Managing The Art Room
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Prepare high-school students for art in college with a variety of tips for creating strong digital portfolios.
An art teacher shares how using positive words to describe artistic behaviors has helped her manage her studio effectively.
A visual arts specialist discusses communication strategies for cultivating an environment in which students feel valued and respected.
An art teacher shares the benefits of a child-centered TAB approach and how she facilitates guided play through various media centers.
I took on this art research challenge to expand students’ knowledge of diverse contemporary artists, engage them in creating original works, and teach required skills, techniques, media, and genres. I call it Visual Research.
This therapy dog–centered approach to SEL and art is creating a more supportive classroom environment while connecting students with the art-making process and their peers.
TAB is much more than recess with crayons—it’s focused learning based on the goals students are empowered to set for themselves.
Whether you come to practice mindfulness out of sheer necessity or conscious decision, the outcome of this type of creative and contemplative practice is the same. Jane discovered mindfulness as a natural connection to her own art-making. She learned that engaging in slow, repetitive movement and suspending judgment while creating streams of consciousness improved her overall well-being and creative output.
The act of making art is a great way to introduce students to mindfulness, and many art teachers are already doing this in their classrooms, even if they don’t realize it. I categorize mindful art-making as either repetitive work or sensory work. Both reinforce the brain-body connection that is mindfulness.
Creating a website for your art room can enhance learning. Discover Caroline Nay's journey and tips for success in building an art resource site.
Art teacher Tim Needles develops an AI-infused unit to help students learn about the technology and how to use it ethically and responsibly.
Art educator Jane B. Montero reflects on the importance to draw our own conclusions about why we grade, what letter grades mean to students, and what our teaching environment would look like if we didn’t grade or revised how we grade.
SchoolArts Magazine
A national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts.