7. Reflect on the process and their final photography collection.

5. Discuss the impact of photography. 

Exploring photography’s impact on society throughout time gives students a deeper understanding of how images can shape opinions, document events, and advocate for causes. It also raises awareness of diverse perspectives and ethical considerations and makes connections with other content areas. Well-rounded and thoughtful photography students will produce more intentional and meaningful images.

Share real-world examples of impactful photography, such as iconic photojournalistic images like Dorothea Lange’s Migrant Mother. Provide historical and cultural context by giving the students a brief overview or facilitating student discovery. Dorothea Lange, an American photojournalist, took this particular photograph during the Great Depression, a period of severe economic hardship in the 1930s. The image depicts Florence Owens Thompson, a destitute pea picker in California, holding her children while looking anxiously into the distance. Lange was working for the Farm Security Administration (FSA), a New Deal agency aimed at documenting the plight of impoverished Americans and advocating for their needs.

Prompt student discussion with the following questions:

• What makes Migrant Mother such a powerful image?
• How did Migrant Mother influence public perception during the Great Depression?
• How do images in current news articles shape the narrative of a story?
• In what ways do photographs influence our emotions and opinions about news stories?
• How can we critically analyze the use of images in media?

Integrating photography into the K-12 art room is a fantastic way to boost visual literacy among students. Students gain a deeper understanding of how to interpret and create images that are meaningful and conceptual. Start by establishing basic photography terms and introduce genres like landscape and still-life. These equip students with foundational vocabulary and processes to speak and write about photography! Teach students how to ask and answer good questions to analyze photos, tell visual stories, and discuss real-world impacts to level up your students’ visual literacy skills. With these tools, students will read and compose images with a critical and thoughtful lens, learning crucial skills to be effective life-long visual communicators.

What’s your favorite way to incorporate visual literacy using photography? 

How do you prompt students to ask good questions when examining a photograph? 

To continue the conversation, join us in The Art of Ed Community!

The post 5 Ways to Use Photography to Improve Visual Literacy in the K-12 Art Room  appeared first on The Art of Education University.

Unlock WIDA levels to support ELL students, build language skills, and communicate complex ideas through powerful artist statements.

There are six categories of skill levels for English Language Learners. Educating yourself on the skills expected for each level can help you tailor your support for students when they read and write in your art room. WIDA is a consortium of state education departments that provide research-based tools and resources for K-12 multilingual learners. WIDA provides standardized frameworks so learning outcomes are consistent across adopting states, districts, and schools. Ask your administrator, mentor teacher, or professional counselor to show you where to access your students’ levels.

Understand the six levels below to unlock key strategies for helping your ELL students:

• Level 1: Entering
  Students at this level are beginning to use English in very basic ways. They may understand and use a few common words and phrases. They often rely on visual aids and gestures for comprehension. Focus on building foundational vocabulary and simple sentence structures.
• Level 2: Emerging
  Students in this category are starting to form simple sentences and understand basic English. They still struggle with complex language structures and vocabulary. They can participate in conversations but may need additional support to grasp content.
• Level 3: Developing
  These students can create more complex sentences and understand basic English. They may still struggle with academic language and more abstract concepts. They can engage in discussions and express ideas, but they may make errors when it comes to more sophisticated language.
• Level 4: Expanding
  Students at this level demonstrate a good command of English and can use it in various contexts. They may still need support with specialized academic language and idiomatic expressions. They can engage in detailed discussions and write more complex texts.
• Level 5/6: Bridging/Reaching
  These students are nearly proficient in English. They can perform most tasks and understand most content in English. They may still need occasional support with very specialized or advanced language but can function effectively in an English-speaking environment.

Even if you don’t know the specific levels of each of your students, knowing different ways to scaffold reading and writing is helpful. Plus, it can be beneficial for all students—even those who know English but struggle with literacy. We’ll look at some prompts and activities below and break them down by level with examples.

Another helpful tip when assessing reading and writing is to remember what’s most important. Are you assessing reading and writing, such as pronunciation, grammar, spelling, and sentence structure? Or, are you assessing the art content they are trying to communicate, such as vocabulary terms, art materials, techniques, processes, and ideas? Prioritize your learning objectives and ensure they match your assessment outcomes.

Focus on these five areas with your ELL students to write artist statements with ease!

1. Home Language Expression

You are most comfortable when you’re in your own home—and so are your students! Make your classroom feel like their “home away from home” by allowing them to speak in their home language. This can be a great first step in writing an artist statement. Much like a “brain dump,” it provides a crucial foundation for processing and articulating their raw, honest thoughts. From here, students can take key information and incorporate it into their final statement, either in their home language or in English.

