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.

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.

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.

Here are three benefits of Project-Based Learning:

1. It makes real-world connections.
   If you’ve ever heard students say they won’t use art in the real world, it’s time to focus on art beyond the classroom. In PBL, students act like artists by completing large-scale projects, usually beyond the walls of the art room.
2. It fosters collaboration.
   PBL is almost exclusively done in groups. Students or the teacher choose the group. The structure and requirements for working in groups allow students to cater to group members’ strengths, hold each other accountable, and experience success as a team.
3. It serves the community.
   Many PBL projects are for the school environment or the larger community. Students see their art as having a positive impact on others.

Let’s take a look at five steps to create a successful PBL project.

1. Create an entry document or entry event.

Every PBL project begins with an entry document or event. An entry document tells students what the project is about and it reads like a letter. The entry event is a more creative and engaging way to announce a project and should prompt student-generated wonder and questions. It can involve a field trip, guest speaker, video, simulation, or real or mock correspondence.

For example, say you want to have students create an exhibit featuring underrepresented artists. The entry event can be a visit to a local museum with an analysis of the artists’ demographics. The entry document can be a letter from the museum curator outlining the situation.

These three tips will help you create an effective entry document:

1. Address the students as if they are professionals.
   If students are creating a school-wide museum, the entry document would lead with, “Dear Curators.” If they’re painting a mural, it would be, “Dear Muralists.”
2. Limit the amount of information.
   Only give the essential pieces of information in the entry document. If students know they can look at the entry document later, they are more likely to tune out. When students have to ask questions in order to be able to fully understand and complete the project, it increases engagement and knowledge retention. It also allows room for students to use their imagination to connect the dots.
3. Read the entry document aloud.
   Print or provide digital copies of the entry document for your students to follow along with as you read it aloud. This way, they get both visual and auditory input and can more fully absorb the information.

2. Compile “knows” and “need-to-knows.”

After reading the entry document, ask students what their “knows” and “need-to-knows” are. Knows are the information students have access to as part of the entry document. Need-to-knows are what students figure out on their own to complete their project. As students provide their knows and need-to-knows, be patient and allow them to make discoveries on their own. Write students’ knows and need-to-knows on a chart or digital document, print it, and post it so everyone can refer back to them.

3. Construct a group contract.

PBL projects are generally done within groups. The teacher or students can determine the groups. PBL provides students with real-world applications and teaches them how to do it well. To help students work well together as a team toward a common goal, students need to know group roles and expectations. This is where the group contract comes into play. Let’s take a look at the components of a group contract.

The group contract consists of at least four parts:

1. Group Member Roles
2. Group Expectations
3. Fireable Offenses
4. Student Signatures

1. Group Member Roles

Students need to know what their roles are. Like real-world teams, students have defined roles during the project. Student roles will be different based on the project. For example, if students are curating an exhibit, the group roles could be Researcher, Curator, Marketer, Museum Educator, and Museum Security. Students define the roles and expectations on their own through research. If one role requires less work than the others, that student will have the additional role of Helper. The Helper assists the whole team in fulfilling their roles. Also, ensure any Assistant role is clearly defined to prevent disengagement.

2. Group Expectations

Students determine what they expect from their group as far as behavior, participation, and attendance. Establish clear expectations at the beginning to set up the entire group for success. Expectations can cover how to handle member absences, what it looks like to contribute equally, examples of healthy communication, and a list of unacceptable behaviors. Acting out of accordance with the group expectations can result in the “firing” of the group member.

3. Firable Offenses

Firing a group member is a crucial element of PBL projects. This is not something students or teachers should do without careful consideration. The ability to fire group members protects students from an unfair workload or everyone’s grade suffering because of one student. It also shows them that real-world professionals who don’t do their jobs get fired.

Here is an example of a firing process:

1. Give a formal warning.
   In writing, the group assigns a formal warning to the group member for not following group expectations or not fulfilling their role.
2. Inform the teacher.
   After each formal warning, the group informs the teacher.
3. Create an improvement plan.
   The student and teacher discuss an improvement plan. The student presents the improvement plan to the group so they all know the expectations moving forward.
4. Give a second formal warning and reevaluate the improvement plan.
   If the student does not abide by the improvement plan, the group issues a second warning and repeats the process.
5. Fire the group member.
   If the student does not follow the improvement plan after the second warning, the group can fire them with the teacher’s permission. The fired student may complete the project by themselves.

4. Student Signatures

Once the group meets, discusses the contract, and refines roles and expectations, everyone signs the contract. This is a ritual that makes the contract “official” and “real” for students.

Download this complimentary editable PBL Group Contract. It includes Group Member Snapshots, Group Roles, Group Expectations, Conflict Resolution, and Warnings & Firings.

Download Now!

4. Set up benchmarks.

Although PBL requires students to act like professionals, they still need check-ins and support. Build in benchmarks for students to present their in-progress work. This includes showing evidence of working towards a finished product within guidelines. Generally, teachers conduct these benchmark checks. However, if the project is for a real-world client, teachers can ask the client to give in-progress feedback too.

5. Present completed projects.

Once students complete their project, they present it to their client. This will look different depending on the project. For a school-wide museum project, the clients would be visitors to the school museum. For a website redesign, students can present it to the company owner or potential users. No matter the audience, the presentation should represent professionalism in the end product, delivery, and appearance.

