We often teach our students that they can send powerful messages through their artwork. What if your students took this one step further to use their art to directly impact their community and the environment? Empower your students to use their art beyond self-expression and harness it as a tool to raise awareness and inspire action! Introduce environmentalism and visual activism to make real-world applications that are sure to hook students and transform them into changemakers.

Give back to the environment with two visual activism strategies and discover three fascinating artists leading the charge!

Strategy 1: Embrace sustainable art practices with recycled materials.

Upcycling and sustainability in the art room begin with the materials students use. It encourages students to think critically about waste and budget and think creatively about material manipulation and transformation. This focus reinforces to students that their artistic decisions can have a positive environmental impact and further enhance their art’s message. 

Provide structure and support with the U.N.’s Sustainable Development Goals (SDGs). These goals offer a framework for addressing environmental challenges. For example, Goal 12: Responsible Consumption and Production encourages reducing waste and using resources wisely. It would be a great tie-in to a paper-making lesson using scrap papers. Incorporate the SDGs into your curriculum to make your lessons more impactful, expose students to new connections, and create cross-curricular activities. 

Check out the following three resources for ideas to embrace sustainability in your art curriculum:

1. Zero Budget Art Room
2. How to Embrace Limitations to Tap Into Creativity With Your Students
3. 12 Ways to Be Environmentally Conscious in the Art Room

Strategy 2: Design thematic projects to explore environmental issues and tap into students’ interests.

Introduce environmental issues in student artwork through the use of themes. Break down big topics into easier-to-digest themes for students to select from. For younger students, focus on simple concepts that they encounter every day, like recycling. For middle school students, introduce more complex initiatives like climate change or deforestation. For older students, allow more abstract issues, such as resource depletion or environmental justice.

Garner support from teachers in other content areas to enhance the depth of each project and reinforce the interconnectedness of learning. Another way to gain support and inspire students is to bring in guest speakers who are environmental scientists, local activists, or community leaders. Facilitate guided research from multiple perspectives so students can learn more about their topic. This is a great opportunity to discuss strong research skills and how to be a responsible digital citizen.

Once students have information on their topic, it’s time to brainstorm! Reflect on what stance they want to take within their topic and what they want to prompt the viewer to do. Sketch ideas that convey their messaging and consider how upcycling and sustainability in specific materials can detract from or support their idea. Show them the artists below to highlight what other artists are doing in the field and get them to think outside of the box before diving into their final creations.

Discover three environmental artists sparking change!

Note: Artists are arranged in alphabetical order by their last name. Peruse the links below and consider how these artists and works fit into your district and curriculum parameters to determine if they are a good fit and appropriate to share with your students.

1. Mel Chin

Mel Chin’s Revival Field explores bioremediation, which uses plants to remove toxins from contaminated soil. His work, using plants to heal the earth, focuses on overlooked communities that suffer the most from environmental harm. Chin’s work is a model for how art can show an audience a solution to a real-world problem. 

Classroom Application:

Create seed bombs to take this concept to your students and their neighborhoods. Seed bombs are small balls of soil with seeds that you throw into underutilized spaces to promote plant growth. Students can create two seed bombs each—one to keep and plant themselves and one to donate. Gift the second seed bomb to a local community clean-up initiative. This allows students to help with re-greening efforts in their community. 

2. Olafur Eliasson

In Ice Watch, Olafur Eliasson moved ice from Greenland’s glaciers to city centers. It made climate change a real experience that people had to face every day. His work turns environmental data into a physical, interactive display that you cannot ignore. It forces people to confront the impact of climate change and take action.

Classroom Application:

Make a stop-motion animation that documents a natural process of change, like an ice cube melting or organic material decaying. Students will photograph the gradual transformation from the same spot, visually tracking each stage as it unfolds. The more sequential photos they take, the smoother and more fluid their animation will be. Use a stop motion app or simple slideshow presentation to arrange them in order. This activity challenges students to think critically about how small, incremental changes can accumulate over time.

3. Maya Lin

Maya Lin’s What is Missing? is an environmental memorial that highlights biodiversity loss and climate change. Through art, science, and data, she raises awareness of species and ecosystems at risk. Lin’s work highlights the damage happening to the environment right now. It reminds us of loss and why we should push for a more sustainable future.

Classroom Application:

Design postcards to raise awareness about an endangered species or ecosystem. Students research their subject matter and draw it on the front of the postcard. Students write a short advocacy message about the importance of their issue with one way the recipient can help. Students mail the postcard to a friend or family member to spread awareness to someone they love and advocate for action. Use the Postcard in Earth Biomes Lesson in FLEX Curriculum for a full list of supplies, standards, objectives, and step-by-step instructions.

Art has the power to not only raise awareness but to drive real change. By incorporating eco-friendly themes and practices in your art room, you empower students to make a difference. Show students how to use their creativity in upcycling materials with sustainability in mind. Embrace environmental themes to practice solid research and communication skills. Introduce the three artists above to broaden students’ horizons with what’s possible with visual activism and how professionals are sparking change. Mobilize your art curriculum so your students will make a positive impact on the environment for years to come!  

How do you incorporate sustainable practices in your art room? 

Who is your favorite visual activist to share with students?

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

The post Make an Impact: Helpful Environmental Service Learning Ideas in the Art Room appeared first on The Art of Education University.

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.

Artificial intelligence (AI) has emerged as a powerful tool for creativity and education, revolutionizing the way we approach both artistic expression and learning. You can use AI tools to make your job easier and enhance learning for students, but good results require good prompts. Prompt engineering is the art of crafting precise instructions to guide AI’s output. Much like a skilled teacher guiding a student, effective prompt engineering involves providing clear context, setting specific constraints, and iteratively refining instructions to achieve the desired outcome.

Engineer prompts and wield AI tools like a pro with the ideas below.

What is prompt engineering?

In the realm of visual art, AI is the ability of computer systems to mimic human creative processes. This can involve generating text, images, sounds, and more. A crucial aspect of working with AI art tools is prompt engineering, which involves crafting precise written prompts to guide AI’s output. Much like instructing a student, a well-crafted prompt can inspire AI to generate specific styles, subjects, or emotions, while vague prompts may lead to unpredictable results. A strong prompt will provide clear context, constraints, and objectives.

Consider these two different prompt examples:

1. Vague: Give me ideas to improve observational drawing skills.
2. Specific: Act as an experienced art teacher. You are working with a group of third and fourth-grade students seeking to improve their observational drawing skills. Give ten different activity ideas to help students improve. Each activity should focus on just one or two elements of art so students can prioritize specific skills to target. Include ideas for differentiation.

Provide context for more relevant results.

Context is key when it comes to crafting effective AI prompts for art. The more information you provide, the more likely AI will generate content that is appropriate, challenging, engaging, and relevant to your curriculum and students. Plus, it can help AI make connections and suggest activities you may not have considered!

For example, if you’re asking AI to generate questions for your students, it will need to know a lot of information. You can enter the following excerpt: You’re an experienced art teacher. You are doing an in-class review game with key ceramic terms around the stages and kinds of clay. Write the questions at a 9-10th grade level and include a mix of multiple-choice and fill-in-the-blank. 

Set constraints.

Setting constraints for AI tools is a crucial step in ensuring the generated content aligns with educational goals and safety standards. For art teachers, this could involve specifying the source material for AI to reference. Try limiting image searches to reputable museum websites or educational platforms. This ensures that AI is pulling from reliable and curated sources and will decrease the likelihood of inappropriate or inaccurate content.

When looking up artists and artwork, you can set constraints to specify the style, medium, culture, and time period. Consider the age and skill levels of your students and then set grade-level or scope and sequence constraints. By carefully defining these boundaries, you can harness the power of AI while maintaining control over the learning experience and ensuring a safe and productive environment for students.

Teach to AI as if it were a student. 

When you present a lesson to your students, you provide them with clearly defined criteria for success. That is also a great practice for working with AI! Take the same approach and explicitly state what you want the AI tool to create so it can compile its best results. Remember that AI is a tool and only as good as the user’s skill, intelligence, and approach.

If you told a student to simply “paint a landscape,” you would probably get a flat painting with minimal detail. If you wanted your students to create a successful landscape, you would provide criteria such as including a background, middleground, and foreground, atmospheric or linear perspective, specific color schemes, and smooth gradations. Along similar lines, telling AI to “generate an image” will likely result in some strange pictures as it “guesses” to fill in the blanks. 

