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.

As art teachers, we know the power of the visual arts to connect and move people. Now, science is proving what we’ve understood all along! The field of neuroaesthetics is showing how art can improve emotional well-being.

Let’s explore how to harness neuroaesthetics through service learning in the art room to improve health and quality of life.

What is neuroaesthetics?

Neuroaesthetics is the study of how our brains respond to art. When we look at art, parts of our brains light up! These parts handle emotion, senses, and pleasure and release dopamine, which makes us feel good and reduces stress. Susan Magsamen explores how creating and viewing art can help people in her book called This Is Your Brain on Art.

In hospitals and nursing homes, art can be a positive distraction. It helps people focus on something calming. A study of burn victims found that looking at pleasant images reduced their pain. This shows that art doesn’t just fill a space—it makes people feel better! Understanding how art affects the brain enables us to see the full power and potential of student artwork. Use this science as part of a service learning project to bring art and positivity to others in the community.

Bring the power of neuroaesthetics into your classroom and community with these ideas!

Compare and contrast two artworks to capture emotional responses. 

To introduce students to neuroaesthetics, compare two very different artworks. The Scream by Edvard Munch and Water Lilies by Claude Monet are great examples to start with! These paintings show how art can prompt different emotions. The Scream often makes viewers feel tense or anxious, with the subject’s intense facial expression and the artist’s use of bold colors and swirling lines. 

In contrast, Water Lilies creates a sense of calm through soft, subdued colors and flowing shapes. Talk with students about how each piece affects their mood. Ask them to think about how the elements of art contribute to the mood. Segue into how creating and sharing calming art can bring tranquility to others, especially those who are sad or struggling.

Create calm with color field artists.

Research shows that certain colors can boost our well-being. Non-objective art, especially by Color Field artists like Wassily Kandinsky and Helen Frankenthaler, is ideal for this activity. The large-scale artworks with big splashes of color are a great introduction to color symbolism. 

Introduce Color Field artists and how they used color to convey emotion without recognizable subject matter. Reinforce color theory, focus on mixing tertiary colors, and explore blending. Lead a guided visualization by asking, “What colors make you feel calm? Are they cool or warm? Saturated or muted?” Students paint a non-objective piece, using color to evoke calm. Experiment with materials like squeegees, rollers, and sponges for blending.

If you’re looking for resources to scaffold this process but don’t have time to create your own, check out FLEX Curriculum. FLEX is a standards-aligned curriculum with a vast archive of lesson plans and student-facing resources. Use worksheets like Showing Emotion: A Formative Tool and Discussion: Colors and Feelings to guide students in exploring emotions through color. 

Visualize positive themes through hand lettering.

Ask students to list positive themes like hope, peace, love, and kindness. By transforming these abstract ideas into hand-lettered art, students see how art can inspire. Read Ish by Peter H. Reynolds to encourage students to embrace abstract art and capture their theme’s essence. 

Students choose a positive theme and reflect on how to represent it visually. Ask questions like, “If kindness were a color, what would it be? If hope were lines, what type would it be?  If peace were a texture, how would it feel?” to guide their visualization. Discuss text in art and the importance of different font styles and sizes. Practice various words and quotes with step-by-step hand-lettering directions and drills. After sketching different word and composition combinations, choose a favorite to turn into a final artwork with markers and paint.

Share art in community spaces to positively transform well-being.

Once students create their artwork, it’s time to share it with the community! Brainstorm a list of places with your students that could benefit from calming artwork.

Here are some community space ideas to include:

• Hospitals
• Nursing Homes
• Shelters
• Rehab Facilities
• Veterans’ Centers
• Hospice Centers
• Assisted Living Facilities
• Mental Health Clinics
• Libraries

Reach out to venues via email and share your plan for displaying calming art. Discuss details about the space and display and how long the artwork will be up. Consider easy-hang options like using butcher paper for quick setup or pre-matting the pieces for a polished look. Coordinate with the venue to choose the best method.