Implementing Project-Based Learning is attainable through these five steps. It will give students realistic, real-world experiences. It will also teach them collaboration with each other and the community. To create your own PBL project, start by composing an entry document and event. Then, give your students time and space to discover knows and need-to-knows. Divide students into groups and have them formulate and sign a group contract, like the editable one provided above. After students have worked through all the benchmarks, they present their projects to their clients. Students will finally see how their art education applies to the real world!

What is your favorite PBL lesson or entry event?

Share one benefit you’ve experienced from bringing PBL into your art room. 

The post The Ultimate Guide to Project-Based Learning in Your Art Room: 3 Benefits and 5 Steps appeared first on The Art of Education University.

TAB, IBL, STEAM, PBL—What’s with all of these acronyms? Art education theory is full of different approaches to teaching and learning about art. Though it can be hard to keep them straight, the good news is you have the creative freedom to mix and match approaches. Keep reading to discover the perfect blend of popular art education approaches to bring to your teaching to enhance learning. It’s time to give your pedagogy and methodology a shake-up!

Pedagogy vs. Methodology

Your pedagogy and methodology play a crucial role in how you approach teaching and learning in your art room. At the heart of teaching, pedagogy is the art, science, or profession of teaching. Your pedagogy determines the rules and principles that guide effective and efficient activities which lead to learning in your art room.

Your pedagogy is a marriage of what (philosophy) and how (methodology) you teach. Your philosophy dictates what you believe as an art educator, how you see your students, and the purpose of education. Your methodology is how you carry out your pedagogy with specific strategies and activities.

Figure out the unique combination of pedagogy and methodology to fit the needs in your art room. Here’s how to get started.

Determine Your Teaching Approach

Traditionally, there are five main pedagogical approaches to teaching and learning. These are great starting points as you establish your approach.

Here are the five main pedagogical approaches:

1. Constructivist
   Learners are actively involved in the learning process. They create their own meaning and knowledge of the material.
2. Collaborative
   Multiple learners work together, like in small group instruction. They all contribute and help each other learn.
3. Inquiry-Based
   Students address real-world problems by asking questions and doing further research.
4. Integrative
   Using multiple academic disciplines and a common language, students engage with cross-curricular material.
5. Reflective
   Both teachers and students reflect on lessons, projects, and assessments to see how to improve them in the future.

Because all classrooms, teachers, and students are different, choose which approach(es) best suits your needs and customize from there. Choosing multiple approaches and making adjustments will increase the likelihood of meeting more individual needs of your students. Ideally, your teaching approach will also integrate your passions.

As you consider customizing your teaching approach, consider the following questions:

• Who are your students?
• What do your school and community value?
• What do you value in the realm of art education?
• How are you aligning your approach with your school’s expectations?
• How do you integrate your passions with what your students need?

Popular Art Education Approaches

In addition to the five main pedagogical approaches above, there are several popular approaches specific to art education. Fuse the approaches and factors above with the additional ones listed below to make an art studio that fits the needs of you and your students. Keep reading for an overview of each with further resources.

Here are some popular art education approaches:

• Choice-Based/Teaching for Artistic Behavior (TAB)
• Inquiry-Based Learning (IBL)
• Play-Based Learning
• Project-Based Learning (PBL)
• Design Thinking
• STEAM
• Social Justice Learning

Mix and match your favorite art education approaches from the list below to make the most of teaching and learning in your art room.

Choice-Based/Teaching for Artistic Behavior (TAB)

Teaching for Artistic Behavior (TAB) positions students as artists and considers the art room their studio. TAB art rooms have centers for artmaking where students determine what they want to learn. Choice-Based Art Education (CBAE) is one methodology that supports a TAB philosophy by offering student-directed components to learning. This approach aims to empower students to lead and direct learning.

Learn more about Choice and TAB by reading 6 Proven Reasons to Love Choice-Based Art and Try It in Your Art Room or taking the Choice-Based Art Education graduate course.

As you create lessons and units, consider ways students can drive their learning.

• Experiment with a one-day mini-lesson to engage TAB practices.
• Introduce an essential center to your students with these five steps.
• Watch the Increasing Choice at the Elementary Level Pack or the Planning For Choice at the High School Level Pack in PRO Learning.

Inquiry-Based Learning (IBL)

If you teach advanced artists in an International Baccalaureate program or Advanced Placement Art and Design, you’re familiar with Inquiry-Based Learning (IBL). However, IBL is for more than special programs or advanced students. Inquiry-Based Learning focuses on student curiosity to drive the curriculum. Instead of delivering content as a statement, the approach develops questions for students to investigate, research, and try. Students then go through an Inquiry Cycle that includes orientation, conceptualization, investigation, conclusion, and discussion.

Learn more about Inquiry-Based Learning by listening to Exploring IB Visual Arts, Part One (Ep. 312) and Part Two (Ep. 313), or watching the Helping Students Create a Body of Work Pack in PRO Learning.

As you create lessons and units, pique students’ curiosity.

• Let themes, big ideas, and essential inquiries drive your projects.
• Analyze artworks in a comparative study to practice asking and answering questions.
• Adopt process portfolios as a summative assessment strategy.