Approach AI with a growth mindset.

Remember, AI tools are young learners and still have a lot of room to grow. If the first output isn’t exactly what you envisioned, don’t give up. Most AI tools offer options to refine and iterate, much like providing constructive feedback to students. You can request longer or shorter responses, tweak the tone, or simply generate more results based on your original prompt. 

Even a simple edit to your prompt can make a significant difference! Think of each iteration as a learning opportunity for both you and AI. With each interaction, AI learns from your feedback and will gradually improve its ability to understand your needs. So, embrace the power of “yet” and keep experimenting!

For instance, after using AI to generate art activity ideas, ask it to create memorable phrases of key ideas. AI will remember the context and information from the previous prompt, so your added prompt can be shorter. Try: Give me a short phrase to tell students with each activity to help them focus and remember key concepts. The phrase should be clear and use kid-friendly language.

If you’re curious about integrating AI and want to learn more, check out AI in Art Education. This graduate course provides practical strategies to develop communication, creativity, and critical thinking in a tech-evolving landscape.

AI is a powerful tool you can mobilize with prompt engineering. AI can assist in everything from compiling engaging lesson ideas to providing personalized feedback. AI tools cannot replace your expertise, but they can serve as a great personal assistant. AI can also help you to refine your ideas or consider new perspectives. Just like you would teach and approach a student, make sure AI understands your situation and goals by providing context, constraints, and criteria for optimal success. Give it a try and see what you and AI can accomplish together in your next art lesson!

What AI prompts give you great results?

What problems do you wish AI tools could solve for you?

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

The post How to Train Your Robot: AI Prompt Engineering for Art Teachers 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.

Crafts and fine art both represent forms of visual creativity and each has a place in the art room. But have you ever slowed down to reflect on what the line between crafts and fine art is? It helps to understand not only what you teach, but why you teach it. When you can communicate and harness the why, you are a stronger and more reflective educator.

Let’s dive into how crafts and fine art can represent two approaches in the art room:

1. Crafts
   These pieces usually involve creating items by hand or following specific patterns or instructions. Historically, crafts required skilled trade workers to produce. These items can include weaving, pottery, embroidery, and beading. Additionally, crafts are decorative arts that include functional items like baskets or ceramics. 
2. Fine Art
   These pieces focus on artistic expression and conceptual exploration. While function is important, fine art prioritizes aesthetic value and the artist’s intent. Traditionally, fine art includes painting, drawing, sculpture, photography, and printmaking. 

Explore how to balance crafts and fine art in the art room so you can have the best of both!

A crafts-based approach in a K-12 art room will look slightly different from the metalsmiths and sculptors in the 1400s. Crafts in the elementary art room can look like paper bag hand puppets, pinch pot monsters, or paper woven placemats. Crafts in the secondary art room can look like slab mugs, macrame bracelets, or paper beads. Students love to get crafty and make items with their hands that they can use or wear! Let’s discuss how a curricular approach that heavily leans on crafts will impact your students learning and artmaking. 

Check out the positives of bringing crafts into the art room:

• Accessible and Inclusive
  Crafts are generally accessible to students of all skill levels. They use simple materials and techniques, making participation easy for everyone. This inclusivity encourages all students to engage without the fear of failing creatively. Crafts are perfect for new art teachers who need projects with clear steps and a final product. 
• Skill Development
  Working on crafts develops fine motor skills, hand-eye coordination, craftsmanship, and spatial awareness. These foundational, practical skills support future art projects and everyday tasks.
• Instant Gratification
  Some crafts quickly produce a final piece. This immediate feedback boosts students’ confidence and motivation, reinforcing their interest in art. Crafts are ideal when you need a one-day project.
• Functional
  Many crafts have practical uses. This functionality helps students see the real-world relevance of art in everyday life, making the learning experience more meaningful. Plus, students love to use the items they make in art class when they go home!

Here are some considerations when incorporating crafts in the art room:

• Artistic Expression
  Craft projects often need students to follow specific instructions to achieve a set outcome. This focus on copying can limit creativity and critical thinking, as students have less opportunity to explore their own ideas.
• Conceptual Depth
  Crafts often focus on product and function over conceptual exploration. Students may be less likely to engage with deeper artistic themes.
• Budget
  Some crafting materials are expensive and may be hard to obtain. Buying quality fibers, looms, and clay can get pricey fast.

Fine arts in the art room traditionally include mediums such as painting, drawing, sculpture, photography, and printmaking. Fine art usually prioritizes the artist’s expression and focuses on aesthetics over functionality. Students feel empowered when they master technical skills and discover their artistic voice! Let’s explore some factors to think about when focusing on a fine arts approach.

Let’s review the benefits of creating fine art: 

• Critical Thinking and Problem-Solving
  Fine art can encourage students to investigate complex social, cultural, and philosophical issues. They can also experiment with how different techniques can enhance their intent. 
• Self-Expression and Individuality
  Once students master specific techniques and nurture a foundational understanding of art history, students are free to develop their own artistic style.
  
• Conceptual Exploration
  Students are often able to select their subject matter, allowing them to delve into deeper themes and ideas. They can express their thoughts, emotions, and identities. 
• Affordability
  The basic art supplies to draw are paper and a pencil!

Reflect on these ideas about fine art:

• Technical Complexity
  Fine art often requires advanced technical skills and specific materials like oil paint or alcohol markers. This can be frustrating for younger or less experienced students. 
• Time Intensive
  Artwork high in technical complexity can take a long time to complete, especially since it may not be as hands-on or tactile as a crafts project. Some AP or IB art students’ projects take weeks or months to be fully resolved! This can be a challenge within the time constraints of a typical school bell schedule.
  
• Evaluation Bias
  It can be tricky to assess conceptual artwork because of its subjective nature. Establishing rubrics with clear requirements that still encourage creative freedom is key.

How can I navigate a healthy balance of crafts and fine art in the curriculum?

Who says you have to choose just one approach? Introduce both crafts and fine art to your students so they are well-rounded and get a fuller, richer artmaking experience. Integrating craft techniques and materials can open a whole new world of possibilities for your students who only thought art was painting and drawing. Leaning into fine arts will hone conceptual thinking and artistic voice.

Show these four artists who mastered the balance between both approaches to elevate craft to fine art:

1. Nick Cave
   Nick Cave combines crafting techniques such as sewing and beading with found objects and textiles to create wearable sculptures. His “Soundsuits” are performances and installations that symbolize identity, transformation, and social commentary.
2. Yayoi Kusama
   Yayoi Kusama creates soft sculptures and textile works in her iconic conceptual installations. Her repetitive use of sewing and crocheting explores themes of infinity, obsession, and identity. 
3. Ruth Asawa
   Ruth Asawa’s intricate wire sculptures explore the interplay of form, light, and space in mesmerizing ways. Asawa also created hundreds of individual face masks out of clay in her work The Faces of Ruth Asawa.
4. El Anatsui
   El Anatsui created monumental tapestries from recycled and found materials. His work challenges the perceptions of materiality and beauty as he transforms everyday objects into large works of art. 

In a nutshell, crafts and fine art both pose many benefits and considerations in the art room. The good news is that you can have the best of both to provide students with a well-rounded art education experience. Use crafts to hook students with engaging, hands-on creations and dive into fine art to communicate deeper messages. Share the inspirational artists above to challenge your students’ perceptions of art and cultivate a genuine passion for what they’re learning in your curriculum. Merge elements of traditional crafts and fine art to elevate your students’ work and thinking this year!

If you enjoyed this discussion on crafts and fine art, continue the conversation with the following two articles: 

1. Pros and Cons of Cookie-Cutter Art and How to Switch to More Original Ideas 
2. Do Crafts Have a Place in the Art Room?

What is the role of crafts in your art room?

Share a favorite project that elevates crafts to fine art. 

The post Where Does the Art of Crafting Fit into the Art Room?  appeared first on The Art of Education University.

New technology often brings a mix of excitement and apprehension as it unlocks new opportunities for both good and ill. Whether you’re ready to embrace artificial intelligence or not, AI tools are here and are likely to become an increasingly large part of daily life. AI tools are being integrated into more and more software with the aim of making work easier. Teachers must be thoughtful and deliberate about the use of these tools with students to ensure they support rather than supplant student learning and artmaking. If you’re new to AI, start by learning what it is with an overview of its benefits and challenges and how you can harness AI to streamline planning and assessment.

Keep reading to discover how to responsibly use AI tools with students in the art room.