For more innovative and time-saving ways to display student artwork, check out the following tips:

• Art Room Hacks: New Ways to Display Artwork
• 7 Nifty Ideas for Storing, Hanging, and Displaying Artwork
• How to Select Art Show Artwork and The Best Adhesives to Hang Art

Invite students and families to visit the exhibit by emailing home or including it in the school newsletter. Provide a box, blank cards, and pens for visitors to write letters to the students about how the artwork made them feel. This reinforces the value of the students’ work and highlights the impact of visual art.

Service learning helps students see how their art can make a difference. Creating art for therapeutic spaces boosts creativity and teaches students the emotional power of their work. By placing hand-lettered quotes or giant color field paintings in hospitals or shelters, students bring calm and comfort to those in need. It shows that art connects us and supports others beyond the classroom. Art-based service learning gives students purpose and shows how their artistic efforts can help the community.

How do you guide your students to think about the emotional impact of their work?

What are your favorite ways to incorporate service learning projects in the art room?

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

The post 4 Ways to Use Student Art for Community Service Learning & Well-Being appeared first on The Art of Education University.

Hear the stories of artists in the military, plus ideas to bring them to your students.

A little razzle-dazzle may have saved lives in World War I.

In the days before radar, soldiers would need to spot an enemy ship through a scope and estimate its distance, direction, and speed. In 1917, as German U-boats targeted ships with deadly accuracy, artist Norman Wilkinson came up with a radical plan. Rather than trying to hide the ships, he wanted to paint flashy designs to disorient the enemy. The Navy experimented with painting ships using geometric lines and shapes to make it harder to tell the ship’s orientation. 

Put this story to work in your classroom.

Many art teachers love Op Art because it’s systematic and highlights the careful arrangement of the elements within a composition. Many students love Op Art because the projects have a high success rate. It’s easy to understand and it’s visually striking. 

Share the history of Dazzle Camouflage as a hook to get students interested in your Op Art lesson. If you want more ways to introduce Op Art, check out the artist bios of Victor Vasarely and Bridget Riley in FLEX Curriculum. You’ll also find student-facing resources like timelines, videos, and visual references of Op Art patterns. 

Who you gonna call? Ghost Army!

During World War II, the U.S. Army recruited artists for what they described as a non-combat camouflage unit to misdirect the enemy. The job was far more risky than it sounds. The 23rd Headquarters Special Troops was eventually renamed the Ghost Army. Artists, including some who would go on to have prominent art careers, such as Ellsworth Kelly and Art Kane, utilized their talents. They created an illusion that the Allied forces were preparing to go to one place while they actually planned to go to another. To make this illusion, they constructed inflatable tanks, stretched canvas over wooden mock-ups of trucks or planes, and used audio recordings to simulate the din of an active platoon.

One strategy was partially covering and camouflaging their creations so enemy scouts would catch their “mistakes.” Because the scouts believed they caught a glimpse of something they weren’t meant to see, they perceived it as valuable intelligence. For a group of roughly 1,000 artists, impersonating a group 40 times their size was extremely dangerous. Success in their mission would draw the enemy closer to them. However, they couldn’t defend themselves in heavy combat. Their creative and courageous actions were successful and likely saved the lives of tens of thousands of soldiers.

Put this story to work in your classroom.

Design immersive installation pieces that incorporate sound, light, and tactile elements. If you don’t have the space, time, or resources to do full-blown installations for each student, groups can mock up faux installations by drawing on printed pictures of school spaces. Students will consider how the elements they include can misdirect their audience and create intriguing stories with twists and turns. This exercise encourages students to consider the role of art in shaping perception and influencing reality. 

Soldiers win the fight, but artists win hearts and minds.