Play-Based Learning

Play-based learning entails using play to explore ideas, experiment with materials, and create new understandings. While play is beneficial for all levels, this approach is primarily found in early childhood education. Play-based learning is distinct from a general sense of play in that learning is fundamental to any activity. Open-ended invitations to free or guided play capitalize on young students’ natural curiosity and ability to make discoveries. In the art room, students engage with exciting materials and construct meaning through imagination and creativity.

Learn more about play-based learning and other early childhood approaches by watching the YouTube mini-series, 1-2-3 A-R-T, or taking the Art and Early Childhood Education graduate course.

As you create units and lessons, leave ample room for free and guided play.

• Explore color theory by having students mix colors of modeling compound.
• Select certain materials for students to experiment with for the day.
• Use a read-aloud to introduce foundational skills before individual exploration.

Project-Based Learning (PBL)

Project-Based Learning (PBL) provides real-world contexts to situate learning. Students solve problems adult professionals face, often with involvement from the community. In the PBL approach, teachers move from directors to facilitators of learning. The learning community poses a driving question for the problem at hand, consults experts, and conducts research as part of the learning process.

Learn more about PBL and community engagement by reading How to Use Essential Questions to Guide Online Learning or watching the Partnering With Your Local Art Community Pack in PRO Learning.

As you create lessons and units, provide real-world problems for students to explore and solve.

• Invite a community artist to lead a workshop on the creative process.
• Integrate essential questions into your project introductions.
• Visit a museum to interact with real-world art professionals.

Design Thinking

Design Thinking is an iterative process in which students seek to understand users, challenge assumptions, redefine problems, and create innovative solutions they can prototype and test. The goal is to identify alternative strategies and solutions over time. Through data gathering, idea generation, and testing with users, design thinking helps students think outside of the box.

Learn more about Design Thinking by listening to Forget Thinking Like an Artist, Start Thinking like a Designer (Ep. 024), or watching the Infusing Design Thinking Pack in PRO Learning.

As you create lessons and units, build opportunities for students to engineer their solutions.

• Issue an introductory fashion design challenge with staple art supplies.
• Participate in group brainstorming to practice collaboration.
• Engage the Design Thinking process by revising artwork based on feedback.

STEAM

STEAM education is an integrative, interdisciplinary approach to learning that uses science, technology, engineering, the arts, and mathematics. These are access points for guiding student inquiry, dialogue, and critical thinking. This approach enhances students’ creativity, problem-solving skills, and interest in core fields.

Learn more about STEAM by reading An Art Teacher’s Guide to Understanding STEAM Education or listening to The Why and How of Elementary STEAM Education (Ep. 058).

As you create lessons or units, consider how to integrate other subjects.

• Set up four mini STEAM stations to introduce the approach in one class.
• Try a lesson from the Integrating STEAM Collection in FLEX Curriculum.
• Join forces with other teachers to design a STEAM-based course.

Social Justice Learning

Social Justice Learning creates opportunities for students to deepen and enrich their understanding by considering the world, their community, and their societal place. The goal is to provide safe and equitable classrooms, discussions, and assignments where all students feel included and have a voice.

Learn more about Social Justice Learning by reading How to Help Students Process, Reflect, and Enact Change or Do Religion and Politics Belong in the Art Room?

As you create lessons and units, include space for self-reflection and advocacy.

• Integrate more diverse artists into your curriculum to increase representation.
• Prompt students to use visual journaling to process a social issue.
• Try a lesson from the Freedom and Social Change Collection in FLEX Curriculum.

Finding the right combination of pedagogy, methodology, and popular art education approaches to promote learning in your art room is no small task. Start by picking one or two traditional pedagogical approaches that resonate with you, like Constructivist or Inquiry-Based. From there, identify a few popular art education approaches that align with your chosen pedagogies. For example, you could select IBL or Play-Based Learning. Pick elements from each that interest you and meet the needs of your students. Try out strategies and reflectively adjust when necessary. In no time, you will develop the perfect mix to keep your curriculum and instruction focused on what truly matters to you and your students.

Which approaches from the list are you excited to try in your art room this year?

Share your teaching philosophy in a couple of sentences!

The post Determine the Teaching Approach Mix That Fits Your Art Room Best appeared first on The Art of Education University.

Technology-enhanced learning (TEL) is a learning and teaching approach that uses technology to strengthen the learning experience. The most common form of technology used is educational software, apps, and e-learning services. Because TEL enhances learning, the human component of a teacher and face-to-face instruction is still vital. Authentic learning is still the primary goal and technology is not the end-all-be-all.

Our students have grown up using and owning technology and it is second nature to them. While non-technology processes and skills are valuable for students to learn, they are most accustomed to digital screens. It is one way we can meet them where they are and with something familiar.

We all use technology at several points in our day, so let’s say it’s safe to assume we can agree with our students that technology can make our personal lives easier and more efficient. Figuring out what technology resources and products to use in the art room and how much to use them can be a whole different ballgame! Because there are so many options, it can quickly become overwhelming and intimidating. After all, many of us became art teachers because we love art and not necessarily because we wanted to be IT assistants or technology facilitators.

Let’s go over some tips on how to use technology responsibly and effectively in the art room and then break down some of the major technology options you can bring to your students this year.

