EDITOR’S LETTER: MARCH 2026

Every year, my understanding of what it means to live an art life evolves, deepening my appreciation as I continue to be an active participant in a world that is constantly changing. Through art we respond, connect, and create the best community we can—in and out of the classroom—knowing it is an ongoing process. As art educators, we put this into practice by delivering the best art curriculum we can that is relevant to the lives of our students and the world we live in.

A Contemporary Perspective
Recently, I reconnected with artist Anne Labovitz to learn about her work, creative process, and inspiration. In 2023, I saw her work at the Rochester Art Center in Minnesota. The exhibition was titled The Nexus of Well-Being and Art. The exhibition consisted of an atrium installation titled Will to Meaning, which greeted me as I entered the art center. I remember being mesmerized by the large-scale, repetitive symmetrical loops and vibrant colors. As I walked through the galleries, I began to think about the exhibitionʼs context and what it meant to take care of ourselves and others. I wondered what this looks like in our practice, work, and home environments.

In This Issue
Embedding contemporary practices into our teaching, classroom culture, and curriculum opens the door to unlimited opportunities to engage our students in their learning, building relationships, and contributing to their communities. This provides a way to reflect, process, and act on what is meaningful and relevant to them.

In the early childhood lesson, “Even Bigger Than Us: Imaginative Portraiture Inspired by Mickalene Thomas,” Sue Liedke introduces her pre-kindergarten students to the works by this artist. In awe, students brainstorm on how to create their personal version of what a female portrait looks like today. Using craft and nontraditional materials, such as sparkles, gems, patterned paper, and fabric scraps, with the additions of silk flowers, broken jewelry parts, and seashells, they collaboratively define their heroine.

In Trista Johnson’s lesson, “Sweet Art: Wayne Thiebaud–Inspired Desserts,” middle-school students learn about cast shadows, value, perspective, form, and color theory through the study of desserts. Using various references, they create their interpretation with chalk pastels or oil pastels.

At the high-school level, Adriana Gardner’s “Navigating Nonobjective Art” introduces her students to the world of abstraction. Students are encouraged to step out of their comfort zones to create meaning through color, shape, texture, and composition. A simple line or color choice can spark a curiosity that can lead to a conversation about the meaning of art.

When you are committed to your practice, it encompasses your entire being and becomes what you are about as an art educator and human—a passion driven by purpose. In what ways will you challenge your students to think critically about life, society, and their future?