Wars are fought on multiple fronts. In order to be victorious, the nation must support soldiers on the battlefield and at home. To win hearts and minds, they produce propaganda. In January of 1941, President Franklin Roosevelt gave an address making the case for aiding Great Britain and greater US involvement in World War II. He said the US would be helping to protect four universal freedoms that all people deserve: speech, worship, want, and fear. 

Norman Rockwell listened to the speech and it inspired him to create his Four Freedoms series. He went to the Office of War Information with his posters and they turned him away. The Saturday Evening Post believed in Rockwell’s vision, and they commissioned him to make the works to go along with corresponding essays. People loved the series! The Post received 25,000 requests for reprints. They quickly worked out a deal to sell war bonds and stamps featuring Rockwell’s images. The Office of War Information came to print roughly 4 million posters of Rockwell’s Four Freedoms between 1943 and 1945. 

Put this story to work in your classroom.

Use Norman Rockwell to introduce media literacy and visual communication. Discuss the series and how he made abstract concepts concrete and relatable for an audience. Challenge students to make visual representations of ideals they hold dear. Hang them around the school to encourage character development. It’s a great way for students of any age to be a force for positive change!

Inspire students to look at the benefits and importance of visual art outside of your classroom walls and their current experiences with the military stories above. The brave and ingenious artists of the Dazzle Camouflage, Ghost Army, and Norman Rockwell all impacted society and history for the better with their creative problem solving. Bring these artists into your curriculum to foster historical connections, honor their contributions, and build communication skills.

What is your favorite fun fact about art shaping history?

Do you do anything special to celebrate Veteran’s Day in the art room?

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

The post 3 Fascinating Stories of Artists Serving the Military appeared first on The Art of Education University.

Surrealism allows us to enter a world where imagination reigns and reality is wonderfully distorted. There are many iconic Surrealist artworks, from The Son of Man to The Persistence of Memory. However, there are an array of lesser-known Surrealist (and Surrealist-inspired) artworks ideal for energizing your K-12 art lessons. These captivating pieces will help your students delve into the dreamlike and the extraordinary while fostering creativity to envision beyond the norm. Get ready to transform your lessons with these weird and beautiful artworks that promise to inspire and hook young artists in new and exciting ways.

Keep reading for some weirdly awesome artwork that your students won’t be able to stop staring at! 

What is Surrealism?

Surrealism is an art movement that emerged in the early 20th century. It aimed to unlock the imagination and explore the unconscious mind. Characterized by dreamlike imagery and unexpected juxtapositions, Surrealism challenges our perception of reality, blending the fantastical with the everyday. This movement invites viewers to engage with artworks that defy logical explanations and provoke deep psychological insights. Students love Surrealism for its mystique and clever imagery.

1. The Dancing Wind by Rob Gonsalves

Rob Gonsalves (1959–2017) was a Canadian artist known for his innovative use of perspective and optical illusions in his paintings. His background in architecture provided him with the skill set to master perspective, points of view, and 2D design to play and bend reality. His goal was to create paintings that spoke to the wonderful imagination of children. Gonsalves’ work often features seamlessly blended transitions between reality and fantasy, creating intriguing and imaginative visual experiences.

Classroom Application

Use this artwork to teach students how to manipulate objects to transform them into something else. Students merge two different worlds or settings in one composition. Students can also select two objects and have them morph from one to the other. Guide students through Surrealism and how to create concept drawings with the Dream Drawing Lesson in FLEX Curriculum.

2. Untitled (2012) by Kyle Thompson

Kyle Thompson is an American photographer known for his eerie and surreal images. He explores themes of isolation and the uncanny. Thompson’s ability to evoke a sense of unease and wonder through unconventional settings and compositions creates a dreamy yet unsettling atmosphere. He applies Surrealist techniques to photography that challenge viewers’ perceptions of reality. 

Classroom Application

Introduce this photograph to show how placing a repeated object in an unexpected scene can create interest and tension. Students stage and create their own photos, focusing on the scene, pose, and objects. Take it one step further and play with digital editing to replicate objects throughout the photo.