Follow the rules for acceptable use.

Before considering the use of AI tools with your students, check your district and school policies regarding acceptable use and be aware of state laws protecting student data. Regularly follow up to see if there are any policy and law updates as this technology changes rapidly. In addition, you are responsible for following all policies. 

AI “learns” by scraping data from numerous sources including user inputs. Never use images of students, names or other identifiable details, and any potentially sensitive material. The terms of service with most AI tools indicate users must be ages 13 and up. If you teach elementary art, you may consider using AI tools on behalf of the class and share the generated results. If you teach secondary art, consider whether students should use AI exclusively under direct supervision or independently.

Consider using a student agreement for the appropriate use of AI tools.

Introduce AI just as you would any other tool. Begin with an overview demonstrating safe and appropriate uses. Discuss the cautions and potential consequences when AI is misused. There are a few concerns to bring to the conversation. AI can make cheating or plagiarism too easy. An over-reliance on chatbots to provide quick answers can lead to neglect of skill development. If you teach AP courses, be aware that the College Board prohibits the use of AI tools at any stage of the creative process. IB, on the other hand, allows the use of AI tools as long as the use is in line with their academic integrity policy.

Once you establish foundational knowledge and understanding with your students, consider using a student agreement. The agreement will outline the appropriate use of AI tools in the art room as well as any consequences for misuse. This also ensures that expectations are clear across the board with administration, parents, and students. Whether you download the student agreement below or compose your own, it is good practice to get approval from your administrator before distributing.

Download Now!

Generate images for use as visual references. 

We want students to be creative and generate new ideas, but this can be challenging for them when they’re juggling many new skills. How can a student develop observational drawing and ideation simultaneously? Try putting unusual prompts into an AI image creator to generate reference images for “a robot with a boombox dancing at a block party,” “a seagull with emo hair playing a keyboard,” or “an astronaut made of ice cream.” 

Most AI will create four versions of the image. This allows students to consider different compositional arrangements. If you give students permission to input their own prompts, it’s good communication practice. Students will need to convey their thoughts and ideas with clarity and precision to generate the image they want. At this point, students can overlay a grid and replicate what they see. Alternatively, you may challenge them to remix the elements they observe in the AI-generated collection to create their own original composition.

What else should you consider with AI images?

One of the central processes in creating visual art is generating ideas, including envisioning the final result. If your learning target is to focus on ideation, it may be best to put the AI tools aside. However, if the primary goal is to develop observational drawing skills, using an AI-generated image as a reference to copy may be perfectly acceptable. Just like with any new tool, monitor your students’ use. Sometimes students may need AI to provide extra support to build confidence. Other times, you may need to push students to let go of a favored tool to foster independence. 

Expand on ideas with ease.

AI can be a powerful tool for research. AI can retrieve information related to any question a student may have. The caveat is that chatbots are not always factually accurate and they usually don’t link to sources. One way to ensure more reliable information is to ask the chatbot to provide links to specific credible sources. For example, ask a question about art history and add a phrase like, “Use information from the Tate Museum and Art Explora Academy websites only.”

What else should you consider with AI research?

AI tools sometimes “hallucinate,” meaning they generate authoritative text about non-existent people, things, or events. AI has even made up sources! Aside from the reliability issue, there is a concern over whether it is wise to make research too easy. When students rely on any tool too much, it can lead to a loss of skills. Craft your assignments to focus on the process of critical thinking and reasoning. Because AI tools generate a finished product in a matter of seconds, require students to turn in drafts or process pages demonstrating their work and evolution of thoughts. AI cannot replicate that process—yet. 

Give students private critiques.

A student can upload an image of their artwork to a chatbot and ask for feedback. Give the chatbot a prompt asking for three strengths and three suggestions for improvement. AI tools can articulate concrete suggestions for consideration as well as a rationale for the proposed revisions. This can be a good alternative for shy students or if you’re short on time to meet with them individually. It can also serve as a good model for how to phrase constructive critiques. 

Here is a prompt you can use to turn AI into an automated critique machine:

You are an art teacher. You will be giving constructive feedback to students based on pictures of their artwork. Ask them for a picture of the artwork they are working on. Then, identify three things they are doing well. Offer them three suggestions for improvement. With each suggestion, offer them steps they can follow to make the improvements and provide links to supportive resources. Ask if they have any questions. If yes, answer their questions to clarify instructions. If not, ask them to upload a picture of an artwork for feedback. Repeat this sequence until told to stop.

What else should you consider with AI critiques?

As with all potential uses, you must determine what is appropriate based on your students’ needs. Using AI as a go-to critique machine too often can hinder students’ confidence when presenting their work and developing social skills. Additionally, when feeding images into a chatbot, remember that AI will incorporate data into the model to train the AI. Be sure all sensitive data is protected. Images submitted for a virtual critique should be free of student names, faces, and any other personal identifying information.

If you’re intrigued about integrating AI and want to learn more, check out AI in Art Education. This graduate course provides practical strategies to develop communication, creativity, and critical thinking in a tech-evolving landscape.

AI is a wonderful tool to enhance artmaking but it can also hinder learning and valuable skill-building. To prevent students from becoming overly reliant on AI, start by being open and honest about AI’s strengths and limitations. Discuss the importance of developing skills independently from AI. Use the student agreement to ensure expectations are clear and integrate AI in intentional ways to support learning. Just like with any new tool, it’s important to gather feedback. Engage students in reflective writing or conversations to share their experiences including any challenges faced, solutions considered, and steps for moving forward. Here’s to a new artmaking adventure with AI—let’s see what art we can generate this year!

How do you think AI tools can improve your students’ artmaking experience?

What concerns do you have about AI tools and student use?

The post Discover How to Teach Responsible Artificial Intelligence (AI) Use in the Art Room appeared first on The Art of Education University.

Artificial Intelligence (AI) is rapidly transforming education, and the art classroom is no exception. From generating creative prompts to assisting with lesson planning and assessments, AI offers a wealth of potential to streamline tasks and enhance the learning experience. However, like any powerful tool, wield AI with careful consideration. As art educators, it’s crucial to strike a balance between embracing AI’s benefits and ensuring responsible use of this technology. Responsible use means safeguarding student data, adhering to district and school policies, and keeping your brain and skills sharp. If you’re new to AI, start by learning what it is with an overview of its benefits and challenges. 

Learn about the transformative power of AI tools for planning and assessment and their potential to both enhance the art experience and hinder artistic growth.

Program AI to answer tedious student questions.

We all want to give our students individualized instruction but sometimes we’re short on time. AI can assist and act as a tutor for your students. Questions about foundational art skills and techniques are easy for AI to take care of. Set up AI with an automated prompt sequence! After AI answers a student’s question, it will ask the student if they have any further questions. It will repeat until the student says they are finished. You can basically program a color mixing tool without having to learn code!

Try a prompt like this: 

Create a color mixing tutorial. You will ask what color the user wants to make. Then, tell the user how to mix that color using only turquoise, magenta, yellow, black, and white paint. Use terms that an elementary student can read and understand. Tell the user color ratios indicating how many units of each color to use. Then, give the user a bit of advice on how to apply liquid tempera paint well. Finally, ask if there is another color you can help them create. Repeat this until the user indicates they are finished.

What should you consider when AI answers student questions?

AI tools are becoming increasingly reliable at generating factually correct information. However, the answer you get will only be as good as the instructions you give and the information it’s pulling from. As the expert, always check for accuracy. Let AI help students with simple tasks related to foundational art skills and techniques. Save deeper and more conceptual processes like analyzing and evaluating artwork for your nuanced facilitation. For example, you may try the color mixing prompt above while students are painting, but go back to more traditional forms of checking understanding at the end of a color theory unit.

Create tools for assessment.

For many teachers, creating objective assessments in a highly subjective content area can be a daunting task. Once you have determined your success criteria, use AI tools to aid in formulating the rubric or an assessment checklist. You can also generate questions and writing prompts for additional activities like quizzes or review games. AI can phrase things as a story problem, riddle, multiple choice, or fill-in-the-blank. AI can generate text at any grade level to adjust the same assignment for any class. Whatever you’d like AI to do, describe your goal as clearly as possible with any components you want included.

Here is a sample prompt you can modify to align with your goals:

Create a rubric for assessing student artwork. Assess the following categories: planning and preparation, appropriate use and care for tools, neatness of the final product, and innovation. Grade each of these criteria on a four-point scale, with 1 being beginning, 2 being approaching, 3 being secure, and 4 being exemplary. For each of these four categories, write a description that includes artwork characteristics. Lay out the rubric as a table with the numbers in the top row and each of the categories in the first column.

