Allowing students to shape their art experience is one of the best things we can do as educators. When students put themselves out there, things happen. Embracing their unique voices is one of the best assets they have as humans. Let it sing!
Frank stands in front of the mural This Is a Positive Sign by Peter Parpan in Asheville, North Carolina. The mural was funded by The Booth Fairy Project. Photo by Mary Lou Mayr.
Recently, I had a conversation with a friend about how writing has become a regular part of my weekly routine. I never thought that people would be interested in reading my thoughts, let alone my perspective on a certain topic. I have learned that sharing one’s writing takes courage, confidence, a willingness to share, and an openness to feedback. My writing journey began about a decade ago with my first SchoolArts ClipCard (March 2015). Since then, I have contributed several articles to various publications on art and art education.
When we create the space necessary for our students to share their ideas, we empower their voices and welcome their participation to investigate and respond to the creative problems we face as artists. Over the past few years, I have become more flexible in my teaching practice. Instead of leading discussions and critiques, I have shared that responsibility with my students. With leadership comes communication and accountability. I have noticed how my students tend to shy away from such a responsibility. They would rather just make art. However, there are ways to encourage it, such as Speed Chatting, Gallery Walks, and Feedback Fridays. These are great entry points to sharing the creative process.
In This Issue
Allowing students to shape their art experience is one of the best things we can do as educators. When students put themselves out there, things happen. Embracing their unique voices is one of the best assets they have as humans. Let it sing!
In the elementary lesson, “The (mini) Artist’s Studio,” Leigh Drake shares with her students the inner workings of an artist’s studio. What exactly happens inside this space? Students learn that artists practice a variety of skills beyond creating art, such as research, experimentation, and addressing artistic inquiries, all of which contribute to a wonderful discussion about art and the creative process.
David Anderson’s lesson, “Fingerprint Portraits,” introduces middle-school students to the idea of individuality through their unique fingerprints, inspired by the work of Wendy Red Star’s The Soil You See… (2023). Students begin the creative process by conceptualizing what this portrait will look like, as their inquiry is guided by thinking about their ancestry, culture, and neighborhood.
At the high school level, Lindsey Ostafy’s “Celebrating Feminism through Art” introduces her students to The Dinner Party by Judy Chicago by taking a virtual field trip to the Brooklyn Museum, where The Dinner Party is installed. Students learn about self-expression by analyzing this installation and learning how to address censorship, uplift women’s voices, and use art as a vehicle for social change.
Students have a lot to say if they are given the opportunity. What I have found effective in encouraging them to communicate is the consistency of opportunities to do so within the art room, teaching practice, and student engagement. Allowing them to shape their art experiences to complement their artistic inquiries will guide them in becoming better artists and critical thinkers.
Art teachers foster student voice and choice, guiding them to become thoughtful artists and critical thinkers. Young students participate in a three-part insect-drawing unit that combines science and imagination, elementary students construct 3D miniature studios based on artist research, middle-school students use mapping to create conceptual self-portraits that express their identities, high-school students investigate the metal sculptures of Constructivist Naum Gabo and create their own sculptures based on personal interests, and more.