For a deeper look at educational technology trends and more ways to partner with technology in the art room, enroll in the graduate course, Technology in the 21st-Century Art Room. At the end of this course, you will have a technological toolkit of practical, high-level classroom materials that you can implement immediately.

If you’re looking for smaller ways to “dip your toes” into the technology pool, watch the following Packs in PRO Learning and check out the following Collections in FLEX Curriculum:

• Infusing Technology into Your Practice Pack
• Enhancing Artworks With Digital Integration Pack
• Innovating with Digital Color Collection
• Incorporating Basic Technology Collection

Here are some tips on how to use technology effectively in the art classroom:

• Start small! Pick one game or feature you can implement at a time.
• Give yourself a pep talk! Do not dismiss a technology lesson or component because you feel inadequate. Part of being a great art teacher is modeling that we are always learning too!
• Play with the app, software, or platform before rolling out a lesson with students to troubleshoot the process and anticipate any issues ahead of time.
• Prepare for the unexpected and have a backup plan in case the technology fails or the internet goes down.
• Collaborate with a technology instructor or another teacher who is tech-savvy to decrease the pressure.
• Plan how much presence the technology at hand will have in your lesson. Will it provide self-paced instruction for each student? Will it be a quick activity to hook students? Will the bulk of the artmaking be digital?
• Determine how you will assess student work and if you will accept work digitally, physically, or both.
• Consider allowing technology and non-technology choices for each assignment. This prevents students without access to devices or resources from feeling singled out. It also promotes choice so students can select how they learn best.
• Guide students on digital citizenship and how to research online responsibly. Unmonitored technology can lead to negative health effects regarding weight and sleep and it can also expose students to inaccurate and unsafe content.

Here is a list of some apps and interfaces you can use in the art classroom:

• Google Platforms (Drawings, Slides, Docs, Classroom)
  This is a great starting point, especially if your district uses Google. Create basic documents, collaborative assignments, slide presentations, or even simple digital designs.
• Adobe Platforms (Illustrator, Photoshop, Fresco)
  These are more expensive, but can really prepare students for careers in digital artmaking and graphic design.
• Pixlr
  This is a great option if you don’t have the budget for Adobe. Essentially, it’s a free online version of Adobe Photoshop!
• Procreate
  This platform can create digital designs on an iPad. Read this article and listen to this podcast episode for ways to get started.
• Tinkercad
  This is a student-friendly, online 3-D design platform for 3-D printers!
• Canva
  A free online graphic design interface that allows users to create posters, cards, bookmarks, and more.
• STEAM Kits
  Technology can bring science, math, and art together with Makey Makey kits, Edison Robots, Lego SPIKE, and more.
• SPLICE
  A free app where students can edit digital photos.
• AI Interfaces (ChatGPT and Dall-E 2)
  There are many emerging AI-based platforms! Read this article and listen to these two podcast episodes (1, 2) for a more in-depth look at the pros, cons, and art room options.

After all of this technology talk, you may be considering going back to a tech-free classroom or unplugging from screens. We get it and there is nothing wrong with moving things in the other direction. In fact, some research suggests that students may not be developmentally ready to handle technology and are missing out on the more traditional aspects of childhood play. Teaching students skills like using their imagination, creating games, and generating ideas can lead to an increase in cognitive, literary, and social skills.

When it comes to our curriculums and art rooms, cultivating an appreciation for visual art and instilling 21st-century skills through artmaking is still the most important part of our jobs. It is also our job to figure out how to strike a healthy balance between traditional face-to-face learning and hands-on artmaking processes with emerging technologies. Let’s face it—technology is here to stay. It’s at our fingertips, more accessible than ever, and our students have grown up using it on a daily basis. So, take it one step at a time and remember moderation is key. Model for your students how to play and take risks with new mediums and platforms and that you are constantly learning and growing too. As you embrace new technologies this school year, give yourself grace and have fun!

How do you use technology in the art classroom?

How do you find a balance between traditional art mediums and digital platforms? 

The post What Can Technology-Enhanced Learning (TEL) Look Like in the Art Room? appeared first on The Art of Education University.

Keep reading to discover how we can teach using brain-based learning to make art connections that last.

While each student is unique, there are principles to keep in mind that are helpful when designing learning for all students across the board.

Here are four overarching principles to consider:

1. Emphasize meaning.
   Students are likely to care about their learning when they can relate the content to their own lives and apply the information to the real world.
2. Maintain a safe learning environment.
   When students’ physical, psychological, and emotional needs are met, they are able to focus on learning new things.
3. Create student-centered learning environments.
   Loosen control and allow students to have choice in what they’re learning. Try some of the techniques in the Choice-Based Art Education course for ways to make the transition.
4. Be flexible in your teaching approaches.
   It’s easy to default to teaching in ways we prefer to learn. Don’t be afraid to mix things up and provide instruction in more than one way or incorporate new methodologies. The more ways you can teach something, the more students you will reach.

These principles may sound great but you’re wondering how to implement them with your students. Sara Hileman breaks down educational approaches to brain-based learning with a helpful acronym, “BRAIN BASED,” which is deciphered below. For more information, check out Engaging Students with Brain-Based Learning.