Prompt: I made… 

• Level 1: Entering
  Students use simple phrases or words in their home language. For example, they may say, “I made a house” in their home language while pointing to their drawing.
• Level 2: Emerging
  Students compose 1-2 basic sentences in their home language. They may share, “I made a tree because I like nature.”
• Level 3: Developing
  Students write a few basic sentences in their home language. For instance, “I made a painting of a sunset. I used bright colors to show how happy I feel when the sun sets.”
• Level 4: Expanding
  Students provide a short paragraph in their home language and emerging English. They may write, “I made different shades of blue and orange to represent the transition from day to night.”
• Level 5/6: Bridging/Reaching
  Students compare and contrast their artwork with other works in their home language and in English. They may share, “I made abstract shapes like Picasso but I used a different color palette of blue and orange.”

2. Vocabulary

Vocabulary acquisition is an important building block in forming and comprehending sentences. Just like with all of your students, it is your job to teach key art vocabulary, like the Elements and Principles. In addition, students will need to learn other art terms most students already know, such as pencil, scissors, fold, and sculpture. Introduce vocabulary and repeatedly reinforce it with a variety of visual aids.

Activity: Show me an example of…

• Level 1: Entering
  Use labeled pictures with key vocabulary words, such as the colors yellow, orange, and red with the text “warm colors.” Students match a label to the correct corresponding spot on their artwork and practice saying the words aloud.
• Level 2: Emerging
  Provide cards with images, vocabulary words, and simple definitions. Students match cards to the correct corresponding spot on their artwork and practice reading the cards aloud.
• Level 3: Developing
  Introduce vocabulary with a word bank and encourage students to use them in sentences. For example, for Show me an example of warm colors, the student may write, “My clothes are warm colors to match the sun.”
  
• Level 4: Expanding
  Continue to provide a word bank with more complex terms and descriptive language. They may write, “I used warm colors for my outfit to match the sun. It contrasts with the cool colors in the background. It helps me stand out!”
  
• Level 5/6: Bridging/Reaching
  Students use advanced vocabulary and art terminology in their statements. For example, “I used warm colors on the subject matter to contrast with the cool, dark background. I wanted the person to stand out and look like they were running away from the background which is eerie and moody.”

3. Sentence Structure

Take the bulk of the guesswork out of writing so students can focus on the content. Set up sentence stems and prompts so all students have to do is fill in the blank. These also help students organize their thoughts and provide immediate structure for final artist statements.

Activity: Pick a prompt and fill in the blank.

• Level 1: Entering
  I drew a… or This is a…
• Level 2: Emerging
  I used… colors to show…
• Level 3: Developing
  The… in my artwork represents… because…
• Level 4: Expanding
  In my artwork, I used… materials to illustrate… or I used… technique to create…
  
• Level 5/6: Bridging/Reaching
  In this piece, I used… technique because… and It supports my concept of… by… 
  

4. Sharing & Labels

Sharing artwork is scary, especially in front of the whole class and especially when you aren’t confident with speaking the same language as everyone else. Build up to sharing in front of the whole class by starting small. Allow students to select their partner or assign partners based on who you see students comfortable with. Provide labels with key vocabulary words and blank sticky notes to support communication.

Activity: Select a partner and share your artwork with them using labels.

• Level 1: Entering
  Students share their artwork with a partner using gestures and simple words. They can label their artwork with sticky notes that have pictures and basic words.
• Level 2: Emerging
  Students can share their artwork with a partner using short sentences. They label their work with sticky notes that include pictures, vocabulary words, and simple phrases.
• Level 3: Developing
  Students describe their artwork to a partner using complete sentences and labels. Encourage them to write a few sentences on sticky notes about specific elements of their work.
• Level 4: Expanding
  Students provide detailed explanations to their peers and use sticky notes to label their artwork with more complex terms and descriptions.
• Level 5/6: Bridging/Reaching
  Encourage students to engage in in-depth discussions about their artwork with peers, using sticky notes for detailed labels and explanations that reflect their advanced understanding.

5. Scaffolding

You can also scaffold support by breaking down the artist statement structure. Take sections of the artist statement and do each of them together as a class or group. Within each of the five steps below, provide prompts based on each skill level for students to expand on. Feel free to tie in other previously mentioned tips, such as word banks, labels, and sticky notes, to maximize student success.

Activity: Write an artist statement step-by-step.

1. Identify the subject matter.

• Level 1: Students match images with words.
• Level 2: My art is…
• Level 3: My artwork is about…
• Level 4: My painting captures…
• Level 5/6: The… represents…
  

2. Describe the inspiration.

• Level 1: Students select and name picture cards that illustrate their sources of inspiration. 
• Level 2: My idea is from… 
• Level 3: I was inspired by… 
• Level 4: The… inspired me because…
• Level 5/6: The… inspired me and it evokes… 
  

3. Explain the meaning.

• Level 1: My art is about…
• Level 2: My art means…
• Level 3: The… in my artwork shows…
• Level 4: The use of… in my artwork symbolizes…
• Level 5/6: The… in this piece represents… 

4. Discuss art techniques.

• Level 1: Students point to or name materials, techniques, or processes used.
• Level 2: I used… 
• Level 3: I used… to make…
• Level 4: I used… to create…
• Level 5: The use of… emphasizes…