3. Crown by Josh Keyes

Josh Keyes is an American contemporary artist whose detailed paintings often feature animals in fantastical and fragmented landscapes. His work combines realistic details with powerful poses to create thought-provoking and visually striking imagery. He imaginatively explores themes of nature and the human condition through symbolism. His environmental commentary is a great avenue to prompt students to think more conceptually.

Classroom Application

Use this painting to explore symbolism. Identify a list of things students see. Then, reflect on what they may represent, especially in context altogether. Students select their own environmental issues to advocate for. Brainstorm a list of symbols that will convey their issue and message. Play with composition to explore various options for arranging their symbols. The Surreal Still Life Lesson in FLEX is a perfect way to explore symbolism with personal objects. 

4. Watcher 02 by Naoto Hattori

Naoto Hattori is a Japanese contemporary artist known for his intricate and whimsical surreal paintings focusing on stream-of-consciousness creativity. His work features outlandish creatures characterized by highly detailed and distorted features. Distinguish his work by his use of bold, vivid colors and meticulous texture details, both of which create deeply immersive, unique worlds. His art brings bizarre creatures to life, drawing fascinated viewers of all ages.

Classroom Application

Examine Hattori’s artworks to identify familiar animals and features. Compare and contrast with traditional images of the same identified animals. Discuss how the shift in scale of some of the features changes the feel of the artwork. 

5. Mama, Papa is Wounded! by Yves Tanguy

Yves Tanguy (1900–1955) was a French surrealist painter and writer recognized for his abstract and otherworldly, timeless landscapes. His work is characterized by unconventional shapes and vast, dreamlike spaces. Tanguy explored the subconscious mind through automatism, making him a key figure in Surrealism. 

Classroom Application

Introduce this artwork to discuss abstract forms, what a landscape is, and the parts of a landscape (foreground, middle ground, and background). Students share where each form is located on the picture plane. Compose a story for what’s going on in the landscape, using evidence to support the scene. Students design their own ethereal landscapes, using abstract forms and textures to produce a unique and imaginative scene. Use the FLEX Lesson, Landscape: Choices by Chance, to compose landscapes in unconventional ways. 

Surrealism offers an exciting opportunity for students to break free from conventional thinking and explore the potential of their imaginations. Surrealism artists and Surrealist-inspired artists provide engaging images your students won’t want to stop examining and talking about! The artworks above introduce the world of Surrealism through exaggeration, juxtaposition, symbolism, and abstraction. Use them in your next lesson with a fun Surrealist game to jumpstart your students’ imagination. Encourage them to embrace the unexpected and see how far their creativity will take them!

Who is your favorite Surrealist artist? 

What is a Surrealism project that you love to teach?

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

The post 5 Strange and Awesome Surrealist Artworks to Boost Your Surrealism Lessons appeared first on The Art of Education University.

In a world buzzing with AI headlines—from ominous predictions to promises of overcoming human limitations—AI is the topic on everyone’s lips. No matter where you stand on the topic, it’s inevitable that our students will encounter and use it. It’s important to be proactive and teach our students how to use AI responsibly as a tool. We want them to harness AI to unleash their creativity rather than replace it! Use the steps below to guide them through vital AI discussions centered around an art lesson idea they will thoroughly enjoy.

Unlock creativity with this captivating lesson idea that merges Surrealism with AI!

Get started with AI and learn about popular platforms. It’s important to note considerations when bringing AI into the K-12 art room. Then, discover ways to streamline your planning and assessment! If you’re looking for even more ways to dive into the transformative role of AI in teaching art, enroll in AI in Art Education.