Here’s the acronym:

Brain’s Time Clock: Keep rhythm by alternating between spatial and verbal tasks.
Repetition: Use previewing and reviewing strategies.
Active Learning: Increase blood flow with physical movement.
Images: Enrich the visual learning environment.
Novelty: Stimulate the brain with new approaches.

Be Colorful: Facilitate retention and motivation by color-coding.
Automatic Learning: Recognize the influence of nonverbal communication.
Social Brain: Exploit opportunities for cooperative learning.
Elicit Emotions: Create opportunities for emotional engagement.
Develop Thinking Skills: Engage learners in problem-solving.

Let’s break down the acronym and take a look at how to apply each of the 10 strategies in the art room.

1. Brain’s Time Clock

Students’ brains naturally fluctuate between preferring verbal tasks and spatial tasks. To mitigate this, break your class period up so students are communicating with each other about art and working on their art. Communicating about art can be about their own work, the work of a peer, a famous artwork, or a known technique.

Here are two ways to break up your class into short verbal and spatial activities:

1. Take a gallery walk.
   Halfway through the class period or when students are antsy, have students stand up and walk around the room to look at everyone’s artwork. Ask students to give verbal feedback to each other.
2. Do pop critiques.
   Display an artwork and ask students to analyze it. Discuss the artwork in groups and then share their findings with the class.

2. Repetition

Repetition is important for transitioning information from short-term to long-term memory—but it can be boring!

Make repetition more interesting by using these two techniques:

1. Create catchphrases for important concepts.
   Turn important concepts into short, easy-to-remember phrases. This makes them simple to repeat and will stick in students’ minds. Saying, “Lighter lights, darker darks” is catchier than saying, “You need more contrast.” You’ll know it’s working when you hear students repeating the catchphrases without prompting!
2. Display a “coming soon” poster.
   Giving students a glimpse of what’s coming next allows them to mentally prepare. It also prevents them from asking you a 100 times what their next project will be.

3. Active Learning

Many art forms require students to be sedentary. Although it will take conscious effort to incorporate movement, the payoff when it comes to learning and classroom management is well worth it. Kinesthetic art reinforces learning and is fun!

Here are three activities to try:

1. Play Simon Says.
   Compile a slideshow of famous sculptures. Tell students, “Simon Says act like Jeff Koons’ Balloon Dog!” Students pose as the sculpture. It’s a fun way to expose students to art history and introduce the design thinking required to ensure a sculpture has the balance to stand on its own.
2. Make students model for speed gesture drawings.
   Divide students into pairs. One student models different poses while the other student draws. Every 30 seconds, the model will change position. After five minutes, the two students will swap roles.
3. Create large-scale art.
   The bigger the art, the more students have to move to reach the different parts of the canvas. Just because it’s a large project doesn’t mean it has to be a long-term project. Students lie down on a piece of bulletin board paper with charcoal in each hand. Students make the same movements with both hands at the same time, stretching their arms and dragging the charcoal across the paper.

4. Images

By nature, most of us are visual learners so we usually have visuals down pat! It’s still helpful to take a peek at specific ways to showcase visuals in the classroom for optimal learning.

Here are two specific ways to include images to stimulate students’ brain-based learning:

1. Include visual information on the walls.
   Including anchor charts, word walls, and visually appealing pictures allows students to passively digest information when their minds wander from the task at hand.
2. Present information in different visual formats.
   In each presentation, use a variety of visuals like videos, charts, graphic organizers, images, and written information. This gives students many opportunities to process the content.

5. Novelty

Getting out of your default lesson format stimulates your students’ brains and gets their attention. It also stretches you as a teacher and keeps your instructional prowess fresh!

Mix up your traditional techniques by trying these three approaches:

1. Participate in a 5-Minute Museum.
   Students dress up as a famous artist or match a series of artworks to the correct art history time period. You can even host an Artist Roast where you divide students into groups and have them roast the other group’s chosen artist or famous artwork. These activities are fun alternatives to traditional art history presentations and encourage students to examine artworks without them even realizing it! Take AOEU’s Educating Through Art History course for more novel approaches to art history.
2. Use centers.
   Instead of having the whole class try the same technique at once, create centers focused on one material or technique at a time. This allows students to focus and build proficiency without distractions.
3. Play vocabulary games.
   When it comes to vocabulary, it’s natural to use a worksheet as a “go-to” activity. Instead, break out a game! Students still learn and practice vocabulary but in a way that will create fond memories of your class.

6. Be Colorful

As art teachers, many of us are already prone to color-coding everything. Luckily, this is a key aspect of brain-based learning! Color coding allows students to associate words, places, and objects with a particular color. So go ahead and color code to your heart’s content! For students who are color blind, include symbols so they can still make associations without color.

7. Automatic Learning

Automatic learning is all about how students learn without verbal communication. Non-verbal factors should promote learning instead of hinder it. For example, if you model positivity and excitement about the next assignment, students will be more likely to replicate your attitude. However, if you act like the next project is going to be a drag, your students will associate boredom and irritation with upcoming learning.

8. Social Brain

Art class is naturally more social because it offers many opportunities for collaboration. Plus, we often have table setups that encourage both group work and conversation during individual studio time. Activate students’ social brains by doing collaborative projects, art-related games, artwork discussions, or brainstorming sessions.