5. Reflect on the artistic process.

• Level 1: It was easy/hard to…
• Level 2: I learned…
• Level 3: It was hard to… but I learned…
  
• Level 4: When making my artwork, I struggled with… but I learned…
• Level 5/6: Through this process, I faced challenges such as… and successes such as…

Tackling reading and writing in the art room with English Language Learners doesn’t have to be scary for anyone! Use this toolkit of strategies and prompts to best support your students at any level of language acquisition. Understanding what to expect from each WIDA level will help you manage your expectations for learning so all students can succeed. Plus, having a repertoire of ways to break down the artist statement process will benefit all budding artists. Before you know it, students will feel safe and confident to discuss, read, and write about their artwork in no time!

Discover more resources to support your English Language Learners in the art room:

1. How to Support ELL Students to Thrive in the Classroom
2. 5 Strategies to Help Your English Langauge Learners
3. Strategies to Help ELL Students (Ep. 234)
4. What You Need to Know About ELLs in the Art Room

How do you support ELL students with writing artist statements?

What are some challenges you’ve faced when helping ELL students articulate their artistic ideas?

The post How to Support English Language Learners In Writing Powerful Artist Statements 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.

Art teachers are often asked how they are incorporating reading and writing to support core content areas and boost test scores. But have you considered how the inverse is also true? Words and images are both forms of communication that are highly intertwined. Connecting literature and art can enrich the visual art experience and enhance communication skills. Integrate reading and writing to create a synergy that your students will end up appreciating and enjoying for years to come!

Encourage reading and writing in the art room with the 12 ideas below.

1. Curate a classroom library.

Set up a bookshelf in a visible and accessible space in your room. If you don’t have space, stack some books on top of a cabinet or countertop. Try to build a library that includes a variety of texts such as artist books, picture books, and poetry books. Incorporate student suggestions for types of books to include. Once you gather a large collection, rotate the books to keep things fresh.

Here are some books to add to your library:

• 6 Picture Books to Prompt an Awareness of Self and Others
• 100 Children’s Books About Diversity and Inclusion
• 70 Children’s Books About Famous Artists
• 27 Incredible Books for the High School Art Room

2. Title student artwork every time!

It’s so easy to complete an art project and move on to the next one. Before you do, take a few minutes for students to generate a title for each artwork. The first time you do this, discuss the importance of titling your artwork. This practice connects meaningful text with imagery and provides guidance on how to interpret or “read” the artwork. Along these lines, require students to sign their name on each completed piece too!

3. Write warm-ups.

Establish a routine where students start each class with a short writing activity. Writing sets the tone for the entire class period and prompts students to communicate their thoughts via words in addition to the drawing, painting, or sculpting they will do for the bulk of the period. This can be a very quick yet powerful activity that only takes a few minutes.

Here are some warm-up ideas to kickstart your students’ creative brains:

• Participate in a TAG Critique on an in-progress artwork.
• Practice calligraphy and handwriting drills.
• Respond to a prompt like, “What if…” or “Once upon a time…“
• Identify an element of art from an artwork on the board.

4. Expand on learning with haiku poetry.

Put a spin on your exit tickets by requiring students to write in haikus. Use simple prompts such as, “Share one thing you learned today” or “What is one thing you still have questions about?” This challenges students to think a little more critically and creatively about their answers. Plus, students have a surprising amount of fun reading their responses!

5. Create vocabulary posters.

Vocabulary posters are an excellent beginning-of-the-year project or a chill way to end a unit. Individually or in small groups, choose an Element or Principle to create a poster on and display it in the classroom for the year. This is a great way to introduce or review concepts and decorate your walls while you’re at it! During the year, recap learning with vocabulary posters from the latest lesson or unit. Add a hilarious twist by requiring students to use hip words such as mid, cringe, or drip.

6. Compose artist statements.

Accompany every artwork with a corresponding artist statement. This practice helps students articulate their creative processes and intentions, enhancing communication skills. No matter what writing level your students are at, there are prompts and strategies to get your students to express themselves through text. Customize artist statement activities based on specific skills or concepts you want students to focus on or how much time you can allot in a period.

7. Expose articles on up-and-coming artists and current events.

Regularly share articles on contemporary and emerging artists with your students. Spark conversations about current trends and techniques in the art world to make the subject matter more relevant and exciting. Follow the Smithsonian’s Smart News Arts & Culture or other digital art newsletters for the latest happenings!

8. Reference key texts with each project.

When introducing a new project, artwork, or artist, include any relevant texts. For instance, if students are examining Vincent van Gogh’s work, read excerpts of his letters so they can immerse themselves in his world. If students are learning about Corita Kent’s typography in Yellow Submarine, pull some news articles about the Vietnam War to provide students with cultural context. Also, share Kent’s “rules” so students can understand her creative process. Including a short artist quote can help immensely with exposure and interest!