1. Connect with art history.

Before diving into AI and digital tools, it’s important to put them in the broader context of art history. This helps students connect past lessons to new media. The Surrealist movement, known for its disjointed and dreamlike qualities, naturally complements AI’s strengths in generating unexpected and imaginative imagery. Just as Salvador Dalí pushed the boundaries of reality with imaginative concepts, AI can assist students in exploring and transforming visual elements to create innovative art. By delving into this connection, students will see how modern technology continues the Surrealist tradition of pushing creativity and challenging perception. 

Use Salvador Dalí’s artist bio in FLEX Curriculum to support learning. Each artist bio includes an image of the artist and/or artwork, quick facts, a list of famous works, and a brief history of their life and career. Artist bios make great screen-free resources for students to read about an artist! 

Once students have a basic understanding of Surrealism, focus on specific pieces that exemplify it. Key pieces can include The Persistence of Memory, The Son of Man, or Europe After the Rain, II. Give students time to examine the artwork and compile a list of everything they see. Take those observations to the next level by asking why the artist may have made those choices and what the “big idea” may be. This process helps students connect their observations to the underlying meaning of the piece. Additionally, ask students to note where they see the melding of reality and dreams to set the stage for their artmaking prompt.

2. Plan with keywords.

Brainstorm relevant keywords to input into an AI image-generating tool. Encourage students to list five or more hobbies and interests, followed by five or more adjectives to describe their dreams. This helps gain student buy-in by leveraging what they like while also creating a link to Surrealism. Remind students not to use copyrighted images, personal identifying information, and celebrity names.

3. Understand AI technology.

Before letting them loose with AI technology, take the time to discuss what AI actually is. While many students may have heard of AI (or even used it!), they may not fully understand how it works or the implications of using it. AI systems use data from various online sources and analyze patterns to make predictions and create outputs. For instance, platforms such as Dall-E can transform keywords into visuals, making the artistic process exciting and interactive. Consider reviewing and using a student agreement for the appropriate use of AI tools in the art room.

4. Generate images.

In the AI image generator of your choice, students will enter their keywords as a descriptive sentence. For example, if they love soccer and ice cream, and their dreams are often foggy and involve water, they might input something like, “Playing soccer while eating ice cream in a foggy, water-filled world.” As they explore the images AI generates based on their commands, prompt them to adjust their instructions to experiment with filters and rearrange or swap words. Students will save several images to select their favorite.

5. Explore image editing tools.

It’s time to dive into image editing tools! While processes will vary depending on the platform you select, key tools to review include text, drawing, layering, and transparency. Discuss the concept of ownership and require students to incorporate their AI image as only one element of their artwork, rather than relying solely on it. The final piece should reflect personal artistic choices.

6. Get hands-on!

The final step is what will truly unlock creativity. Students will step away from the computer and get their hands dirty! Print the final artwork and manipulate it in some way. Students can cut their image into strips and weave it, paint or draw layers on top, rip it up and rearrange it into a new collage, or stitch a design through the composition. This tactile approach allows students to further explore and enhance their artistic expression beyond the digital realm. It emphasizes the use of AI as part of a holistic process and not a means of generating a product.

Much like a paintbrush, AI can be another tool in your students’ art kits. Just as the artist controls the brush, students can learn how to responsibly use AI to reflect their unique artistic vision. Integrate AI into art projects a little at a time to expose your students to cutting-edge technology and new ways of self-expression. Infuse Surrealism to add a dose of art history and foster art observation and analysis skills. Combine traditional artistic methods and materials with modern AI platforms to create a rich and relevant learning experience to bridge the past and future of art. 

How do you integrate AI to push creative boundaries?

What other art movement lends itself to AI image generation?

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

The post How to Create Ethically Responsible Digital Surrealism with AI for the K-12 Art Room 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.

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

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

What is visual literacy?