What should you consider with AI assessments?

AI-generated rubrics and checklists may give you a starting point, but AI tools are not experts when it comes to your curriculum. AI does not have the insights into your students that you do. You know best the areas in which you are looking to see student growth. Review and edit all AI-generated documents to make sure they align with your curriculum and are appropriate for your students. Of course, there are many customizable resources to streamline assessment that do not involve AI. Try the Plug n’ Play Rubric or one of the many student-facing assessments in FLEX Curriculum. 

Make your documents more accessible.

Art teachers are responsible for teaching hundreds of students with a variety of needs, levels, and backgrounds. AI tools can help you quickly and easily modify text to make it more accessible. Try translating instructions into a different language, converting text to speech, and generating summaries of articles at different reading levels. Save yourself the time of manually pulling these resources yourself and put AI to work to help meet all of your students where they are. Remember to review and edit all AI-generated documents to ensure they are appropriate for your students. 

What should you consider when using AI for accessibility?

Double-checking a translation to ensure it is faithful to the original text can be difficult. When using AI to translate text into a language you do not speak, consider running the translated text through a different chatbot asking it to translate the text back to English. Review both versions to check for accuracy.

Discover artists to diversify instruction.

All art teachers have favorite artists they keep going back to. Add a fresh twist to your lessons and use AI to help you discover new artists and artworks! Tell your favorite chatbot the core concept and grade level for the lesson. Then, instruct it to give you 10 diverse artists and artworks to show as examples. 

What should you consider when using AI to discover diverse artists?

AI models rely on data collected from the internet. It is important to be mindful of the perspectives, power structures, biases, and limitations inherent in that model. Remember that AI is a generative tool, which means it can also make up people, artworks, and other bits of information. This is why it’s imperative to double-check any results before bringing them to your students.

Get suggestions to liven up your lessons.

Many art teachers are the only art specialists in their buildings. Being the entire art department can be liberating when you have autonomy! On the other hand, it can also mean you’re missing out on valuable collaboration. Everyone benefits from getting other perspectives to refine ideas and solutions. AI tools can serve as a non-judgemental brainstorming buddy. Use it to help you consider different approaches and input lesson plans that are starting to feel stale. Give AI the learning targets and ask it to give you five new lesson ideas based on those objectives.

What should you consider when using AI tools to plan a lesson?

Just like when you write your own lesson or use one from another art teacher, it’s good practice to test the lesson before trying it with students. There are wild stories out there of AI-generated plans with incredible errors, like when AI told a user to put glue on pizza! Plus, only you know your students, art room, and teaching style best. Use your experience and knowledge to take what you need and toss what you don’t from an AI-generated lesson. 

What else should you consider as you integrate AI into your practice?

AI can provide powerful tools to make many aspects of your job easier, but too much of even a good thing can be harmful. Teaching is an art form and it is important for every artist to develop and maintain the skills of their craft. As such, use AI tools to supplement your repertoire and streamline routine tasks. Continue to rely on your wit, wisdom, experience, and expertise! 

If you’re intrigued about integrating AI and want to learn more, check out AI in Art Education. This graduate course provides practical strategies to develop communication, creativity, and critical thinking in a tech-evolving landscape.

Note data and privacy concerns.

Also, when using AI tools with and for students, there are concerns regarding data security and privacy. AI tools harvest massive amounts of data online. It generates responses based on probabilities modeled using that data. The models also “learn” from user input, meaning that the AI tool records the information you type. Never input any potentially sensitive information. Do not use student names, identifying details, or images of students in any of your AI prompts.

Keep up-to-date on laws regarding AI.

AI tools are rapidly evolving. School administrators will update policies to help educators navigate the new tools as they arise. Lawmakers are also working to craft legislation to address potential AI concerns. As of the time of this writing, 17 states have already enacted 29 laws regarding AI, and more are sure to come. It is your responsibility to take initiative. Stay up-to-date on current trends and updated policies in both your district and school, and globally, nationally, and statewide.

Harness the power of AI tools to not only make your job teaching art easier and more efficient, but also more creative and inclusive. Approach AI with a critical and discerning eye to prioritize student data privacy, adhere to ethical guidelines, and maintain a strong foundation in traditional artistic skills. Ultimately, AI should serve as an empowering ally, augmenting the human touch that lies at the heart of art education. 

What instructional tasks would you like to try passing along to AI?

What concerns do you have about the use of AI?

The post Ways AI Can Make Your Art Teacher Job Easier for Planning and Assessment appeared first on The Art of Education University.

First, let’s differentiate between make and create in the K-12 art room:

1. Making often involves following specific instructions or a general process to replicate an example. This is usually about techniques, practicing skills, and understanding art fundamentals. Making could look like our students’ first pinch pots in the art room or shading a sphere with a charcoal pencil. 
2. Creating involves using problem-solving, experimentation, and personal expression to produce an original artwork. In the art room, this could look like students using the pinch pot method to design and construct a narrative vessel or shading the tip of a rounded nose in a Surrealist self-portrait. 

Both making and creating are vital in the art room and involve the production of a piece. Students need to learn technical skills and foundations before diving into personal expression. For example, set your students up for success by teaching color theory and facial proportions before diving into a conceptual self-portrait. 

Explore how to encourage creativity in the classroom with a shift from making to creating.

How do you get students to shift from simply making to creating?

How many times have you heard, “Is this good enough?” Oftentimes, our students get stuck going through the motions of making art. We find students looking at the rubric to meet the bare minimum for projects or copying ideas from their peers. Let’s break the cycle of mediocrity and guide students toward creating artworks they’re passionate about with the three approaches below.

1. Plan open-ended projects.

Design assignments that allow students to explore and make their own decisions. Provide an overarching theme or concept and some requirements. Then, let students interpret the assignment in their own way. Students love having the independence to make their own choices and the requirements allow you to meet objectives as well as boost creativity. Open-ended projects also discourage students from copying your example or their peers’ work.

2. Promote inquiry-based learning.

Encourage students to ask questions and explore topics on a deeper level. Model this by asking them questions that require them to explain or justify. Good questions can lead to a better understanding of their art and build more meaningful connections. Try the Six Word Memoir activity at the start of the year to help students reflect on their interests and identities in a new way. 

3. Foster experimentation and risk-taking.

Create a classroom environment that values experimentation and risk-taking. Remember, it’s okay to slow down and allow students to explore various materials and play with different techniques. Art should be fun! Let students try new tools and processes and let them learn as they go. Keep an ongoing, open discussion to discuss discoveries and limitations. 

Once your students are creating, how do you foster creativity in your classroom?

As artists and art teachers, we can forget what it is like to be new to art. It’s rare for students to walk through our doors already knowing how to be creative! Our students need our help to learn this mindset and habit. Let’s take a look at six ways we can foster creativity within our art rooms.

1. Model creative thinking.

Show students your creative process in your own artistic practice. Share how you approach projects, face challenges, and find solutions. Work on your art alongside your students. Use this time to discuss your thought process and decision-making using a Think-Aloud strategy.

2. Consider inclusive instruction.

Recognize that students have different learning styles and needs. The simplest way to meet everyone’s unique needs is to approach instruction with inclusivity and the 7 Principles of Universal Design. When you consider the needs of all students from the start, you will naturally have various ways for students to customize their artmaking experience. When you remove learning barriers, students are able to participate more meaningfully. And the best part? Different students with different needs can result in more originality in artistic voice and body of work!

3. Use real-world connections.

Connect art projects to real-world issues and events. This approach makes art more relevant for students and it gives them purpose. The problem-solving encourages them to think critically about how art interacts with the world and impacts their lives outside of the art room. 

4. Reflect, adapt, and then repeat.

Make time to reflect on your teaching practice and seek student feedback. Be open to shifting your methods to meet the needs of your students. When students feel heard and know you truly care about their growth, they will be more invested in your classroom and in their art. 

5. Document the process.

While the end product is also important, the process is where students can get curious and make wonderful creative discoveries! Encourage students to document their creative journey and reflect on their learning. Regular sketchbook assignments are perfect for students to record their ideas, experiments, and reflections. Connect the process with the final product in artist statements at the end of the unit. 