9. Bring pamphlets from art museums into your classroom.

There are tons of virtual museums and digital museum activities but there is something special about tangible, tactile resources. The next time you visit an art museum, grab a bunch of complimentary pamphlets to bring back to your classroom. Use them to learn about artists, art movements, or museum collections. Stop by the front desk and ask for educational resources. Many museums have an education department or classroom and many free student activities, posters, and worksheets!

10. Dedicate a spot on the board to share what you are currently reading.

Dedicate a section of your classroom board to share what you’re reading. This simple act models a love for reading and can spark curiosity and conversation with your students about literature. This can also help create connections through shared interests.

11. Share books that are works of art.

Books don’t just have to be about art—they can be the art! Some books are beautifully designed or illustrated. Discuss the role of graphic designers, illustrators, and comic artists to show the intersection of visual art and storytelling. Introduce artists’ books and altered books and how they challenge the notion of what a traditional book is. For more resources on how to do this, watch the Sequential Book Arts Pack in PRO Learning. Then, take students on an in-school field trip to the library where they search for books they believe are works of art.

12. Invite the English teacher to collaborate.

Collaborate with the English or Language Arts teacher to create interdisciplinary projects that blend literature and art. There are so many historical movements and genres that merge these two disciplines. For high schoolers reading The Great Gatsby, show the Art Deco movement to help students visualize the time period they are reading about. Reinforce storytelling and narrative concepts by creating illustrations for poems or short stories covered in English class. Collaboration is a way to lighten your workload, create valuable connections with other colleagues, and showcase how everything in our world is interconnected.

Reading and writing aren’t just for core classes! Bringing text into the art curriculum will enhance the visual art experience and create deeper meaning. Students will begin to see reading and writing as essential tools in their creative toolkit to help them better communicate and comprehend ideas, stories, and messages. Plus, you have a huge opportunity to inspire a lifelong love of literature and art in your students. Implement the strategies above to bridge the gap between words and images in simple, meaningful, and fun ways this year!

How have you seen literature benefit your student artists?

What books inspire your artwork?

Where in your daily teaching practice do you incorporate reading and writing?

The post Encourage Students to Read, Write, Create: How to Bring Literature Into the Art Classroom appeared first on The Art of Education University.

Save the prompt list below to empower your students with Mini Masterpieces this school year! 

Take the guesswork out of creating new prompts for the start of the year and download our list of Mini Masterpieces daily prompts! This resource has open-ended prompts appropriate for all ages designed to ignite your student artists’ imagination. Use a prompt daily or weekly to guide the exploration of various techniques, art materials, and personal voice. 

Download Now!

1. Learn new techniques with open-ended prompts.

Mini Masterpieces are a perfect way for students to explore new techniques without the pressure of working large. Use sticky notes or cut scrap paper to a similar size. The small size encourages students to focus on practicing specific skills like hatching or collage without feeling overwhelmed.

2. Experiment using different art mediums with low risk and high reward.

A low-stakes environment allows for exploration and discovery. Use this project to test new or unfamiliar materials such as mixed media and embroidery. See if your students are interested in a new art form before investing in a large quantity of supplies. Plus, there is less waste when working small!

3. Alter prompts for cross-curricular collaboration.

Harness the Mini Masterpiece prompt list to meet the needs of your students and curriculum. For instance, prompts related to other subjects can offer an opportunity for cross-collaboration. For the prompt, Pollinator, you can connect with the biology teacher to create deeper connections. 

4. Utilize leftover and scrap resources to promote innovation.

Mini Masterpieces are perfect for using up leftover and scrap materials. Encourage students to repurpose old magazines, fabric swatches, discarded student work, used packaging, or leftover paint. This promotes sustainability and sparks innovation as students find new ways to incorporate these materials into their mini-artworks. It teaches them the value of resourcefulness and how to make art without the need for fancy supplies. 

5. Explore process and synthesis of materials using simple themes. 

This project can potentially evolve into a pathway for students to explore process and synthesis in their work—a valuable skill needed for AP Art portfolios! For instance, Chris Hodge used the prompt Bloom to create a mixed-media sun print using watercolor. The sun-printed physical flowers synthesize the idea of flowers blooming.

6. Support differentiation and a diverse range of student needs. 

The project’s small size and flexible nature accommodate various skill levels and artistic preferences. Within each prompt, there are lots of avenues students can explore too! For the Fashion prompt, intro students can draw a t-shirt design while advanced students can include some figure drawing. They can also draw a treasured article of clothing or use their favorite colors to allow for personalized expression. This flexibility ensures that every student can participate meaningfully, regardless of their artistic background or ability. 

7. Promote reflection in the artistic process. 

After completing each piece, students can analyze what worked well, reflect on their challenges, and discover how they may improve in future works. This reflection fosters critical thinking and helps them understand their creative development over time. Use visual journals or artist statements to record reflections and document evidence of progress and process. 