9. Elicit Emotions

Students’ brains are more likely to retain information when it sparks an emotional response. They are able to tie new learning to a familiar feeling they have already experienced.

Here are three ways to elicit emotions in the art room:

• Speak passionately and share an emotional connection to the artwork, artist, or technique at hand.
• Integrate social-emotional learning.
• Create artwork expressing emotions.

10. Developing Thinking Skills

It’s easy to fall into a routine of demonstrating techniques before letting students work. However, students learn best when they figure something out for themselves. Provide the material and tools with safety instructions and let students loose to explore and problem-solve. Consider giving students a project-based learning assignment or open-ended prompt.

Lastly, as you consider incorporating brain-based learning into your classroom, take your students’ age into consideration. Brains are developmentally different at each age and it’s important to consider which brain-based learning techniques would work best for your students. While brain-based learning stretches your students to receive and retain more information, it’s most effective when adhering to developmentally appropriate activities. Check out this website for more insight into the best brain-based practices for each age group.

Brain-based learning is a fancy way of saying you teach in ways that allow students’ brains to optimally process information. Ensuring students are safe, making real-life applications, letting students have a say in their learning, and being flexible are important parts of brain-based learning concepts. For straightforward brain-based strategies in the art room, start by taking the brain’s clock into account, implementing repetition, and injecting active learning, images, and novelty into your curriculum. Be colorful, incorporate automatic learning, allow students to work together, engage students’ emotions, and ask them to problem solve. With a few intentional tweaks to your instructional methods, you’ll be pleased with students’ increased participation and retention!

How do you already use brain-based learning in the art room?

Which brain-based strategy will you implement this year?

The post 10 Easy Strategies to Apply Brain-Based Learning in the Art Room appeared first on The Art of Education University.

Keep reading to see ways Global Thinking benefits teachers, students, and the art curriculum!

What is Global Thinking?

Global Thinking is the ability to understand and appreciate diverse perspectives. When we engage in Global Thinking, we investigate the world, recognize the world’s interdependence, and take action. At its core, Global Thinking appreciates varied perspectives, cultures, and experiences. Global Thinking encourages open-minded inquiry and problem-solving. Art is the perfect place to connect with a global mindset. We can encourage students to explore their own identities and learn about others’ perspectives and cultures through a wide range of artmaking processes, traditions, and artists.

Let’s break down some key terms for the purpose of this article:

• Culture: A particular group of people’s way of life, including general customs and beliefs.
• Cultural Competency: Interacting with and responding to people from different cultures with respect.
• Diversity: The range of human differences, including but not limited to race, ethnicity, gender, age, social class, physical ability or attributes, religious or ethical values, national origin, and political beliefs.
• Global: Of, relating to, or involving the entire world.
• Global Citizenship: Overarching term for a shared humanity; it transcends national, political, and geographic borders.
• Global Competence: Knowledge, skills, and dispositions needed to understand and act on large-scale issues that affect all people including current and future generations.
• Global Learning: Learning rooted in the exploration of different cultures and their political, social, and economic systems.

Below are five ways art teachers can cultivate a global mindset.

The arts are a powerful tool for fostering Global Thinking and understanding. If you’d like to infuse a global perspective into your art curriculum, begin with your mindset and approach. Adopting a bigger-picture view encourages a robust inquiry practice through thoughtful questioning. Additionally, your enthusiasm for the connections you uncover can ignite student engagement. Embracing growth and learning as a teacher also models these values for your students.

1. Stay up-to-date on global news.

Subscribe and stay up-to-date on global news and issues through reputable news sources. This will help you stay informed about current events and global trends. You don’t need to spend a lot of time combing through articles. Take 10-15 minutes weekly to catch up on what’s happening in the world. Try sources written by people in other countries for a deeper dive and a variety of perspectives.

2. Attend workshops, conferences, events, or exhibitions.

Attend workshops, conferences, and professional development opportunities. Focus on cultural competency, global education, and diversity in the arts. This will help you stay current on best practices. Connect with other teachers working to cultivate a global mindset in their classrooms. If you’re looking for inexpensive or free options, look for local exhibits or public cultural events.

3. Collaborate on online platforms.

Engage in online communities, such as social media platforms, that focus on global issues and cultural exchange. This opens connections with art teachers and other educators around the world. Constructively challenge and encourage one another, or share and download resources so you don’t have to reinvent the wheel.

AOEU has several online art teacher communities with global representation! Follow @theartofed on Instagram for weekly live chats, daily content, and interviews, and interact in the comments. Subscribe on YouTube for sneak peeks into a day in the life of an art teacher across the globe.

Another fabulous way to get fresh insight from other art teachers around the world is to participate in AOEU’s graduate degree program. Sometimes we can get stuck in a rut or feel disconnected, especially as the only art teacher in your school or district. Courses are 100% online so you can tap into colleagues across the pond, over state lines, and around the world. AOEU’s graduate community is over one thousand art teachers strong from 23 countries and counting! Plus, hundreds of other art teachers from even more countries enroll in courses for continuing education each year. Surround yourself with fellow motivated art teachers and knowledgeable instructors who are passionate about art education.

4. Learn a new language.

With free apps like Duolingo and Babbel, you can pick up new words for yourself. These apps make it fun to learn a new language and stick with it through games and competitions. If learning a new language is daunting, that’s okay! It’s good to recognize how rigorous learning a language can be and may give you a deeper appreciation for people who speak more than one language. Learning a few new words can also teach you some basic commonalities across languages.

5. Travel and experience new cultures.

Travel to different parts of the world and experience new cultures firsthand. Visit museums and galleries and immerse yourself in local art and cultural practices. Travel can get pricey, but exploring your local community can be free or inexpensive. Check out markets, multicultural food shops, and Fairtrade stores in your area. This can give you insight into how other people live. It can also provide you with new inspiration for your own artwork and teaching.

Let’s explore eight ways to bring Global Thinking to your students.

Incorporating Global Thinking develops cultural knowledge, communication skills, and the ability to collaborate across cultural boundaries. It fosters empathy which requires an understanding of diverse cultures and perspectives. It promotes critical thinking and enhances cultural competency. Global Thinking creates a more inclusive and welcoming learning environment and helps students develop a sense of global citizenship and responsibility. Global Thinking in art also combines seamlessly with other subjects, such as foreign language, social studies, and history.

1. Incorporate art history.

Introduce students to artists and art movements from around the world with engaging activities. As students research a specific artist or movement, tie in as many connections as you can. For example, if a student is looking at Picasso’s Les Demoiselles d’Avignon, encourage them to look at how and why he was influenced by African masks. Or, if a class is doing a graffiti unit featuring the artist Banksy, also consider when and where the first art was seen on walls.

2. Integrate language learning.

Teach your students basic vocabulary in different languages or have them create artwork that incorporates language from different cultures. Integrating languages into your curriculum and classroom creates a welcoming environment. It supports students who may be multilingual or English Language Learners (ELLs.)

3. Study global issues.

Students learn about issues our world is facing, form their own opinions, and then create artwork about it. A great place to start is with the United Nations’ Sustainable Development Goals (SDGs.) Both developing and developed countries partner together to tackle seventeen goals. Each goal is broken down into a certain amount of events, actions, and publications.

Ask the following three questions about an identified issue:

1. How have artists used visual art to bring awareness to this issue?
2. How can visual art help solve this issue?
3. How can I use visual art to bring further awareness to this issue?

For example, students research AI art generators and their benefits and implications in other parts of the world and for various groups of people. AI art generators raise ethical concerns about authorship, ownership, and cultural appropriation. They challenge traditional definitions of art and the role of the artist, while also affecting the art market and economy. Challenge students to come up with ways to process their knowledge and opinions through artmaking.

4. Collect and use original works.

Collect authentic resources and teach students how to find these resources on their own. Students often settle with Google Images or Pinterest for replicas with unknown sources. Taking the time and intention to find original creations is a valuable skill we can show our students. Then, use authentic art, music, or literature from other countries to inspire art projects. This helps students develop an understanding and appreciation of other cultures and their unique styles.

5. Partner with schools around the world.

There are companies that pair classrooms up as pen pals—or in this case, “art pals!” Students can send letters, drawings, and small gifts around the world to another class. The Memory Project is a great way to share your students’ portraiture skills with children across the globe. The organization was created to provide orphaned children with images of themselves. This is a unique concept for the majority of our students who grew up with smartphones snapping photos of every childhood milestone. This project expands students’ view of the world and what other students like them may not be able to access.

6. Collaborate with foreign language and social studies teachers.

Work with foreign language or social studies teachers to create projects exploring global themes. Or, you may have teachers in your school who are well-traveled or have experience living in another country. Tap into the knowledge and life experiences of your colleagues. Not only does a collaboration like this show students how visual art supports other content areas but it models valuable skills and mindsets like interconnectedness, synergy, and interdependence.

7. Plan a trip with your students.

Technology has allowed us to bring art from anywhere into the classroom. While this is a wonderful way to expose students to the vast world of art, it doesn’t fully capture cultural contexts. Traveling with your students is a meaningful and fun way to immerse them in different cultures and artistic traditions. During the trip, students can create art projects or sketchbook pages inspired by the places they visit. Draw famous landmarks, paint local scenery, or photograph street art. Students get firsthand experience with different cultures, traditions, and artists.

Check out these two articles on how to make travel part of your teaching:

1. 5 Ways to Make Your Travel Dreams Come True
2. 4 Ways to Make Travel a Part of Your Teaching

8. Host a cultural fair or international night.

Host a cultural fair or international gala at your school. Students can show off their own cultural pride with traditional garments, artworks and artifacts, and dance or musical performances. This is a fun, interactive way to explore and learn about the diversity of the world and the cultures represented in your student body. Invite local restaurants or food trucks to participate or provide refreshments.

Global Thinking is a crucial aspect of a well-rounded education and the art room provides a unique opportunity to foster this important skill. We can incorporate current events, travel, collaboration, and time and care to find authentic sources. As a result, students develop empathy, understanding, and a deeper appreciation for diversity. Through artistic expression, we can explore global issues and make our students’ voices heard. Embracing global thinking develops a more inclusive perspective and prepares students for success in a globalized workforce. So, let’s take a big step back, broaden our perspective, and start connecting with the world around us in new ways!

How do you already incorporate Global Thinking in your art room?

How would adding Global Thinking to your curriculum change your class environment?