6. Include diverse artistic practices.

Another powerful way to get students to think out of the box is to expose them to new techniques, processes, and perspectives. Cover a range of cultures, time periods, and locations in the art and artists you share. Compare and contrast art from different times and places to highlight how art informs other art, so they can make connections to their own work as well. Show them all of the amazing things that are possible and invite them to find what art they love to create.

Whatever age of artists you have in your studio, producing art through making and creating is essential. If you’re looking for ways to make artmaking more meaningful this year, consider a creativity shift. You’ll watch your students go from step-by-step projects and “checklist assignments” to discovery, personal expression, and artistic voice! As an added bonus, you may also see a positive shift in your own artmaking as you experiment and explore alongside your students. Try the suggestions above to facilitate more one-of-a-kind masterpieces this year!

Equip yourself with these resources as you make a creativity shift:

• How to Rethink Creativity When It’s Gone Missing
• Cultivating Creativity in Our Students (Ep. 235)
• How to Embrace Limitations to Tap Into Creativity With Your Students
• 5 Surprising Things You May Not Know About Creativity

How do your studio and teaching practices support the creation process?

What strategies do you use to foster creativity? 

The post Make vs. Create: How to Encourage Creativity in the Art Room appeared first on The Art of Education University.

In the world of education, the winter months can be hard. Sickness, testing, schedule changes, and weather complications throw curveballs into your days. Pep rally schedules and student absences halt your perfectly planned lessons. In addition, you observe an increase in mental checkouts from students. One-day lessons are lifesavers for these times of the year! While many think of these activities as time wasters, they are a prime way to engage new inspiration in your students. Even the AP Art seniors who have been deep in inquiry-based artmaking need a break from time to time. Whether you are new or a veteran to teaching in the art room, one-day lessons are a lifeline!

Here are 12 fun and interesting one-day art lessons for the secondary classroom.

1. Photography Scavenger Hunt

Create a list of prompts for students to photograph to spark creativity and visual storytelling. This activity provides an innovative way to use students’ observational and narrative skills. Photography prompts also offer a fresh perspective on everyday subjects within an environment. This no-mess and little prep lesson encourages autonomy and creativity for your students. 

Procedures and Steps:

1. Distribute a list of prompts.
2. Set a time limit.
3. Students explore the classroom environment and take images that creatively capture the prompts.
4. Share images with an end-of-the-period critique.

Tip:

• Challenge students to take only one photograph per prompt to mirror shooting with film. Students must frame their images carefully before pressing the shutter! 

2. Round-Robin Drawing

This is a group-based drawing activity that allows students to draw without pressure. Students find this process fun and engaging while providing them with an opportunity to practice collaboration.

Procedures and Steps:

1. Pass out paper and pencils.
2. Students write their names on the back of their paper.
3. Students draw on their sheets of paper for 1-2 minutes.
4. Students rotate their papers to another artist.
5. The next person continues or adds to the previous drawing or artwork.
6. Continue rotating until each student has contributed to all of the artworks. 
7. Pass the papers back to the original artist.

Tips: 

• Provide students with prompts or found imagery to jumpstart their ideas.
• Use colored paper or various art materials.
• Apply this activity to digital drawing! Instead of paper, students carefully pass digital devices to one another or rotate seats.

3. Exquisite Corpse 

Explore the intriguing world of Exquisite Corpse drawings. Surrealist artists adopted this activity to generate collaborative artworks. Students love this game because it stimulates the imagination. Just as in the Round-Robin drawing exercise above, students contribute to one another’s artwork. However, there is a fun final reveal at the end! 

Check out the steps to Exquisite Corpse, plus other Surrealism games for the art room.

Tips:

• Increase or decrease the duration of drawing time.
• Encourage students to draw and add details for the entire amount of time for each round. 
• Redraw favorite final creatures in their own style! 

4. Visual Journaling

Visual journals are an excellent way for students to explore their thoughts and ideas in one place. Visual journal pages in the secondary art room are perfect for documenting students’ artistic processes. Check out various visual journaling lessons and prompts such as Guided Mindfulness and Visual Storytelling in FLEX Curriculum. 

Procedures and Steps:

1. Introduce the practice of visual journaling. 
2. Provide a list of text or visual prompts to use as a starting point.
3. Give students a time limit to create in their visual journals.
4. Use a gallery walk critique to present students’ spreads. 

Tips: 

• Use washable markers to prevent page bleeding. 
• Old newspapers, magazines, or scrap paper provide fantastic collage materials.

5. Sunday Sketches by Christoph Niemann

Sunday Sketches are a fun and imaginative art activity by author, artist, and animator Christoph Niemann. His illustrations are in The New Yorker, National Geographic, and The New York Times Magazine. This exercise is about creating images from simple objects. Use it as a one-day lesson or a bell-ringer to stimulate visual connections with objects around us. 

Procedures and Steps:

1. Provide paper and drawing materials.
2. Place random objects in front of each student. 
3. Students observe the object from different angles.
4. Students create a drawing that incorporates the object. 
5. Photograph the final illustrations. 
6. Rotate objects and repeat for multiple rounds. 

Tips: 

• Encourage students to look at the objects as basic shapes and forms to help create connections. 
• Transfer this activity to digital drawing and photograph an object and then digitally draw on top of the photograph. 

6. Mystery Magazine Clippings

Are you looking for an opportunity to use those old magazines collecting dust? In this activity, students create a completed environment around a magazine clipping. This Mystery Magazine Clippings activity takes the overthinking out of creating! At the end of the lesson, students love to see what environments their peers concocted. 

Procedures and Steps:

1. Pass out magazines.
2. Students cut out a small image from a magazine page such as a dog or a soda can. 
3. Collect all clippings into a container.
4. Without looking, students select one magazine clipping from the container. 
5. Students glue the clipping to a piece of paper.
6. Use different drawing materials to create a complete environment around the magazine clipping.

Tips: 

• Use it as a bell-ringer or icebreaker for class.
• Repurpose random scraps of construction paper if magazines are not available.

7. Telephone Pictionary 

Get ready for a collaborative drawing activity with guaranteed laughs. Telephone Pictionary is a drawing game that illustrates images from phrases. The final reveal of the text and phrases is worth the setup and preparation! 

Procedures and Steps: 

1. Provide each student with the same amount of papers as students playing. For example, 20 students equal 20 pieces of paper per student.
2. Students number the bottom right corner of each paper. For example, students number each page 1-20 for 20 students playing. 
3. On the first sheet, students write a phrase, poem, or sentence. 
4. Students pass their stack of papers clockwise to the next person.
5. Students read the phrase, flip page one to the back of the stack, and illustrate the phrase on page two with a timer set to 1-2 minutes.
6. Keep the illustration on top and pass the stack of papers clockwise again. 
7. The following person will look at the illustration, move that page to the back of the stack, and write a phrase that captures the illustration on page three. 
8. Repeat this process until all pages are complete.  
9. Lay out the papers to reveal the full series! 

Tips: 

• Check for understanding during each rotation by announcing the current page number to accommodate the game’s learning curve.
• Provide examples of phrases for students to use that have a subject, action, and environment. 

8. Origami 

Infuse math and art with origami! This interdisciplinary activity is mess-free and a student favorite. Origami is great for in-between projects or as a break from traditional drawing activities. If you’re new to teaching origami, check out this article to discover how to incorporate origami into your classroom with confidence.  

Procedures and Steps:

1. Discuss the origins of origami and its importance as an artform.
2. Show various origami folds starting with simple ones (such as a boat and fortune teller) and moving on to more complex ones (such as a crane.)
3. Give students paper options to fold.

Tips: 

• Provide students with step-by-step printouts or video demonstrations.
• Instruct students to create patterns and designs on their paper before folding if origami paper is unavailable. 
• Create origami out of non-traditional materials and papers.
• Use the origami forms as still-life subjects for the next unit.

9. Paper Airplane Competition

An innovative extension to origami is a paper airplane competition. Check out this website for resources on various paper airplane folds. Incorporate engineering and art by observing how the folds and construction affect hangtime and distance. Students love a good competition, especially with something they would typically get in trouble for making! 

Procedures and Steps: 

1. Pre-fold various paper airplanes to show different flight types. 
2. Give students paper and the website above to select their paper airplane type.
3. Set a timer for 10 minutes of folding time. 
4. Take students to the hallway or outdoors to test out their airplanes.
5. Take turns “flying” airplanes and measure distance or flight time. 

Tips: 

• Utilize student helpers to record the distance or hang times of each airplane. 
• Review safety considerations with students before starting.