8. Cultivate a growth mindset by fostering resilience, endurance, and discovery.

The daily practice of creating mini-sized artworks helps students build resilience and endurance in their creative practices. The small scale encourages risk-taking and learning from mistakes, ultimately promoting a growth mindset. By frequently creating on a small scale, students develop a routine that reinforces their skills and fosters continual improvement. 

9. Encourage literacy through storytelling. 

Each mini masterpiece can be a storytelling tool, allowing students to visually convey narratives, emotions, and ideas. For instance, encourage students to add backgrounds or environments to their pieces to add context clues for the viewer. To add a literary element, have students create poems or short stories from their finished masterpieces. 

10. Create a portfolio of artworks for assessment.

By consistently working on prompts each day, students have the opportunity to create a diverse portfolio that showcases a variety of skills and ideas. The body of work also serves as a comprehensive view of their progress which is ideal for reflection and assessment. Collect student work in a mini sketchbook or portfolio to keep track of big growth!

If you missed Mini Masterpieces over the summer, it’s never too late to join in the fun! Use it as a tool to engage in your own creative practice to keep your artistic skills and mindset sharp. Bring it into the classroom for your students to introduce new techniques and inspire creativity. Highlight completed mini masterpieces to prompt reflection and generate fresh ideas. Better yet, create a tiny art gallery to show off student work in your school or end-of-year art show. Don’t forget to share new mini masterpieces on Instagram using the hashtag #aoeuminis and tag @theartofed, Chris Hodge, and Nylah Khan.  We’re so excited to see what you and your students make to kick off the new school year!

What’s one innovative way you want to incorporate Mini Masterpieces in your art room this year?

What prompt did you have the most fun creating?

The post 10 Ways to Empower Your Students in Big Ways with Mini Masterpieces appeared first on The Art of Education University.

Get your students to redefine art on day one through a powerful discussion with the activity and prompts below.

Come with an open mind.

Art is a universal language with many mediums from painting to sculpture to so much more. But what medium goes too far and is outside of the bounds of art? For example, if a mechanic is an artist, is the car their artwork? One of the beautiful things about art is that it’s very subjective. Keep an open mind so your students’ minds stay open, too! Showing you’re excited to hear their ideas and thoughts will encourage them to take more risks and feel safe contributing. Plus, you never know—you may discover something you’ve never thought of yourself!

Compile a variety of artists and artworks.

Gather a large variety of images to challenge students’ notions and the societal norm of “what art is.” Include famous artworks they probably have seen in pop culture or other classes like Vincent van Gogh or Edvard Munch, more post-modern and contemporary pieces like Marina Abramović, architectural marvels, a breadth of media, and more. If you’re feeling brave, you can even include a photo of something you’ve made so that students can get to know you! Be mindful of students’ prior knowledge and backgrounds and strive to include images that will resonate with as many students as possible.

Here are some images to include to prompt deeper discussion:

• New shoe designs
• Fashion trends
• Performance art
• Cars
• Props from popular shows
• Graphic design
• Household items
• Books
• Interior design
• Movie stills
• Engineering and architecture
• Comics
• Trash

Set up the discussion as a game.

A powerful discussion about what art is is probably more enticing to us than to students. Make the experience fun and game-like by playing for a prize, playing in teams, or having a neat buzzer they can push when they have an answer to contribute. Making it a game can relieve any pressure and allow students to team build. You can even ask them if this game is art because you created it and they are interacting with it!

Establish guidelines.

Begin by acknowledging each student’s diverse perspectives in the classroom. Highlight that every opinion matters and follow through by affirming contributions during the activity to establish a foundation of trust and openness. There is no right or wrong answer! Write this note on the whiteboard as a friendly reminder for all.

As the discussion progresses, encourage students to let their curiosity guide them. If a particular piece of art or topic interests the students, take time to talk about it more deeply or research it together as a class. This flexibility intellectually stimulates the debate and helps build a strong class culture early in the semester.

Provide a foundational definition of art.

Start by sharing Webster’s definition of art which states, “Art is the expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture, producing works to be appreciated primarily for their beauty or emotional power.” This is a pretty lengthy definition, so it can be helpful to break it down into more manageable words or phrases.

Foster deeper thinking by expanding on student responses.

The first days of school can be daunting and trying to get students to talk in front of their peers can be even more so! It can help to have questions on hand to get thoughts flowing and prompt conversation.

Use the following questions to help students elaborate:

• What do you feel when you look at this piece?
• What story is this telling?
• How was this created?
• Did someone make this, find this, or design this?
• Can everyday objects be art? Why or why not?
• Do you think this is beautiful? How?
• Does this provoke thought? What does it make you wonder?
• Is this useful?
• How does this piece compare to something you consider art?
• If you don’t think this is art, what would you add or change to make it art?
• How does this challenge your view of what art can be?

As you facilitate this activity, there are many ways to keep the dialogue going beyond the first day!

