Is it them or is it me? Reflecting on teaching practice.
“My students are just not interested anymore.”
“I can’t get them to stay focused.”
“They rush through just to be done.”
These are common complaints I hear from art teachers across the country, and were my own frustrations as a new teacher following “the curriculum.” It’s discouraging to pour time and energy into a lesson only to watch students tune out, slap down the bare minimum so they can move on to something else, or worse, dump two weeks of hard work in the trash can on their way out!
But here’s the important truth: students don’t actually hate art. In fact, I firmly believe every student has a natural interest in art. Watch a kindergartener with crayons, or a middle schooler sketching their favorite anime character in the corner of a notebook, or a high schooler carefully curating their outfit for self-expression. The creative impulse is always there.
So where did it go wrong in the classroom?
The issue might not be student disinterest; perhaps it’s disconnection. Sometimes lessons are designed from a top-down approach: dictated by a strict curriculum, or rooted in what we—teachers of a different generation—think students should want to do. We love art, and we expect them to love the same kinds of art, in the same way. But the truth is, our passions don’t always translate.
Just like when art teachers sit in a long faculty meeting covering the data from the last State Test scores, or the newest push for technology in core classes, we “tune out.” When projects fail to connect with students’ lives, they disengage too! They rush. They “just meet expectations.” It looks like apathy, but what it really is, is irrelevance.
And here’s another hard fact: fewer than 2% of our students will pursue art-related careers. If we design lessons aimed only at creating future artists, we’re catering to a very small slice of the room. The other 98% are left wondering why it matters, and checking out when they don’t see a connection.
The challenge isn’t whether students care about art—it’s whether we, as educators, are willing to meet them where they are.
“I can’t get them to stay focused.”
“They rush through just to be done.”
These are common complaints I hear from art teachers across the country, and were my own frustrations as a new teacher following “the curriculum.” It’s discouraging to pour time and energy into a lesson only to watch students tune out, slap down the bare minimum so they can move on to something else, or worse, dump two weeks of hard work in the trash can on their way out!
But here’s the important truth: students don’t actually hate art. In fact, I firmly believe every student has a natural interest in art. Watch a kindergartener with crayons, or a middle schooler sketching their favorite anime character in the corner of a notebook, or a high schooler carefully curating their outfit for self-expression. The creative impulse is always there.
So where did it go wrong in the classroom?
The issue might not be student disinterest; perhaps it’s disconnection. Sometimes lessons are designed from a top-down approach: dictated by a strict curriculum, or rooted in what we—teachers of a different generation—think students should want to do. We love art, and we expect them to love the same kinds of art, in the same way. But the truth is, our passions don’t always translate.
Just like when art teachers sit in a long faculty meeting covering the data from the last State Test scores, or the newest push for technology in core classes, we “tune out.” When projects fail to connect with students’ lives, they disengage too! They rush. They “just meet expectations.” It looks like apathy, but what it really is, is irrelevance.
And here’s another hard fact: fewer than 2% of our students will pursue art-related careers. If we design lessons aimed only at creating future artists, we’re catering to a very small slice of the room. The other 98% are left wondering why it matters, and checking out when they don’t see a connection.
The challenge isn’t whether students care about art—it’s whether we, as educators, are willing to meet them where they are.
Still life in the background. Their life in the foreground.
All Students Are Interested in Art When…
Every student has an interest in art. The trick is tapping into it. Students rarely disengage because they dislike creativity itself—they disengage because they don’t see themselves reflected in the lesson.
Think about it: the things that capture their attention outside of school—Social Media trends, anime, sneaker design, video games, music videos—are all built on artistic foundations. Visual culture surrounds them. They already engage with art daily; they just don’t always recognize it as “art” in the traditional, museum-on-a-pedestal sense.
When we create projects that strictly reflect curriculum or what we may have experienced—say, endless still lifes of fruit bowls, or copied portraits of artists from centuries ago—we run the risk of teaching art as something frozen in the past, detached from student realities. And while some will enjoy those projects, many more will disengage.
Students light up when lessons connect to their world. When they get to design their own sneaker line. When they can remix Van Gogh’s Starry Night into a scene from their favorite video game or insert themselves into a Frida Kahlo-style portrait. When they see that the tools of art can help them express what matters most in their lives.
That’s the turning point: interest doesn’t magically appear—it emerges when we offer choice, relevance, respect, and connections. (MORE HERE)
Generational Disconnect
Another reason students disengage is that what excites us as teachers doesn’t always excite them. Most of us grew up in a different time, with different cultural touchstones. We may be passionate about Renaissance masters, Bauhaus design, or the precision of academic drawing—or even our own teen heroes from 20 years ago… and while those are valuable or personal to us, they can feel distant and irrelevant to a teenager whose cultural world is saturated with memes, K-pop, digital art, or esports.