10. Scribble Drawings 

Create a fully finished artwork from simple scribbles! This activity works well with all ages and doubles as a mindfulness technique. 

Procedures and Steps: 

1. Provide paper and pencils.
2. Students create scribbles on their paper. 
3. Students observe and darken the forms or subjects within the scribbles. 
4. Use the elements of art, such as value and texture, to complete the drawings to a finished state. 

Tips: 

• Scribble on other students’ papers instead of their own.
• Add watercolor or various art materials after scribbling.
• Encourage open-ended creation to include both realistic and abstract designs. 

11. Rotation Stations

This student favorite is an excellent way to explore various art mediums outside of everyone’s comfort zone. Introduce students to various mixed-media artists to generate curiosity and ideas! 

Procedures and Steps: 

1. Set up various stations with different art materials in each area such as watercolor paint, stencils, rulers, and ink and stamps. 
2. Pass out one half-sheet of paper. 
3. Provide foundational instructions for how to use the art materials at each station.
4. Remind students that the order of the stations will dictate how they may use each art medium. For instance, adding a full watercolor wash on their paper for the first rotation may prevent them from using other mediums as they wait for their paper to dry.
5. Divide students into small groups and assign each group to a station.
6. Students experiment with the art materials at each station with a timer set for 2-3 minutes.
7. Rotate and repeat until each group has visited each station.

Tips: 

• Allow students to revisit a station of their choice after completing the activity. 
• Reflect on experiences using various art materials.  
• Provide hairdryers or fans at the wet stations to speed up drying. 

12. Job and Career Investigation

What’s a better way to show the real-world application of art than highlighting REAL art jobs? Incorporate artmaking and research by having students dig into real-time job opportunities. Websites like Upwork have a database of full-time and contract freelance jobs for artists. The listings provide pay ranges, the experience needed, and other job details. The website also allows artists to show their portfolios to possible employers. Researching these art jobs shows students how to apply their art skills outside of the classroom and see what’s possible for their futures. This activity also allows teachers to stay in tune with the ever-evolving art landscape! 

Procedures and Steps: 

1. Discuss various art careers such as illustrators, animators, graphic designers, and more. 
2. Discuss careers that interest your students. 
3. Demonstrate how to find jobs on search engines or career websites. 
4. Students explore jobs and note pay, experience, and location details. 
5. Divide students into small groups to discuss their findings. 

Tips:

• Transition into how to construct a resume and portfolio.
• Check out the Local Art Investigators Lesson in FLEX Curriculum to explore, identify, and analyze the careers and works of local artists. 

One-day lessons provide an opportunity to create without pressure while stepping away from routine. Whether it’s drawing wacky creatures for Exquisite Corpse or folding aircraft for a paper airplane competition, these activities offer flexibility when plans fall through or a much-needed break. There are a variety of ways students benefit from these activities; students can practice techniques, explore new ideas, and prepare for upcoming units. When choosing a one-day lesson, consider what skills you want your students to learn, review, or explore. Sometimes, these quick lessons can turn into inspiration for bigger projects! The next time you need a lesson for one day, try out one of the fun ideas listed above. 

What is your go-to one-day secondary lesson?

How have you extended a one-day lesson into a longer-term project? 

The post 12 Fun and Interesting One-Day Lessons for the Secondary Art Room appeared first on The Art of Education University.

Every art teacher needs an impactful collection of one-day art lessons to whip out at a moment’s notice. Car troubles, illness, holiday celebrations, school events, and any number of situations regularly interfere with your teaching schedule. Perhaps you finished a longer unit and your students are frustrated and about to lose interest. If you need a sub plan in a hurry or simply want to shake things up to keep your art room interesting, try a one-day art lesson.

The best one-day art lessons are fun and simple. They also offer a high margin of success for teachers and students.

Keep your students highly engaged with projects that promote creative independence. Successful one-day art lessons have these aspects in common:

• Limited, clear steps
• Completion in one class period
• Student autonomy (choice in material, design, color, etc.)
• Scaffolding for future skills and techniques
• Easy clean-up

Add these six one-day elementary art lessons to your repertoire of quick and impactful artmaking experiences. These projects check all of the boxes and are sure to captivate your artists’ attention!

1. Folded Surprise Drawings

Make a simple drawing exercise 10 times more exciting by adding a surprise reveal! Set the stage and add an ELA tie-in to this lesson with an animal or creature read-aloud like Wild Beings or Where the Wild Things Are. Provide a list of surprises students can add to their drawings, like teeth, a little animal friend, or a hidden treasure. Include time at the end of class to share the drawings and see what other artists think of the surprise!

Here’s how to make innovative surprise drawings:

1. Fold a piece of paper in half horizontally. Then, fold the top layer back to create a hidden fold.
2. Keep the paper folded and draw an animal or creature on the page with a pencil. Trace with a permanent marker.
3. Open up the fold and draw in a fun surprise, matching the inside lines and details to the drawing from the front.
4. Fill the drawings with color.

Do you want to extend your lesson?

Explore other ways to make drawing more innovative for your students, do another literary-inspired project, or expand on folded art through bookmaking. For inspiration, turn to the Folded Books and Exploring Book Making Collections in FLEX Curriculum.

2. Styrofoam Marker Prints

Dive into the world of printmaking without the usual mess. It’s magical when students can generate multiple versions of their masterpieces. Focus on practicing printmaking vocabulary, studying the art of Herve Tullet, or illustrating an everyday moment in your students’ lives. Have your artists collect their ideas and plan using the Visual Imagery Practice Guide from FLEX Curriculum.

Create vivid marker prints by following these steps:

1. Sketch an image onto a piece of styrofoam with a pencil and impress it with a pen.
2. Color over the styrofoam with one or two colored markers.
3. Lightly mist a sheet of paper with water from a spray bottle.
4. Place the damp side of the paper on the colored styrofoam plate. Gently press, pull, sign, and date the print.
5. To reprint, repeat the steps above. To change colors, clean the plate with a wipe, damp paper towel, or rag, then color with different markers.

Do you want to extend your lesson?

Use printing ink or paint to level up the styrofoam printmaking experience, or try a different printing technique, like tinfoil printmaking in the video below. The Elementary Printmaking with Simple Materials Pack from PRO Learning and Renae Greene’s DITL episode are both full of more lesson ideas your students will love!

3. Cotton Swab “Oil Paintings”

Oil painting may be for the masters, but who says young artists can’t give it a go? Try “painting” with oil pastels for a fun introduction to observational drawing and still lifes. Although you can use any complex item or arrangement of objects for this project, drawing mannequins makes the perfect subject for elementary artists. Bring in a small bottle of cooking oil, and you’re ready to make some masterpieces!

Set up the artmaking experience like this:

1. Work in groups to pose the drawing mannequin in an interesting way.
2. Use basic shapes to draw all of the parts of the mannequin. 
3. Loosely fill in the background behind the mannequin with a few oil pastel swatches.
4. Use a cotton swab dipped in cooking oil to blend the oil pastel swatches to create a painted effect. 

Do you want to extend this lesson?

Take this observational drawing exercise to the next level with a still-life drawing project. The Building Block Still Life Lesson from FLEX Curriculum is a great one to start with. Discover more still-life project ideas in the Introduction to Still Life Pack from PRO Learning.

4. Ice Pop Stick Loom Weavings

This mini-weaving project is just one way to bring techniques traditionally considered “craft” into your fine arts classroom. The hands-on and tactile nature of working with string, yarn, and ribbon makes fiber arts highly engaging for artists of any age. To make weaving more manageable for your youngest students, pre-assemble loom frames and substitute ice pop sticks glued vertically for warp threads.

Weave mini masterpieces following these steps:

1. Hot glue four ice pop sticks together in a square to create a loom frame.
2. Stretch rubber bands across the frame horizontally to create warp threads.
3. For the weft, use strips of paper, cloth, felt, and yarn to weave over and under each warp thread. Alternate with each line and secure the ends with liquid glue.
4. Add a decorative hanger made out of twisted pipe cleaners, braided yarn, or ribbon.

Do you want to extend this lesson?

Watch Sarah Krajewski’s episode below for five more elementary fiber ideas, explore one of these unexpected fiber projects, or introduce your students to one of these fantastic fiber artists.