Here are our essential tips for a successful open-ended discussion:

• Remember that you matter.
  When you are passionate and knowledgeable about the artists and artworks you discuss, your excitement will become contagious. Choose artists that resonate with you so your interest will be genuine and students can learn a little bit about you.
• Map meaning.
  As the discussion progresses, take notes on the board. This visual mapping helps solidify the concepts discussed and shows that you value all contributions. For example, if a student says a sneaker is art because of its color, write “color” on the board.
• Take notes on a seating chart.
  As students talk, jot down notes about each student’s interests so you can remember and get to know them!
• Include silent students.
  Many students may not feel comfortable participating verbally. This doesn’t necessarily mean they don’t care or don’t have opinions. Allow students to write or type their opinions for you to read aloud. Provide color-coded cards or signs for students to hold to signify their answers. For example, green cards can represent they believe the image is art and red cards can represent that it’s not art.
• Wrap up strong.
  End by reinforcing that art has no right or wrong answers. Emphasize that the Elements of Art are like the ingredients that go into cooking a dish. There are guidelines, called the Principles of Design, that are like the instructions in a recipe. However, true chefs eventually move from following a recipe to making their own culinary creations! This openness and flexibility are what make art diverse and fascinating.
• Do exit tickets.
  Provide a few minutes for students to reflect on the conversations and activity. Students will write their definition art. These are fun to keep and compare with their future end-of-year definitions!

As art educators, we have the privilege and responsibility to open our students’ minds to the boundless possibilities of creativity. Engaging in discussions about what constitutes art can help students appreciate art and artmaking for years to come. It also encourages students to think critically, express themselves, ask questions, and feel valued. This activity will help build strong connections, cultivate a vibrant classroom climate, and celebrate creativity in all its forms! Embrace this opportunity on day one to redefine art with students and inspire them to see the world through a bigger lens.

What is your definition of art?

Share how you get students excited about art on the first day!

The post How to Engage Students on Day One by Redefining Art appeared first on The Art of Education University.

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.

With standardized and portfolio testing over, the countdown to the end of the year has begun! We all know that this last stretch of the school year can be a challenge to keep students engaged, especially in specialized courses like photography. We’ve come to your rescue with plenty of one-day activities perfect for this time of year and your budding photographers. Better yet, these photography lessons require little prep and minimal supplies. Even if you don’t have a set of cameras in your classroom, these activities are still achievable using cell phones or tablets. 

Keep reading for one-day photography activities to get your students to stay focused until the end of the year!

1. 36 Exposures

Recommended for: High School 

Combine the limitations of 35mm film photography with the convenience of digital photography. The 36 Exposures activity involves not looking at the images until students capture all 36. This exercise mimics shooting a roll of film by waiting to see the results until the end. This practice encourages students to frame their compositions with more intention and thought. If you have access to DSLR cameras, the activity challenges students to use aperture, shutter speed, and ISO to shoot correct exposures. Direct students to take all 36 exposures in one location or within a specific duration. The best part is seeing how many successful images students shoot from the session!

2. Abstract Forms

Recommended for: Middle and High School 

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

Focus on the Elements and Principles and get students to creatively look at everyday objects with this activity. Encourage students to play with found objects and lighting. If you have macro lens clips for cell phones, this will prompt students to more closely consider each object’s texture. The work of Liz Deschenes is a beautiful example of abstract forms in photography.

3. Abstract Paper Challenge

Recommended for: Middle and High School 

Dive into the world of abstract art even further using only paper. The challenge is to make paper not look like paper. This unique activity encourages innovation and experimentation with limited materials such as paper, tape, light, and a camera. Students have the most success when they manipulate the paper’s surface by folding, crumpling, or taping the paper. Use side lighting to enhance textures and add dramatic effect. These tips create visually interesting surfaces and compositions! For additional ways to manipulate paper, check out the 5 Cut Paper Collage Techniques resource in FLEX Curriculum.

4. One Lens

Recommended for: Elementary, Middle, and High School 

Challenge students to explore photography with a minimalist approach using only a single lens or focal length. By focusing solely on composition and framing, this activity pushes students to get active and walk closer or farther away to zoom in and out of their compositions. Using one lens also prompts students to see the world through a specific viewpoint.

5. From Where I Stand

Recommended for: Elementary, Middle, and High School 

Explore perspective and composition in photography with this idea. Students will photograph a series of pictures from only one spot. They can turn around and shoot at various angles but not leave their place. This forces students to get creative with unique vantage points as they lean, crouch, and bend. Add a surprise factor by telling the students where they will stand. 

6. Story Roulette

Recommended for: High School

Incorporate writing into your photography lessons with Story Roulette. Have students write one-sentence stories or six-word memoirs. Use these as student-generated final photography prompts that emphasize visual storytelling. Students can create one photograph that captures the essence of their story or shoot a series of photos in a narrative form. To add the element of chance to the activity, students can pick their prompt from a hat. 

7. Famous Artwork Recreation

Recommended for: Middle and High School 

Who better to find inspiration than the masters? Recreating famous artworks and photographs is a perfect way for students to study fine details such as composition, lighting, and style. Provide students with a collection of famous artworks to choose from. This also challenges students to learn about outfits and objects from certain time periods and cultures and find similar ones to include in their final piece. 

