Student Voice and Choice

The (mini) Artist's Studio

By Leigh Drake, posted on Sep 18, 2025

Each year, I try to find fun and engaging ways to teach about famous artists, especially the ones students are particularly interested in. Most of my instruction takes a student-centered approach, which I’ve found to be the most engaging. I don’t believe in standing up and reciting information only for students to recite it back to me on a test. I think it’s important for students to be a part of their learning and do the research so they can understand and become experts in various content areas—in this case, art history.


Caleb, grade three.
Caleb, grade three.
Kaleigh, grade three.
Kaleigh, grade three.
Left: Luke, grade four. Right: Prathana, grade five.
Left: Luke, grade four. Right: Prathana, grade five.
Left: Tanzeela, grade three. Right: Brecken, grade four.
Left: Tanzeela, grade three. Right: Brecken, grade four.

I also believe it’s important for students to be a part of the learning process and for them to be able to share their findings with their classmates. At the elementary level, students are eager to present and teach what they have learned to their classmates. One can see the pride when they are able to present their work and reflect on their process.

Choosing an Artist

There are many artists throughout time from whom students can learn—from the painters and sculptors of ancient history to artists living and working today.

For this assignment, I gave students the option of choosing an artist who interests them. I provided them with a list of famous artists to help those who might need inspiration, but they could also choose artists who weren’t on the list after consulting with me.

In each class, I told students that there would be no duplicate choices so that we would have a variety of artists. The reasoning behind this was twofold: so students could educate their classmates when they presented their chosen artist to the class, and so that each student only had to research a single artist, but were able to learn about many different artists with the help of their classmates.

Prior to the assignment, we watched video clips and discussed different types of artists and art movements and why this context was important for them to understand before they began their research.

Presenting the Challenge

After students had chosen their artists, I demonstrated what the final product would be. The assignment was for students to design a mini art studio inspired by their artist and how their artist chose to work. Students would decorate the artist’s studio based on their research.

Students were asked to research and gather information that highlighted key aspects of their artist and the art movement they were a part of. Students were also asked to look at the characteristics that made their artist unique. Throughout their research, students kept a sketchbook journal page where they collected historical background information as well as sketches, ideas, and thoughts pertaining to their artist and art movement.

Designing Miniature Interiors

After their research was collected, I brought the class back together to discuss three-dimensional design and space. Students learned how to create an interior space by drawing it first and then transforming their drawing into a three-dimensional studio space for their artist. They were encouraged to add symbols and decor that represented their artists, and they could even include the artists themselves in their studio space.

Learning from Their Peers

After completing their mini artist studio, students presented their work to their classmates, sharing what they had learned about their chosen artist and why they constructed their artist studio in the way that they did. Each student’s artwork was accompanied by an artist statement that reflected their reasoning and their research.

Once the mini studios were displayed in the hall, other students were able to learn about the variety of artists who make up the art world. My students had become experts on their chosen artist and were proud to share that knowledge with others.

Students enjoyed creating their studio miniatures and connecting their learning to art history. This was a highly engaging project, and a win-win for everyone!

Leigh Drake, Ed.S., is a visual arts teacher at Old Donation School in Virginia Beach, Virginia. Leigh.Drake@VBSchools.com

National Standard

Creating: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

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