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

Visually literate photography students can:

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

1. Introduce basic concepts.

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

Here are two basic areas to cover:

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

2. Explore different genres. 

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

1. Landscape Photography

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

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

Guide students through the following “reading” exercise:

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

2. Still-Life Photography

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

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

Guide students through the following “reading” exercise:

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

3. Ask critical questions. 

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

Here are three simple questions to ask:

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

4. Tell a dynamic story.

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

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

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

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

5. Discuss the impact of photography. 

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

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

Prompt student discussion with the following questions:

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

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

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

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

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

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

Don’t turn the page—reveal the superpowers that comic books can bring to your students with innovative artists and three big ideas!

Connect visual arts with other content areas.

Comic books offer an engaging platform for cross-curricular learning in the art classroom. Comic books are malleable and can easily incorporate other connections, such as technology, English Language Arts, and history. Challenge students to make comic books that capture historical events, explore mythology, or advocate for a social issue. By integrating different topics, students make meaningful connections between concepts and classes that are otherwise siloed. This shows students how all disciplines relate to each other. This also reinforces understanding, improves information retention, highlights different perspectives, and develops empathy.

While many art lessons aid students in developing visual literacy skills, comic books connect text and images, which is particularly helpful for English Language Learners. Comic books allow students ample practice reading, writing, illustrating, and visualizing characters, settings, and storylines. Students develop a greater understanding of story arcs and strengthen self-expression and communication skills.

Inspire students with these five comic artists.

1. Jack Kirby

Jack Kirby was a legendary comic book artist, writer, and co-creator of some of the biggest heroes in comic history. Before his comic career, he put his drawing talents to use scouting and mapping the terrain during World War 2. He helped to create The Avengers, The Fantastic Four, The X-Men, Iron Man, and more. Kirby proves how powerful comic art can be in making a difference! His concept art played a key role in a covert CIA mission to rescue hostages in Iran.

2. Jim Davis

Jim Davis created Garfield, which is one of the longest-running and most successful comics in history. Before he found that success, Davis had some major setbacks. His first comic, called Gnorm Gnat, lasted a little over a year before his publisher told him he needed to start over with something new. Davis created a comic called Jon, which evolved into Garfield. He had help from Charles Schulz, the creator of Peanuts. Davis was having trouble drawing Garfield dancing and Schulz suggested giving Garfield big feet so he would look more natural walking on his hind legs. Davis shows the importance of flexibility, resiliency, and applying feedback.

3. Sarah Andersen

Sarah Andersen creates delightful webcomics. She has a simple yet expressive art style, paired with relatable humor and observations about everyday life. Her comics are accessible and engaging for students. Andersen’s webcomic, Sarah’s Scribbles, demonstrates how effective minimalist drawings can be in conveying emotions and telling stories. Additionally, her success in self-publishing and building an online following through social media inspires students to explore non-traditional avenues for sharing their own comic creations.

4. Marjane Satrapi

Marjane Satrapi’s graphic novel Persepolis is an excellent example of the power of comics to convey personal and historical narratives. Her work demonstrates how comics can explore difficult topics, such as war, political oppression, and cultural identity, in a way that is both informative and emotionally engaging. Additionally, Satrapi’s use of humor and personal anecdotes amidst the serious subject matter showcases the versatility of the medium.

5. David Morgan-Mar

David Morgan-Mar, creator of Irregular Webcomic!, offers a unique example for students that blends a passion for comics with plastic building bricks. His innovative use of action figures and sets to create characters and environments demonstrates how to portray a story without traditional drawing. Morgan-Mar’s work encourages students to think outside the box, utilizing readily available materials and their own creativity to construct narratives. This approach not only lowers the barrier to entry for aspiring comic artists but also highlights the importance of resourcefulness and adaptability in the creative process.

Switch things up with these three different ways to create comic books with your students!

One of the greatest things about comic books is that they are an extremely flexible medium. They are adaptable to the tools and resources at hand, making them a perfect fit for any classroom. Choose a format that meets your budget, supplies, and students!

