​In a summer camp setting, students come in for a creative experience and leave with an art or craft item. One week does not depend on the next. What they come to you knowing has little influence over planning.
 
In a school setting, you'll need to build lessons in order of complexity. Your school's environment may heavily influence this. For example, if you teach in a K to 8 school, and students generally stay through all grades within the same school, then you can build from year to year and assume some level of understanding based on your previous teaching. Particularly in a small school. If, however, you teach in a regional school, you cannot depend on the concept that students have had similar experiences in art, some may not have had any art at all. Even if they have, some teachers may have skipped all vocabulary in favor of painting Monet Bridges with their students.
 
There will be some trial and error in planning but starting simple and adding complexity is a good place to start. Open with rules, a quick survey, and a "get to know me" project. This way you learn a bit about your students and their skill levels. This can be as simple as illustrating your favorite song, to creating an artwork for your cellphone that tells us a bit about you. Then you can dive into vocabulary and baseline information you want students to know ending with a short assessment to check for understand.
 
Some teachers organize their year by historical periods, world cultures, others by art elements. Whichever approach you take, start with simple media and move toward more complex materials. Think about the explorations you want to give and organize them by their level of difficulty and "messiness." Starting the year with a drawing project is likely better than beginning with a plaster sculpture. As you start simple and set up procedures and routines, students can grow into more complex explorations.
 
Sequential Example:

1. Drawing from imagination
2. Drawing from observation
3. Illustration lesson
4. Perspective lesson
5. Printmaking Exploration
6. Cardboard Sculptures
7. Plaster or clay lesson
8. Independent exploration
9. Research assignment

 
You can imagine that the above sequence of experiences could be based on a growing understand of the elements, historical periods, or the arts & crafts of different cultures. Each sequence is a bit more challenging than the next. They become more complex with set-up, tool use, and clean up. When students master one, they are ready to add to that base knowledge with more.
 
T.A.B. classrooms might begin with a few stations with simple media expectations. As the teacher introduces new tools and methods, more complex stations can be swapped in. Frequent check-ins, peer sharing, and critiques are helpful to be sure students are diving deep in these and any art programs.
 
The beginning of a year, semester, or quarter can be very stressful. Teachers should consider that as well and plan accordingly.

​If you are interested in more topics like this, as a form of online professional development, click HERE.

Grading Artwork

In a perfect world, art would not be graded, or at least graded on a pass/fail basis. Grading the aesthetics of an artwork, how "nice" or "pretty" it is will cause nothing but headaches as you try to justify a grade to a parent or administrator.

The use of a rubric that addresses the key components you expect students to meet, is the better way to go and easier to justify if you need to. If students meet those expectations, that would earn a grade of a 90%. This is based on the idea that most students and parents want their children to earn "A's," and knowing that a "B" grade often elicits questions like, "What was wrong with it?" Those that exceed expectations would earn closer to 100% and those who miss expectations would earn a lower grade. Most will earn between 85% and 95%.

This may sound like it is weighted to heavily on the upper end, but if you factor in quizzes, tests, written assignments, missing work, etc., the grades moderate to a great degree.

This might be a breakdown for a high school art class:

• Projects 50%
• Tests & Major Assessments 25%
• Quizzes & Minor Assessments 15%
• Homework, Note Checks & Daily Participation 10%

Another model weighs projects as assessments:

• 70% Project Work
• 30% Written Work

Districts may have required percentages for major and minor assessments. Some teachers weigh project work more heavily, some run classes without written assessments and only grade artwork. For example, a studio-based class might have a grading breakdown like this:

• 30% Planning
• 50% Creating
• 20% Reflection (Critique)

Avoid grading amorphous items like "effort." Try to re-word that to be more specific like "Detail & Complexity." This will make it easier if you are in the uncomfortable position of defending your grades to a parent or administrator.

The rubric you use should address the main components of the artwork to be assessed. Note that in this sample rubric attractiveness is not addressed, but may be a byproduct of doing well on the components. I joke with students that they do not need to be "an artist" to do well in my class. If they do a portrait and it looks like an alien pickle, if it is neat, complete, original, and they followed directions, they might still earn an "A."

The rubric is broken down into 5 parts so a grade can actually be assessed fairly quickly. The empty columns are for students to write in how they have exceeded expectations. ​

 ​Project Requirements: Did they include the elements and principles that you required in your introduction and directions? To what degree? Were all the required items included? (Like showing 3 shading techniques, or complimentary color blends...)

