As art educators, we understand that feedback is essential for student growth. But how often do we consider how our own creative practices shape the way we provide feedback? Recently, I explored how engaging in personal art-making outside of the classroom could influence the feedback I give to students. What I discovered was transformative: Dedicating time to my own art practice and reflective journaling shifted my feedback from directive to collaborative and empathy-driven. I’m excited to share these insights and how they can enhance your art room.
Chrissy Block, The Mark Err, 2024. Linoleum relief print. Cranfield Caligo Safe Wash Relief Ink on 90-lb printmaking paper, 6 x 9" (15 x 23 cm), final size: 4½ x 7" (11 x 18 cm).Chrissy Block, The Lone Sole, 2024. Mixed media on canvas, 12 x 12".
As art educators, we understand that feedback is essential for student growth. But how often do we consider how our own creative practices shape the way we provide feedback? Recently, I explored how engaging in personal art-making outside of the classroom could influence the feedback I give to students. What I discovered was transformative: Dedicating time to my own art practice and reflective journaling shifted my feedback from directive to collaborative and empathy-driven. I’m excited to share these insights and how they can enhance your art room.
Personal Art-Making and Feedback
My journey began with a single question: How does my personal art-making impact the feedback I give my students? I suspected that creating my own artwork would help me better understand my students’ experiences, but the transformation was more profound than I expected. Engaging in my own art practice keeps me mindful of the challenges every artist faces, from finding inspiration to navigating mistakes. This firsthand experience reframes the feedback I give to students as a shared journey rather than one-sided instruction.
For example, while experimenting with printmaking, I encountered alignment and color-blending challenges—similar to struggles my students often face. Sharing these experiences with my class encouraged them to embrace risk-taking and let go of the need for perfection. Feedback became a conversation rather than correction, which empowered students to explore their ideas with more confidence.
Reflective Journaling as a Tool
Reflective journaling became an essential part of this process. After each art-making session, I wrote about what worked, what didn’t, and how I felt. These reflections revealed patterns in my teaching. For instance, I noticed that I sometimes prioritized technical skills over helping students find their creative voices. Journaling helped me shift toward a more supportive, open-ended approach that encourages students to trust their instincts.
This practice also illuminated how my emotional experiences as an artist influence my interactions with students. Feedback became less about addressing technical challenges and more about empowering students to see the challenges as a normal part of their creative journey. This shift deepened my understanding of how empathy fosters meaningful connections, helping students feel better supported.
The Artist-Teacher Model in Action
My experience aligns with the artist-teacher model explored by researchers like Low and Thornton (see Resources), who highlight the value of teachers actively engaging in their own art practice. My findings reinforced this perspective: When teachers share their creative struggles and successes, feedback becomes a tool for building confidence and resilience.
By openly discussing my creative process, including the setbacks, I allow students to see me as a fellow creator. This approach reframes feedback as a collaborative learning experience rather than a top-down directive. It fosters stronger relationships, encouraging students to take ownership of their work and approach creativity with openness and curiosity.
Practical Tips for the Classroom
How can you bring this approach into your classroom? Here are a few practical strategies:
Share Your Creative Struggles: Discussing your own challenges normalizes the idea that mistakes are part of the process. When I share my difficulties, students feel more comfortable with their own and see feedback as an opportunity to grow.
Encourage Reflective Journaling: Guide students to write about their projects, noting successes, challenges, and future goals. Journaling helps them process feedback and fosters a deeper understanding of their creative journey.
Prioritize Exploration Over Perfection: Use feedback to celebrate risk-taking and innovation rather than focusing solely on mistakes. This approach encourages students to experiment freely.
Final Thoughts
This experience has solidified my belief in the transformative power of personal art-making for educators. Imagine the impact if school districts were to encourage art teachers to engage in their own creative practices as part of professional development. When teachers participate in the same creative processes as their students, they bring empathy and a renewed sense of connection into the classroom.
Reflecting on this journey, I am inspired by how personal art-making shapes my teaching. I plan to continue my creative practice and journaling, and I hope more art educators will explore this path. When we grow as artists, we create classrooms that honor and celebrate the creative journey for everyone.
Chrissy Block is a K–5 art teacher at Neil Armstrong Elementary in Bettendorf, Iowa. CBlock@Bettendorf.k12.ia.us
Our first issue of the volume year focuses on many aspects of connection. While teaching students about new artists, processes, and techniques, art teachers also prioritize building relationships and strong foundations. Young students transform the hallway bulletin board into a giant sheet music mural with lyrics promoting kindness, elementary students combine board games and fairy tales to develop fantastical illustrations, middle-school students embrace imperfections while making stained glass jewelry, high-school students work with limited materials to create balanced compositions, and more.
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The September 2025 issue is out now!
Our new issue is out, and it's all about CONNECTIONS. Our first issue of the volume year focuses on many aspects of connection. While teaching students about new artists, processes, and techniques, art teachers also prioritize building relationships and strong foundations.
