Cultivating a Reflective Practice: A Process for Art Educators

Mikaela Bachmann

When considering process in art education, I see a shift from assessing students’ final artworks to valuing their idea generation, planning, and experimentation. This reflects the field’s evolving preference for process over product (Hogan, Jaquith, & Gould, 2020). But what about the educatorʼs process? Are our classrooms and curricula not outcomes of our own creative experimentation?

By focusing on the process behind teaching, rather than solely on lesson plans and procedures, we can foster more innovative, accessible, and inclusive pedagogy. A process-centered approach helps educators identify systemic barriers, create adaptable learning environments, and develop teaching methods that support the diverse needs and abilities of their students.

At the 2024 ED@LEAD Conference in Seattle, Washington, I explored this idea with educators and administrators at the intersection of art and disability education (Bachmann, 2024). I introduced a framework for creating accessible and equitable learning through a cyclical process, providing a pathway to reimagine and enhance the ways we approach teaching and learning.

This framework emphasizes that process matters for both students and educators. Just as students benefit from engaging deeply with their learning journey, educators can enhance their practice through reflection and action. The three steps—Survey, Demo, and Renovate—offer a straightforward yet dynamic approach to rethinking education.

Surveying begins with taking a step back to assess and reflect. This involves examining practices, classroom environments, and unspoken assumptions with curiosity rather than judgment.

Example in Practice: Ask observational questions such as, “What worked well today?” and “What didn’t?” Brief, regular reflections like these provide a solid starting point.

The next step is demo—demolishing outdated or harmful assumptions. This involves questioning the status quo and critically reflecting on ingrained practices. For example, consider how we label students who sit quietly while working as “good” while those who stand, sway, or sing while working are seen as “disruptive.” This stage isnʼt about guilt; itʼs about growth and learning as educators.

Example in Practice: Ask questions like, “Am I making assumptions about what students can or can’t do?” or “Why am I giving instructions in this way?” Use these insights to rethink your approaches and explore alternative strategies.

Renovate focuses on redesigning practices based on insights from the first two steps. It is an ongoing process, not a one-time fix. Regular cycles of reflection and redesign allow educators to create more inclusive learning experiences that evolve with studentsʼ needs.

Example in Practice: Begin with “what if” questions: “What if the classroom layout were adjusted for better mobility?” Then implement changes to foster more inclusive and flexible learning environments.

To implement this framework, start with one area at a time. For example, spend two to five minutes each day jotting brief reflections in your planner or a digital notes app. These small, consistent efforts build a habit of reflection and pave the way for meaningful change.

By focusing on the teaching journey rather than the final output, educators can create classrooms where access and equity thrive.

Collaboration is also key. Working with colleagues, students, or parents can provide fresh perspectives and collective problem-solving opportunities. For instance, during the ED@LEAD workshop, participants found value in collaborating with diverse voices, which led to innovative ideas.

Finally, iteration is essential. After completing one cycle of Survey, Demo, and Renovate, reflect on the outcomes. Did students engage differently? Did the changes improve inclusivity? Use this feedback to refine and continue the process.

At its core, this framework represents a continuous journey of reflection, action, and transformation. Over time, these incremental changes lead to meaningful growth for educators and students alike.

By focusing on the teaching journey rather than the final output, educators can create classrooms where access and equity thrive. Embracing this approach requires vulnerability, but it’s through navigating these challenges that real change occurs.

Mikaela Bachmann is a lecturer and director of undergraduate programs—art education at the University of North Texas, where she also sponsors the Art Education Preservice Student Chapter. She is president of the Art in Special Education (ASE) Interest Group within the National Art Education Association. mikaela.bachmann@gmail.com