Material Care & Completeness: Does the actual paper used look cared for or ripped, smudged, or wrinkled. Regardless of "quality," does it appear finished or are there incomplete areas?

Time & Management: Did they rush to finish early or stay focused on the task. If they finished early, did they do a second independent artwork to remain on task? CLICK HERE to see how I "grade" participation.

Detail, Complexity, & Craftsmanship: Did they dig deep into the media, perhaps experimenting a bit or take an interesting tangent with the assignment? This is where the actual technical art-making skill is being assessed.

Original, Personal, & Unique: Is the work personal? Is it topical or did they dig deep? Is it derivative or unique?

These 5 parts may be a good way to assess many art projects, but some projects may require special rubrics. If you did a puppetry unit and incorporated a performance component, that might need a separate rubric or be included in a unique rubric you create for that project.

Consider giving progress grades for incomplete work. If a project is due and is incomplete, assess the percentage that is complete. For example, a half-done artwork could be reasonably assessed 50%. The student can continue to work on the assignment on their own and return it for a final grade.

Before it leaves the room, have the student photograph it as evidence of how it looked, have them sign out supplies to use on their own. Remind them that it must be in before grades are finalized. Add a note into the grading program and email the parent alerting them to the issue. There are many arguments for reducing grades for lateness, but on whole, it is not helpful. Some students may genuinely need more time for detail, or just work slowly. Reducing the grade for lateness when instead it can address in the rubric for "timeliness" or in the grade for participation may be enough. Punishing a student through their grades is poor practice.
​
If you find that many students are running behind, it may be an indication that the assignment was too challenging for the time allotted. Knowing how much time a project will take will come with experience. What takes a teacher 30 minutes to complete may take students about 90 minutes.

​This rubric can be downloaded and used, but please do not remove the authorship line.

Art can be a therapeutic experience for many students. Some who struggle in other classes may thrive in yours. However, not all schools value that nor see how art can be as beneficial as any "academic" class. Some teachers report the experience of the Guidance staff off-loading or "dumping" students who are failing other classes into art classes so they can be somewhere where they will not be disruptive. This can happen when schools fail to meet the needs of these students or have populations of students with un-diagnosed issues without support. This can mean that an art class can have a polarized mix of students who chose art because they have an inherent interest, mixed with students who may be defiant and do not want to be in you class, let alone school.
 
As a contracted employee, you will have little say in such decisions, but you can be more proactive in your position. It is important to develop relationships with your guidance department. Invite them in to observe your class. Share with them the exciting explorations you are doing. Send little invites to them to see your art displays; they are often in tiny offices all day and may appreciate the break. Frame or mat some student artwork to decorate their office so they see the work your students create. It is important to develop a kind of empathy between you and guidance, so they understand what you have to offer. This may help the situation.
 
When troubled students do come your way, you may be able to reach them in a way no one else has. You are in a unique position. Remember though that unless you are a certified therapist, you may be a bit limited in how deeply you work with that student. Art does offer a place for troubled students to express themselves through art. Some may refuse to participate; some may be disruptive. Information about dealing with behaviors is in the Classroom Management tab of my blog. In these situations, communicate and document issues of non-participation, compliance, etc. with guidance and perhaps your supervisor. Keep these communications factual as documentation. If something "bad" should happen, then your email communications will become evidence that you did what you could and that you alerted the right people.
 
The reality is that math and science classes do not need to justify their importance, but art often does. If you are in a situation where your work and teaching is valued, cherish that. In many cases the art teacher will need to proactively make efforts to help the staff, students, and administration understand it.

If you need researched resources to advocate for your art program visit this LINK. ​If you are interested in more topics like this, as a form of online professional development, click HERE.

As cute as this often-shared cartoon is... what's missing? 

If you are working from art history samples of dead white guys, you are doing your students a disservice. It is important to teach our students about the diversity of artists, cultures, and modes of creation. Even if you may not like the work of Jean-Michel Basquiat, his influence and importance to the contemporary art world is undeniable. Endeavor to keep your selection of artists as diverse as possible. Students need to know that people of all nationalities, cultures, genders, etc. create expressive works of art. If you work in a diverse district, you will likely be expected to be thoughtfully proactive in this.
 
If your comfort zone is Western Art, take time to explore the art of other cultures. Visit museums to expose yourself to more diverse examples. Visiting art spaces is a great way to generate ideas for new art explorations for your students. You can also join online groups of art teachers and seek out ideas. You need not "reinvent the wheel." Facebook is currently a great place to join art educator forums and ask for ideas and samples. (My forum's link HERE, but please answer the questions to enter.)
 