8. One Object Challenge

Recommended for: Elementary, Middle, and High School 

Find beauty in the mundane with the One Object Challenge. Many of us don’t have the luxury of expensive props or beautiful scenery within the confines of the art room. This activity requires students to find exciting ways to photograph something they see every day. It also helps students understand how photographers can make objects look more interesting than they appear.

9. What’s In My Bag

Recommended for: Middle and High School 

Use flat-lay photography to create non-traditional self-portraits using items from student’s bags. This activity works well for students who want to explore identity without using their faces. The contents of their bags represent a symbolic view of their personalities and interests. The completed flat-lay photographs become a visual narrative of who the students are. A fun extension is for students to guess whose portrait belongs to whom within the classroom. 

10. ROYGBIV Series

Recommended for: Elementary, Middle, and High School 

Explore color and composition by creating photographs inspired by the colors of the rainbow: red, orange, yellow, green, blue, indigo, and violet. Students can find those specific colors to photograph or use color symbolically to convey stories and emotions. For instance, a student can photograph red rose petals or an angry portrait using red lighting for the color red. To extend this lesson, create a color wheel using the final images!

From exploring abstract forms, compositions of the masters, or faceless self-portraits, these activities will energize your students to create art! Having a handful of one-day photography lessons at your fingertips is perfect for your end-of-the-year arsenal. These quick and enjoyable activities keep students excited to create, all while requiring minimal preparation and supplies. Plus, these activities reinforce knowledge and skills with minimal pressure. Capture the freedom and creativity the last few weeks of school will bring! 

Check out the resources below for more ways to incorporate photography into your art room:

• Strategies for Teaching Photography (Ep. 231) 
• Ask the Experts, Episode One: Photography
• 3 Refreshing Ways to Bring Photography Into Any Art Class
• Studio: Photography

What’s your favorite way to bring photography to your students?

How do you keep photography students engaged at the end of the year? 

The post 10 One-Day Photography Activities to Keep Students “Focused” Until the End of the Year appeared first on The Art of Education University.

As the school year winds down, keeping students engaged can be a challenge. The natural instinct is to keep things simple with one-day “make and take” projects for those shorter attention spans. However, consider going the other way! A collaborative, large-scale paper mache project could be the perfect way to close out your year. Keep reading to see how you can clean out your closet, use up leftover art supplies, and create a school community installation that will last for years to come!

Take on a big project to make your job easier.

It may seem counterintuitive, but one big project can be easier than several smaller projects. Plus, working collaboratively helps everyone achieve something great with less work and more fun.

Let’s look at the benefits of doing a large, collaborative project at the end of the school year:

• Strengthens your community of artists.
• Demonstrates to administrators and students that you remain engaged.
• Uses up scrap cardboard and miscellaneous materials.
• Gets students excited to come to art class and see the latest developments in the project.
• Saves time on prep and planning so you can tackle grading, generate next year’s supply order, and catch your breath!
• Sets you up for success in the fall with classroom or school decor made and ready to hang.

Break down a big project into small, manageable pieces.

At first, building a giant sculpture or collection of sculptures can feel overwhelming. As with all projects, the first step of choosing what to make can often be the hardest. Consider making a representation of your school’s mascot or pull subjects from major units throughout the year to activate prior learning. If you need more grand ideas to inspire your students and proactively decorate your room for the fall, construct giant art supplies and introduce Andy Warhol or Claes Oldenburg.

Regardless of the subject, follow these steps for success with your paper mache project:

1. Brainstorm as a class to determine your subject matter.
2. Gather materials such as scraps of cardboard, paper, newspaper, tape, and glue. Your students may surprise you with what they decide to upcycle!
3. Sketch the final sculpture so everyone can work toward the same goal.
4. Build an armature out of cardboard, wire, or thin scrap wood.
5. Cover the form in paper mache.
6. Paint and/or glue found objects, fabric, and collage materials to add more details.
7. Display the finished work for students to enjoy now and see when they come back in the fall!

Try these tips to get maximum results with minimal work.

One way to streamline the process is to have all of your classes work on the same project. Every class can simply build off the work of the class before them—like an art relay. This will speed up production and save you the hassle of clean-up and storage between classes. If one gigantic project seems unwieldy, try making a Pop Art collection. Show students works by Andy Warhol or Claes Oldenburg for inspiration and make one sculpture per table. Save yourself time and prep work by using the Exploring Pop Art Collection in FLEX Curriculum. It has lesson plans and student-friendly artist bios, videos, and assessments ready to go.