Too often, we think we know our students and share interests simply because we empathize with them or think “we’re hip.” We plan projects around what we think is meaningful, only to be frustrated when the class groans or rushes through. The truth is, what feels timeless and profound to us may feel boring, forced, or disconnected to them.
This doesn’t mean we abandon foundational skills or historic art entirely. But it does mean we have to act as translators. Our job is to build bridges between the old and the new, between what excites us and what excites them.
Every student has an interest in art. The trick is tapping into it. Students rarely disengage because they dislike creativity itself—they disengage because they don’t see themselves reflected in the lesson.
Think about it: the things that capture their attention outside of school—Social Media trends, anime, sneaker design, video games, music videos—are all built on artistic foundations. Visual culture surrounds them. They already engage with art daily; they just don’t always recognize it as “art” in the traditional, museum-on-a-pedestal sense.
When we create projects that strictly reflect curriculum or what we may have experienced—say, endless still lifes of fruit bowls, or copied portraits of artists from centuries ago—we run the risk of teaching art as something frozen in the past, detached from student realities. And while some will enjoy those projects, many more will disengage.
Students light up when lessons connect to their world. When they get to design their own sneaker line. When they can remix Van Gogh’s Starry Night into a scene from their favorite video game or insert themselves into a Frida Kahlo-style portrait. When they see that the tools of art can help them express what matters most in their lives.
That’s the turning point: interest doesn’t magically appear—it emerges when we offer choice, relevance, respect, and connections. (MORE HERE)
Generational Disconnect
Another reason students disengage is that what excites us as teachers doesn’t always excite them. Most of us grew up in a different time, with different cultural touchstones. We may be passionate about Renaissance masters, Bauhaus design, or the precision of academic drawing—or even our own teen heroes from 20 years ago… and while those are valuable or personal to us, they can feel distant and irrelevant to a teenager whose cultural world is saturated with memes, K-pop, digital art, or esports.
Too often, we think we know our students and share interests simply because we empathize with them or think “we’re hip.” We plan projects around what we think is meaningful, only to be frustrated when the class groans or rushes through. The truth is, what feels timeless and profound to us may feel boring, forced, or disconnected to them.
This doesn’t mean we abandon foundational skills or historic art entirely. But it does mean we have to act as translators. Our job is to build bridges between the old and the new, between what excites us and what excites them.
The Spectrum of Teaching Approaches
When it comes to art education, there isn’t just one right way to teach. The spectrum—from tightly structured, teacher-directed proposals to fully open, student-driven projects—can be navigated effectively by striking a thoughtful balance.
On one end, the traditional, teacher-directed approach provides clear expectations and consistent structure, but often limits students to producing similar-looking outcomes that might stifle personal expression. The worst examples of these are “copy me” projects or exercises (I call them cookie-cutter projects). More on that HERE.
On the opposite end, the TAB (Teaching for Artistic Behavior) or choice-based model invites students to act as artists—selecting their subjects, media, and methods—with the teacher offering mini-lessons, resources, and encouragement. This model maximizes engagement but may overwhelm students without some scaffolding, leading to shallow artworks that waste vast amounts of supplies.
The sweet spot for most classrooms is a balanced, scaffolded approach: teach essential skills and content while allowing room for personal expression and relevance. (More HERE. How I plan my year HERE.)
Examples include:
- International Names Project: Students create artworks where each letter of their name reflects personal interests, plus a twist using a non-Western language. LESSON LINK
- Nature Weaving: Students collect natural materials to build sculptures inspired by artists like Andy Goldsworthy, brainstorm ideas, and peer-critique works in progress. LESSON LINK
Practical Strategies to Boost Engagement
It’s one thing to talk about philosophy—it’s another to walk into class tomorrow and actually make changes. Small shifts in mindset and lesson design can have a big impact.
1. Start with Student Interests.
2. Use Contemporary Connections.
3. Scaffold Choice.
4. Elevate Reflection and Critique.
5. Show the Bigger Picture.
Moving Beyond “Because It’s Fun”
While art is fun, that can’t be the only justification we give. Students deserve respect and deeper answers:
Art teachers know, when we grid, measure, and draw—we use geometry. When we make sculptures—we use engineering. When we mix colors—we reveal information about physics. When we create illustrations for stories—we learn about literature. When we review the styles of art from da Vinci to Banksy—we teach history. When we teach ceramics—we teach chemistry. When we write about art—we strengthen writing skills. When we create works of art, we solve complex visual problems in creative ways. Art is the meeting place of all subjects and helps students succeed everywhere.