1. Make traditional comic books.

Brainstorm story elements and introduce students to the fundamentals of panel layout. Teach them how to use different panel sizes and shapes to control pacing, emphasize important events, and create visual interest. Show Piet Mondrian for another example of how to visualize similar principles of design. Encourage students to experiment with various angles and perspectives to make their pages more dramatic. Discuss the importance of speech bubbles and captions to clearly convey dialogue and narration. Use the student-friendly worksheet, Plan Your Comic Book, in FLEX Curriculum to help with ideation and organization.

Once the comic is complete, explore different binding options. Accordion fold books are a simple and effective way to showcase a continuous narrative. Traditional stitched binding offers a more polished look, while staples or metal rings provide a quick and easy solution. If you want a fun, unconventional book format, try explosion books!

2. Let students be the hero of their own story!

Using tablets or similar electronic devices, students photograph themselves acting out their stories. They’ll love transforming themselves into superheroes, explorers, or whatever else their imagination conjures. Use a green screen so students can place themselves anywhere. Source backgrounds from found images, draw using traditional media, or even craft within digital art apps. Most available apps provide intuitive platforms where students can easily combine photographs, illustrations, and text into captivating visual narratives.

3. Collaborate on a modular comic.

This idea encourages teamwork, creativity, and storytelling skills while still allowing for individual artistic expression. As a class, brainstorm key elements of a comic, such as the main characters. Ensure there are transitional panels at the start and end of each page to ensure a cohesive narrative flow. Think of this activity as a new version of the Surrealist Exquisite Corpse game.

For example, each page will be a day in the life of the character. The first panel of each student’s page will portray the character waking up. Each student will then tell their own mini-story to fill the rest of their page. The story will close with the last panel which will show the character going to bed. Once the pages are complete, digitize and compile them into a class slide deck. Students can make individual copies of the deck where they can select and rearrange pages to create their own unique versions of the class comic.

Whether students create traditional comic books, perform as superheroes, or collaborate on a collective narrative, students can use comics to explore history, science, social issues, or their own imaginations. These connections promote a deeper understanding of concepts that go well beyond the book. Introduce many innovative and inspirational comic book artists to help students embrace the versatility and power of the medium. Practicing visual storytelling empowers students to become creators, communicators, and critical thinkers in a world increasingly shaped by visual media.

Share a neat comic book lesson your students love! 

How do you use literacy in your classroom to enhance visual art?

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

The post Art Room Superpowers: 3 Ways to Teach with Comic Books appeared first on The Art of Education University.

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

What is observational drawing?

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

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

Here are some benefits of observational drawing:

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

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

Reach out to an admissions counselor today!

Is grid drawing considered observational drawing? 

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

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

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

Can observational drawing be a sketch?

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

Should I ban mechanical pencils from observational drawing?

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

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

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

Is tracing considered observational drawing?

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

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

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

Why do student-athletes make strong observational drawers? 

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

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

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

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

Elementary Artists

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

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

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

Secondary Artists

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

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

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

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

How do you approach observational drawing with your students? 

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

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

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

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

1. Curate a classroom library.

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

Here are some books to add to your library:

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

2. Title student artwork every time!

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

3. Write warm-ups.

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

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

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

4. Expand on learning with haiku poetry.

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

5. Create vocabulary posters.

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

6. Compose artist statements.

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

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

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

8. Reference key texts with each project.

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

9. Bring pamphlets from art museums into your classroom.

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

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

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

11. Share books that are works of art.

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

12. Invite the English teacher to collaborate.

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

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

How have you seen literature benefit your student artists?

What books inspire your artwork?

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

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

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

Come with an open mind.

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

Compile a variety of artists and artworks.

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

Here are some images to include to prompt deeper discussion:

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

Set up the discussion as a game.

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

Establish guidelines.

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

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

Provide a foundational definition of art.

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

Foster deeper thinking by expanding on student responses.

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

Use the following questions to help students elaborate:

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

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

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

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

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

What is your definition of art?

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

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

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.