Try these tips to smooth out the paper mache process:

• Dump the glue from old clogged and nearly empty glue bottles into a bucket and then add water for a 50/50 mix.
• Crumple and twist your school’s butcher/bulletin board paper as an alternative to cardboard for an armature.
• Use different colors for each layer of paper mache so you can easily see what areas still need covering.
• Rip smaller pieces to wrap curvy, organic forms.
• Dip, then wipe using the classic “scissor fingers” technique (below) to remove excess glue.
• Allow students to choose tasks according to their preferences, if possible. For instance, some students love the sensory experience of glue-covered hands.
• Place paper as a drop cloth to protect the table or floor from inevitable glue drips.
• Recycle paper drop cloths at the end of the day as more paper mache paper!
• Consider opportunities for students to have meaningful input. For example, each student can decorate a scale on a large dragon or design a custom brick for a huge castle.

A collaborative paper mache sculpture is a rewarding way to use up leftover materials, strengthen student bonds, and create a lasting installation to promote school spirit. Transform your classroom into a fun collaborative art studio and end the year on a high note. Just because a project is large-scale, does not mean it needs to be cumbersome to manage. Break the project down into smaller steps and use the pro tips above to streamline the process. Your next massive paper mache installation will provide you and your artists with smooth sailing to summer break!

What huge paper mache installation would transform your space?

How do you keep your students inspired during the final weeks of school?

The post Go Big Before Going Home: Finish the Year with a Collaborative Paper Mache Sculpture appeared first on The Art of Education University.

Check out the five art activities below to unwind after the stress of testing and portfolio submissions!

1. Collaborative Contour Line Portraits on Butcher Paper

Contour line partner drawings are a fun opportunity for your students to loosen up with markmaking. This provides a change of pace in drawing compared to their intricate, time-consuming portfolio pieces. Harness the relationships and community students built in your art room by challenging them to unwind, work together, and incorporate movement. 

Students will have so much fun drawing their peers in a low-pressure environment with contour lines using these steps:

1. Lay a long piece of butcher paper down.
2. Pair students so they are sitting across from each other with the butcher paper in between them.
3. Draw the student across from them for 1-2 minutes.
4. Rotate students.
5. Repeat until contour portraits fill the butcher paper; encourage overlapping!
6. Cut up the butcher paper into smaller sections for each student to work back into. 

The cut sections of contour drawings are ideal for students to add their creative spin with color or additional details. Prompt students to use varied contour lines like blind, modified, and continuous contour to review and reinforce their markmaking knowledge.

2. Paint Your Classmate

Take a fun spin from the popular social media trend where couples paint their spouses. While this option is more challenging than contour drawings, encourage students to not take this activity too seriously. Remind them often to have fun and enjoy the process! Paint Your Classmate offers potentially burned-out students space to create art purely for fun. Use table easels or prop canvases against a stack of books so partners can’t see the completed piece until the end. There are many ways to pair students like student choice, prior skills and knowledge, skill level, or at random! 

3. Artist Accordion Books

Accordion fold books are one of the easiest to make. They can consist of one long single sheet of paper or smaller sheets combined in a zigzag pattern. Making artist books at the end of the year is an excellent opportunity for students to develop a series of mini-artworks with art mediums they love. A collection of paper scraps is perfect for accordion books! Not only are artist books fun for students to create, but they are also great as summative assessments at the end of the year. 

In addition, accordion books work well to review color theory or the Elements and Principles, illustrate narratives, or create collaborative drawings. For instance, students can do a round-robin exchange of drawings on each page. Connect today to discover How to Create An Accordion Fold Book and Accordion Haiku Books in FLEX Curriculum.

4. Appropriation Art Collage

Use pictures from magazines, newspapers, or printed stock images to create appropriation art collages. This activity requires students to think critically about transforming and reimagining existing images. Students must decipher the original meaning and context, decide what their new concept will be, and then implement design choices to communicate their message. Collaging allows students to experiment with composition, texture, and color—no drawing skills required. Found imagery also can provide immediate gratification. Take the collages to the next level and incorporate mixed media such as gel pens and acrylic paint markers to draw or add accents. 

5. Photocopy Flyer Collages

Inspired by the 1970s and 80s scene of vintage posters and flyers, this activity combines graphic design, appropriation, and collage to create punk-inspired imagery. Students use existing images but combine them with typography and lettering to communicate a message. For punk flyer examples, check out this vast collection for ideas. Provide students with themes or prompts to generate ideas for their flyers. Create flyers for past events, future events, or even invented ones! Don’t forget to remind students to leave a small border around the edge of their paper. When photocopying the finished collages, the copy machine won’t print to the edge of a sheet of paper. 

The end of the school year is an ideal time to engage in enjoyable, low-pressure art activities such as creating artist books, collaborative partner drawings, and mixed media collages. It’s the perfect chance to use up leftover materials and observe the skills your students acquired throughout the year. Join your students in artmaking because you deserve unwinding too. Try an activity above for a fun way to relax, make art without pressure, and remind everyone why they love art! 

What’s your favorite post-testing art activity? 

How do you celebrate submitted portfolios with your students?

The post 5 Art Activities to Unwind After Testing and Portfolio Submissions  appeared first on The Art of Education University.