Remembering the 98%
Less than 2% of students will pursue art careers. The other 98% still need art because it strengthens creativity, critical thinking, communication, resilience—and it reinforces core content.
I often integrate literacy into projects: artist statements, reflections, critiques. This practice boosts reading and writing skills. Art also connects to math (geometry in perspective drawing), and science (optics in color theory).
See examples of art-and-literacy projects HERE.
When students see art as a pathway to succeed across subjects—not just an “extra”—they may begin to respect it in new ways.
When it comes to art education, there isn’t just one right way to teach. The spectrum—from tightly structured, teacher-directed proposals to fully open, student-driven projects—can be navigated effectively by striking a thoughtful balance.
On one end, the traditional, teacher-directed approach provides clear expectations and consistent structure, but often limits students to producing similar-looking outcomes that might stifle personal expression. The worst examples of these are “copy me” projects or exercises (I call them cookie-cutter projects). More on that HERE.
On the opposite end, the TAB (Teaching for Artistic Behavior) or choice-based model invites students to act as artists—selecting their subjects, media, and methods—with the teacher offering mini-lessons, resources, and encouragement. This model maximizes engagement but may overwhelm students without some scaffolding, leading to shallow artworks that waste vast amounts of supplies.
The sweet spot for most classrooms is a balanced, scaffolded approach: teach essential skills and content while allowing room for personal expression and relevance. (More HERE. How I plan my year HERE.)
Examples include:
- International Names Project: Students create artworks where each letter of their name reflects personal interests, plus a twist using a non-Western language. LESSON LINK
- Nature Weaving: Students collect natural materials to build sculptures inspired by artists like Andy Goldsworthy, brainstorm ideas, and peer-critique works in progress. LESSON LINK
Practical Strategies to Boost Engagement
It’s one thing to talk about philosophy—it’s another to walk into class tomorrow and actually make changes. Small shifts in mindset and lesson design can have a big impact.
1. Start with Student Interests.
2. Use Contemporary Connections.
3. Scaffold Choice.
4. Elevate Reflection and Critique.
5. Show the Bigger Picture.
Moving Beyond “Because It’s Fun”
While art is fun, that can’t be the only justification we give. Students deserve respect and deeper answers:
Art teachers know, when we grid, measure, and draw—we use geometry. When we make sculptures—we use engineering. When we mix colors—we reveal information about physics. When we create illustrations for stories—we learn about literature. When we review the styles of art from da Vinci to Banksy—we teach history. When we teach ceramics—we teach chemistry. When we write about art—we strengthen writing skills. When we create works of art, we solve complex visual problems in creative ways. Art is the meeting place of all subjects and helps students succeed everywhere.
Remembering the 98%
Less than 2% of students will pursue art careers. The other 98% still need art because it strengthens creativity, critical thinking, communication, resilience—and it reinforces core content.
I often integrate literacy into projects: artist statements, reflections, critiques. This practice boosts reading and writing skills. Art also connects to math (geometry in perspective drawing), and science (optics in color theory).
See examples of art-and-literacy projects HERE.
When students see art as a pathway to succeed across subjects—not just an “extra”—they may begin to respect it in new ways.
Meeting Students Where They Are
If the trash can is full of abandoned artwork at the end of class, that’s a red flag. Engaged students usually want to keep their work, share it, or take pride in finishing it. Too much discarded art is the lesson telling you something: it didn’t connect.
The complaints—“My students are just not interested anymore”—don’t have to define our teaching. What if instead, we reframed the challenge? “How can I make art meaningful for all students?”
That’s the real question. And when we respond with choice, relevance, respect, cross-curricular connections, and cultural translation, disengagement fades, and the spark of creativity shines again.
Because at the end of the day, it’s not that students hate art. It’s that they’re waiting for us to help them see how art belongs to them.
If the trash can is full of abandoned artwork at the end of class, that’s a red flag. Engaged students usually want to keep their work, share it, or take pride in finishing it. Too much discarded art is the lesson telling you something: it didn’t connect.
The complaints—“My students are just not interested anymore”—don’t have to define our teaching. What if instead, we reframed the challenge? “How can I make art meaningful for all students?”
That’s the real question. And when we respond with choice, relevance, respect, cross-curricular connections, and cultural translation, disengagement fades, and the spark of creativity shines again.
Because at the end of the day, it’s not that students hate art. It’s that they’re waiting for us to help them see how art belongs to them.
If you need help and would like a deeper dive into “how to teach art,” you can read THIS e-book for free with your Amazon account. If you need lessons for any level K-12 THIS book will be helpful. (A follow-up expansion edition is HERE.) It allows you to make copies for your students, and if you have a special needs middle schooler, you can give them the elementary version of a lesson. Alternatively, if you have one that’s especially advanced, they can be given the high school version of the same lesson.
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