5. DIY Sticker Art

There’s no denying the appeal of colorful visuals you can stick anywhere! Harness this fascination and turn it into engagement in your art room with DIY stickers. Students can draw shapes, emojis, letters, animals, or anything else they like. Use permanent or paint markers to sketch doodles and designs on shipping labels or blank sticker paper. Alternately, use clear packing tape to transform paper drawings. Cut out the DIY stickers and use them in a future collage project.

Do you want to extend this lesson?

Dig into storytelling through art by creating collages that convey a meaningful memory. The Talking About Art Lesson in FLEX Curriculum offers detailed instructions and an added digital integration. For more project inspiration, dive into the worlds of mixed-media artists or the Collage for Early Elementary Pack in PRO Learning.

6. Push Pin Assemblages

Keep the mixed-media train going by exploring a 3D form of collage—assemblages. These simple artworks allow students the freedom to make creative design choices. It also serves as a great stepping stone to working with sculpture. And the best part? No glue is necessary! Pre-cut two 6×6 inch cardboard squares and a piece of aluminum foil for each student and release them to create.

Students pin together an assemblage following these steps:

1. Wrap two cardboard squares together in aluminum foil like a present and secure the foil with masking tape on the back.
2. Fill as much of the aluminum foil-covered squares with colorful permanent marker drawings as possible in 5-7 minutes.
3. Attach foam and paper shapes, ribbons, and other materials to the squares with push pins.
4. Wrap yarn or ribbons between the push pins to add a final layer to the assemblage.
5. Staple a yarn or ribbon hanger to the back.

Do you want to extend this lesson?

Overcome your sculpture nerves and build on the 3D nature of this project. This lesson is the perfect precursor to making process-based city sculptures or trying one of these inexpensive and storage-friendly sculpture ideas.

One-day art lessons are simple ways to spark your students’ interests and creativity in a short time frame. They are also handy to have in your back pocket for unexpected schedule changes or emergencies. Fold a surprise, “paint” with oil pastels, or make some DIY stickers with your artists to curate a novel, unconventional experience in your art room, sure to break up the monotony. Take what you discover along the way and use it as a springboard for future learning. Hook your students in no time—and it will be the best day ever!

Which one-day project will you try with your students first?

What other one-day art lessons do you have in your repertoire?

The post 6 Fantastic One-Day Art Lessons to Engage Your Elementary Students appeared first on The Art of Education University.

In the classroom, share these 10 artists with your students for a fresh perspective on color theory.

Tint

A tint is any hue mixed with white to make it lighter.

Claude Monet used tints to highlight the pond, flowers, and water lilies in his painting, Waterlilies. Monet repainted the flower garden many times in his career. He eventually focused on the details in the pond, the reflection of the water, and the overall mood of the moving liquid and lily pads. Tints show the time of day he painted, where the light source may have been, and the delicate foliage. Bring this artwork to your students with the aid of Claude Monet’s artist bio in FLEX Curriculum.

Julia Benz is a contemporary artist and muralist. Her work features dynamic lines, overlapping forms, patterns, and color blending. Benz’s subject matter often shifts from figures to conceptual ideas on a large-scale mural. In her artwork behind her, the tints allow us to see texture, movement, and depth.

Your turn!

Practice how varying tints can affect the mood of an artwork with the Color Changes Everything Lesson in FLEX Curriculum. If you’re looking for a neat way to distribute paint for a tints and shades color mixing lesson, check out how Michelle Parven used inexpensive plastic food trays in her DITL episode.

Tone

A tone is when an artist adds grey to a color. Tone can also cover a range of a color, such as “orange tones.”

Salvador Dali is one of the world’s most notable Surrealist artists. He sported a recognizable mustache and a vast imagination. Dali painted dreamlike artworks that look incredibly realistic. The Enigma of Hitler plays with proportion, translucency, and tone. He mixes a variety of cool blueish-grey tones and builds them up with layers and brushstrokes. Introduce Dali to your students with his artist bio in FLEX Curriculum.

Tim Burton is a contemporary artist and filmmaker who also heavily uses tone. He adds grey tones to his characters (both cartoon and actors) and settings to create a distinct style and mood.

Your turn!

Group artists into teams. Provide premixed gradients of grey with different colored undertones. Give each team a gradient to reproduce. The team that finishes first with the closest match, wins!

Shade

Add black to a pure hue to create a shade and make it darker in color.

Maurits Cornelius Escher, most commonly known as M.C. Escher, is one of the most innovative and iconic artists of his time. He used puzzles, tessellations, mind tricks, and optical illusions to create intricate, photorealistic artworks. In Day and Night, light values are on the left side and the deepest values are on the right side. In this case, adding more lines and thicker lines creates shading or darker values. The contrasting birds create interest and further emphasize the difference between day and night. Share M.C. Escher’s artist bio from FLEX Curriculum.

Gina Julian is a contemporary artist who creates photorealistic paintings that look like giant paint smears. Julian has the skill set to make her paint blobs appear shiny, juicy, and wet. By mixing shades of a color, she is able to give the illusion of depth and realism.

Your turn!

Use colored pencils to explore shade. Make three value scales using the following techniques to create darker shades of one color: pressure, black, and a complementary color. Compare and contrast the results!

Complementary Colors

Colors directly across from each other on the color wheel are complementary. The most common pairings are red and green, blue and orange, and violet and yellow. Complementary colors can be strategically used to create contrast and make something stand out.

Frida Kahlo used reds and greens in her watermelon still life, Viva la Vida, her final tribute to life. The pieces of fruit sliced at different angles show variations of color and shape. The colors push each other forward to parallel Kahlo’s vibrant personality and character. Integrate this still life in your lesson with Kahlo’s artist bio in FLEX Curriculum.

Shanequa Gay is a contemporary artist from Atlanta, Georgia who represents African-American subject matter in her work. Gay’s figures represent the culture and community of the American South. The toile wallpaper installation explores social and ethnic issues. The red and green color scheme is bold to make a statement.

Your turn!

Experiment with different combinations of complementary colors through photography. If you don’t have a class set of cameras, students can use any device with a camera feature. Students can bring solid-colored items from home or have a selection of objects available in class. Also, provide a range of colored construction paper for backgrounds. Students pair an item with its complementary color paper background. Students photograph their items from unique angles and viewpoints.

Analogous Colors

The colors next to each other on the color wheel are analogous. Analogous colors often create a harmonious and visually pleasant appearance.

Josef Albers focused on geometric concentric shapes and color studies. His color studies explored how he could make one color look like many other colors based on the various hues around it. Albers dipped his toes in a variety of mediums from printmaking to stained glass and painting. He believed color itself was the most relative art medium and it said a lot about how we can see ourselves and our world.

Jen Stark is a contemporary who breathes color and repetition like air. She creates paintings, sculptures, and animations of repetitive, colorful lines. Her most popular artworks feature drippy, oozy, melty lines broken up with black and white designs. She also creates zig-zag and organic mandala sculptures. Stark’s Dichroic Mandala showcases a rainbow gradation of like colors next to each other. The result is mesmerizing as colors blend effortlessly into each other.

Your turn!

Students experiment with analogous colors. Start with three colors next to each other on the color wheel in the same color family, such as yellow, yellow-orange, and orange. Students create a landscape drawing with a foreground, midground, and background using one color per section.

Color is essential to artists and human beings. How we mix or arrange colors next to one another makes a huge difference! Refresh your curriculum by incorporating the artists and artworks above the next time you teach these foundational color terms: tint, tone, shade, complementary colors, and analogous colors. Share your deep and colorful art history knowledge with your students. This will provide them with a vast array of historical and contemporary examples that focus on color.

If you’re still looking for more color theory resources, check out the following:

• Color Theory Basics Pack in PRO Learning
• Color Me Interested: 12 Exciting Ways to Teach the Color Wheel

What is your favorite activity to teach color theory?

Which artists do your students love to explore when learning about color?

The post 10 Fresh Artists to Teach Color Theory in the Art Curriculum appeared first on The Art of Education University.

Are you ready to explore the deliciously creative world of art? Get your appetite ready because we’re about to delve into the role of food in the art room! Art teachers often incorporate food into lessons in many ways. Food can be used as a subject for still-life drawings or as a plate for printmaking. Because of this, it’s important to be aware of the potential impact on students who may not have access to regular meals. 

Food is a key ingredient in historic and current artmaking. Let’s investigate the role of food in art history, the benefits and implications of bringing food into the classroom, and seven practices to consider as you plan.

Why is food significant in art history?