As you teach, particularly about cultures, be cautious of cultural appropriation. According to Lexico.com is, “The unacknowledged or inappropriate adoption of the customs, practices, ideas, etc. of one people or society by members of another and typically more dominant people or society.” Having students paint macaroni and then stringing them on yarn and calling it an exploration of Native American culture is an example of cultural appropriation. The connections between noodles and cultural tribal jewelry are trivialized and removed from their inherent spiritual significance. Trivializing a culture's rich history can add to problems of cultural insensitivity. It would be impossible to explore all cultures in a way they deserve, so focusing on either diving deep into one culture with the help of someone from that culture or exploring one process (like weaving) across many cultures is a more respectful way to go.
 
Instead of noodle necklaces, explore the jewelry of many cultures, discuss their significance, and make materials available to students to perhaps express their own cultural backgrounds through the creation of a wearable work of art/jewelry. Alternately you could explore the expressive meanings of color and shape and use that for students to explore jewelry making in a way to express their mood, experiences, hopes, or families symbolically. Students could also be given diverse cultures to explore, in groups or individually, and share with the class to introduce a culturally connected art lesson.
 
As the world becomes a small place through the internet and globalization, respect for cultures and diversity will grow as well. Set a good example with diverse examples and thoughtful explorations. 

If you are interested in more topics like this, as a form of online professional development, click HERE.

​As I start a new class, I like to do an introductory lesson that requires very little instruction and lets students express themselves overtly for two important reasons. First, It builds trust and lets students know I will create lessons where their interests, points of view, or values can be expressed. Secondly, it allows me to learn about my new group of students on an individual basis. As they work I circulate, ask questions about the work and learn about them in the process. I will sometimes even gain an understanding of trends that are popular with their generation which can influence my own future lesson planning.
 
For this lesson, I wanted to have them create an artwork that would become the lock screen wallpaper for their cell phones. They could express their interests through their artwork as long as it was "school appropriate." All students had access to watercolor pencils, markers, paint pens, magazines, rules, compasses, and they could email me a Google Document filled with images if they wanted to collage elements or trace them. With that in mind, we also had light table available.
 
I always like to integrate core content or STEM connections in my lessons because I know it improves their understanding of all content areas. For this lesson I tied in proportion and the use of cross multiplication. Students had to find the aspect ratio of their individual cell phone screen and calculate the width of the paper knowing that it would be 18 inches tall. The video below introduces the lesson and this concept.

Here is what I wrote for the lesson in Google Classroom:
 
#1. Find the dimensions/ratio of your phone screen (many are 9 x 16) You might find it with a Google search. (For example, the ratio for an iPhone Pro Max is 19.5 to 9 ratio) 

#2. Knowing the ratio, find out how wide it would be if the screen was 18 inches tall. Use cross multiplication to find the exact numbers. The video below explains how to figure it out for your phone. (In my Pro-Max example, it would be about 8.3 inches)

#3. Cut sketch paper to the correct proportions and design some lock screen artwork that can be added to your phone. (Consider adding text to your photo when you edit it so if someone found your phone they would be able to get it back to you.) The artwork you create should tell us something about you: interests, point of view, issue you care about, somebody you care about... It's your phone, it should say something (school appropriate) about you.

Stuck for ideas? Try these:

• Illustrate your favorite song & include some lyrics
• Create a parody Cartoon
• Email teacher images to print, trace, draw, & decorate 
• Graffiti your name in block letters & fill with zentangle designs

#4. We will complete 4 mini-thumbnail sketches and select one to explore as a final sketch. (If you fold your sketch paper into 4 parts, they will be the correct proportions) When you are satisfied with that sketch, you'll create your drawing on final white paper cut to the correct proportions. (You can even use a light box to trace it!)

#5. Photograph your final artwork, Add text if you want, amp up the colors too if you like, and add it to your phone's lock screen. Share both for a grade.

Photography Tips:

• Blue-tape your image on the back at eye level to our whiteboard.
• Stand directly in front, camera centered at eye level.
• Be sure no shadows hit your image.
• Try with and without flash
• Check your image for clarity and "squareness" 
• Crop to edges and amp/alter the colors if you want to.
• Add Return information if you desire (Reward if returned; Call 919-555-5555 or email [email protected])

If you like this lesson and are interested in others, I have THIS book of K-12 art lessons, and THIS follow-up for over 100 unique, choice-based art experiences. To get early notifications of my lessons and ones I am experimenting with, join my Facebook Group.