The post Global Thinking: 13 Ways Art Has the Power to Promote Global Connections appeared first on The Art of Education University.

Thinking back on where you started and where you are now can build your reflective teaching practice. It can also increase adaptability, problem-solving skills, self-efficacy, confidence, and more. Tap into the benefits of reflection with some help from these famous artworks. Answer these questions to begin processing the year you’ve had.

The questions inspired by these artworks will help you reflect on the challenges you’ve overcome, the connections you’ve made, and the ways you’ve grown this year.

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

Challenges You’ve Overcome

1. What have you found particularly frustrating? How did you deal with it?

Maybe your art room always looked like Jackson Pollock’s One: Number 31, 1950, pictured below. Or, you just couldn’t get your students to store their brushes with the bristles up, no matter how hard you tried. Whatever inevitable frustration you faced this year, developing a little resilience will go a long way in helping you keep your cool when you reencounter it.

2. What caused you the most stress? What did you do to manage it?

Some days it may have felt like you had a full-on Kara Walker scene in your art room like the one in Darkytown Rebellion. On other days, it may have been the struggle to juggle too many responsibilities at once that got to you. So many stresses, large and small, routinely afflict your professional and personal life. Consider reappraising some of this stress to improve your mental health and prevent burnout.

Here are some more resources to help you manage stress:

• Reduce Art Room Stress by Taking These 8 Things off Your Plate
• How to Effectively Save Mental Time and Energy Using Circles of Control
• Curbing Art Teacher Burnout Pack in PRO Learning

3. What was one of the biggest mistakes you made? What did you learn from it?

The list of everything you could have done better may be running through your mind’s eye. If so, you probably wish you had a Claus Oldenberg-size broom like the one in Big Sweep to brush all of your mistakes under the rug. However, you are better for what you have been through. So, instead of beating yourself up, use your growth mindset to view every “mistake” as an opportunity to learn!

Relationships You’ve Built

4. How did you connect with your most challenging students?

Do you remember Jean-Michel Basquiat, the rebellious, high-school dropout turned artistic prodigy? Reframe how you think about the students who try your patience every art class. If Basquiat managed to create Untilted (1982), one of the most expensive paintings ever sold (ringing in at over $110 million), there’s no telling what your students may do one day!

Here are some resources to help with more challenging students:

• 6 Ways to Build Great Relationships With Students in the Art Room
• “Strategies for Defusing and De-escalating Behaviors (Ep. 288)”
• Motivating Reluctant Learners Pack in PRO Learning

5. How did you and your colleagues have each other’s backs?

You may have given the yearbook team some design inspiration and class time. Your colleagues may have advocated for your behavior management initiative. Maybe it was as simple as being a sounding board to share all of the classroom “tea,” like in Mary Cassatt’s The Tea, pictured below. Now that you are rock stars at supporting each other, consider taking your skills into the classroom with some interdisciplinary collaboration!

6. How did your students inspire you and bring you joy?

The young artists you work with consistently make the top of the list when you consider your “why.” Their discovery, inquiry, imagination, and creativity motivate you to show up daily. Moment by moment, you can amass the joy your students bring you into a bouquet bigger than Diego Rivera’s Vendedora de Flores. Choosing joy in this way prepares you to face any future inevitable challenges!

Ways You’ve Grown

7. What are some things you accomplished that you are proud of?

Though you may not have created an artwork as iconic as Hokusai’s The Great Wave off Kanagawa, you have done some fantastic things this year! You inspired astounding creativity, corralled out-of-control art enthusiasts, cut thousands of pieces of paper, and so much more. So give yourself a little recognition for how hard you’ve worked. Then, when you finish, consider who else might need a pat on the back and give it to them.

Here are some resources to help you recognize what to be proud of:

• What We Love About Art Teachers, Why They Are Important, and Why Art Matters
• 6 Reasons Why Being an Art Teacher Post-Pandemic Is Still the Best Job Ever
• 10 Strange, Amazing Skills You Will Develop as an Art Teacher

8. What did you try that went better than you thought it would?

Taking risks can contribute to a positive mindset shift in your art room. As an art teacher, you’re no stranger to the thrill of trying something new. Sometimes, you fail epically. Other times, you are pleasantly surprised. You know embracing the unknown is part of the process. After all, Bisa Butler probably didn’t know what to expect when she first started making bold, colorful quilts like I Know Why the Caged Bird Sings. And look how it turned out for her!

9. How are you different now than at the beginning of the year?

If only your beginning-of-the-year self could see you now! Despite knowing time and circumstance have a natural effect on you, somehow, it’s still mind-boggling to confront this reality. You have blossomed this year, just like Van Gogh’s Irises pictured below, and you are more spectacular than ever!

Wow—you’ve been through a lot this year! You faced stressors and frustrations, connected with your students and colleagues, and accomplished much more than you realized. So sit back and let your growth sink in. You have a lot to be proud of! Before taking on the end-of-year craziness, there‘s just one final question for you to answer: How will you celebrate a job well done?

How did your reflection on these questions surprise you?

What self-reflection questions would you add to this list?

How will you celebrate a job well done?

The post 9 Self-Reflection Questions From Famous Artworks to End Your Year With Intention appeared first on The Art of Education University.