Understanding the significance of food in art and its impact on students is crucial. Food in art is not a new concept and has been the main subject matter since Prehistoric cave paintings. However, part of our job as art teachers is to be aware of broader contexts so we can aim to be as inclusive as possible. Continue reading to discover how deep food goes in art history, and therefore, the art classroom and curriculum.  

Historic Artwork

Food has left its tantalizing mark on the canvas of art history. Throughout time, people made art about what was most important to them. For the earliest group of people during Prehistoric times, each day was about survival. This is depicted in cave art with the primary subject matter being animals they hunted.

In ancient Egypt, food offerings in art were a way to honor deities and ensure their favor. In Japan, they used a fish as a printing plate for gyotaku prints to preserve the memory of a catch. Fast-forward to the Renaissance and Baroque periods where the development of still-life painting flourished. Artists captured the beauty and symbolism of various delicacies in meticulous detail. Giuseppe Arcimboldo pushed the boundaries by painting portraits composed entirely of fruits, vegetables, and other foods. 

Modern and Contemporary Artwork

Skipping ahead a few more centuries into the Pop Art movement, food was used as a symbol for consumer culture and mass production. Artists like Claes Oldenburg created larger-than-life sculptures of food. Wayne Thiebaud celebrated the simple pleasures of life through whimsical paintings of cakes and pastries.

Frida Kahlo incorporated food as a metaphor for personal struggles and cultural identity. Judy Chicago challenged societal norms around femininity with culinary imagery. Contemporary artists like Tisha Cherry or Lauren Purnell use snacks and leftover scraps of food to compose compelling collages and sculptures. Because food is so intertwined in art history, it’s natural for these artists, artworks, and techniques to make their way into the art curriculum. Before you start planning the next lesson, let’s touch on how food can impact our students.

What are the benefits and implications of bringing food into the art room?

Our students today are no different—food is just as important to them now as it was to the artists of the past. Unfortunately, for many of our students, food is a scarce commodity. Food insecurity is when students have limited amounts of finances or resources to access enough food. In the United States, more than 38 million Americans experienced food insecurity last year and 1 in 6 students come to school hungry. Full, hungry, or somewhere in between, there are educational benefits to bringing food into the art room. And, as the reflective art teacher you are, there are also a few things to be on the lookout for as you foster an inclusive art studio.

Benefits

Food provides a captivating subject matter to spark students’ imagination. The vibrant colors and intricate details found in food offer opportunities for experimentation. Students can work with composition, perspective, and color mixing. We saw examples above of artists who used food as inspiration in their own work. Using food in the art room creates dynamic and engaging exploratory studies and final artworks.

Here are some other benefits: 

• Develops observational skills and attention to detail.
• Promotes cultural awareness and appreciation.
• Relates art to students’ daily lives.
• Allows for sensory exploration.

Implications

To create a classroom where as many students as possible feel safe, consider the impact of food insecurity on students. AOEU Associate Professor and Curriculum Specialist, Theresa Haugen, explains there can be negative effects of hunger in art class. For example, she shared a story of a student who came up to her after class and asked if they could eat the fruit from the still life. 

Here are some other behaviors that may stem from food insecurity or hunger-related fatigue:

• Doesn’t seem interested in the lesson or working.
• Requests to stay in the art room during lunch instead of going to the cafeteria.
• Absent from school due to frequent illnesses.
• Inability to concentrate, especially on tasks requiring fine motor skills.
• Appears tired or lethargic.
• Acting out.
• Complains of a stomachache or being cold.
• Declining academic performance and lower grades.

What seven practices can art teachers consider?

When incorporating food in the art room, art teachers may find themselves at a crossroads. You can avoid the use of food altogether and offer alternative materials or subject matter. The other path involves embracing food in the art room and providing food or snacks for students who are hungry. But how do you determine which route to take?

Here are four pointers to reflect on before diving into the tips below:

1. Research the student demographic, including how many students receive free or reduced meals.
2. Chat with the school’s professional counselors to see what resources are available and when to refer students to them.
3. Start a dialogue with your department chair and administration to garner support.
4. Look at your lessons from different perspectives to ensure as many students as possible can access the content regardless of home life, background experience, and more.

1. Know your students and their backgrounds.

Building relationships with your students is always important. Part of relationship building can be understanding cultural, religious, and dietary backgrounds. Ask your students to share fun facts about themselves, rope in your administration for the data portion, and connect with the health office or school nurse for known allergies. This knowledge will help you avoid causing discomfort or offense when using food in the art room. For example, some students fast during certain months for religious reasons. They may choose to abstain from consuming food or drink from dawn to sunset. This can inform when you plan a food unit so as many students as possible can participate. 

2. Incorporate alternative subject matter.

There is nothing better than using real objects in a still life because it helps students capture more detail and it makes the experience more authentic. However, if there are students experiencing food insecurity, it can be very challenging for them to spend an entire period (or unit!) looking at food they are not allowed to eat. Theresa suggests using different organic objects such as flowers, acorns, or shells in lieu of food.

3. Make your own faux food.

Create a double unit where students sculpt their own faux food using clay or toilet paper. Then, use the food sculptures as your still life for a drawing or painting assignment. This shows connections between different mediums. Combining two- and three-dimensional art forms also hones artmaking skills and techniques.

4. Add a designated snack time and snack cupboard.

Some students may rely on school meals as a primary source of nutrition. As such, it can be insensitive to munch on a granola bar in front of them while they are trying to concentrate during studio time. At the secondary level, many students bring their own snacks to school and pull them out whenever they want.

To avoid making students who are hungry feel uncomfortable and left out, consider designating a five-minute snack time. Not only can this help break up longer periods, but it can also provide your students with the quick energy and social boost they need to get through the rest of the class. A designated snack time also fosters a sense of community as everyone chats and eats together. Be sure to adhere to your district and school’s food guidelines and ensure students wash their hands and tables before consuming anything.

To make things even more fun, you may occasionally provide themed snacks to go with the unit at hand. A student-favorite activity is to create color wheels with frosting and food coloring on cookies or cupcakes. Whatever you decide, double-check with your administration and school nurse before your lesson to ensure you are following district and school guidelines when it comes to food and allergies. 

With administrative permission, make a designated space in your room where students can bring non-perishable items. Ensure the cupboard, drawer, or plastic tub is safe from any unwanted critters. Explain the purpose of the food cupboard to your students. This can be a good opportunity to bring awareness to food insecurity with sensitivity and intention while fostering empathy and social responsibility. Reach out to local organizations including grocery stores and your PTA/PTO to provide donations of cereal bars and granola bars. 

See secondary art teacher, Tasha Newton’s, snack drawer in the video below.

5. Design and create a community garden.

Engage students in a project where they design a community garden. You can do this on school grounds or elsewhere through a local organization. Consider collaborating with the science or horticulture teachers for interdisciplinary connections. Students can explore themes of food, sustainability, and the environment. Include students in the design of the garden layouts. Students can also create plant markers, signage, and murals.

6. Use food as an art medium.

Alternatively, explore using food as an art medium. Introduce students to artists who use food for art materials like Tisha Cherry, Lauren Purnell, and Daryna Kossar. Provide food items for each student so they can create unique artwork. Then, once you or the students photograph the artwork, they can eat their work! This can be a fun way to provide a snack for all students while incorporating unconventional contemporary artists. 

7. Collaborate with other departments and staff. 

Work with the cafeteria or food services staff, science department, or family and consumer science teachers to integrate food-related units into your curriculum. Explore the art of food styling, design a food truck, or examine the parts of fruits and vegetables with botanical illustrations. Food is a great way to create connections with other content areas and career choices. 

The role of food in the art room offers a delectable avenue for creativity and exploration. Take the time to step back and see how food is integral to art throughout history as both subject matter and art material. It’s a natural next step to bring it into the art classroom! In order to foster a considerate learning environment for as many students as possible, it’s important to recognize the pros and cons of doing so. Food can immediately hook students by creating relatable connections to art. But for students who have food insecurity, looking at food they can’t eat in the art room can be difficult. Get to know your student demographics and start conversations with your administration. Then, design a community garden focused on sustainability, designate a class snack time with provided snacks, or make faux food to use in lieu of real food. There are many thoughtful ways to include food in the art room that strikes a good balance between creativity and empathy.

How do you incorporate food into your art curriculum? 

Have you considered how food insecurity impacts your students?

What is one way you will be more inclusive around food insecurity this year?

The post Art and Appetite: 7 Ways to Explore the Significance of Food in the Art Room appeared first on The Art of Education University.