The Art Lesson That Changed Me

I am an art teacher for the children of US military families in Stuttgart, Germany, and I love what I do. Our schools are a part of the Department of Defense Education Activity (DoDEA). There are DoDEA schools on military bases all around the world. You can find schools like mine in Korea, Japan, Guam, along the East Coast of the United States, Spain, the United Kingdom, Germany, Italy, Bahrain, Turkey, Cuba, Puerto Rico, the Netherlands, and Belgium.

We serve US military and military connected families, as well as tuition-paying students in several locations, but we don’t do it alone. There are many organizations that share their support. It was with the help of the Smithsonian that I changed my art teaching from being more teacher directed to giving my students abundant choice. I’ve never wanted to change back.

Inspired by an Art Contest
In the winter of 2021, the Smithsonian American Art Museum announced the theme for their annual art contest for DoDEA students. For young artists in kindergarten through fifth grade, that theme was Up/Down. It was a perfect connection to the open-ended themes I planned for my young artists as opposed to the more teacher-directed artwork I had previously taught. It was also an excellent opportunity for students to think about their audience as they worked through the stages of the artistic process.

When I told students they would be designing their own projects, many seemed confused or nervous at first. But once they began, you couldn’t wipe the smiles from their faces. Yes, some struggled, but most of them were able to work through that struggle and find a deep sense of pride in their creations.

Setting Them Up for Success
To begin the project, I explained the contest to students, and we brainstormed ideas to express the theme. Students in all grades received a planning page to take notes from our wholeclass brainstorming session, either by writing words or drawing pictures. Students then chose the idea they wanted to plan, create, refine, and present.

Students had access to a wide variety of media and tools. Some students created 3D sculptures, while others created paintings or drawings. Some even created art that hung from the ceiling. Students learned to follow through with a plan and become problem-solvers when they struggled. I was always there to offer feedback and coaching, but ultimately, I wanted them to take ownership and pride in art that was authentically theirs.

Presenting
When students completed their art, they made it presentation-ready with an artist statement. It was then photographed for their online art portfolio and for a slideshow presentation that was shared digitally with the community since the school wasn’t open for an in-person art show. Their work was still physically on display for classes and staff to enjoy.

While students enjoyed their walkthrough, they were also given a scavenger hunt and response activity to enrich the experience.

Smithsonian Winners
Of the 220 students who completed the project, 185 students submitted photos of their artwork to the Smithsonian. Out of the seven finalists chosen by the museum from all of DoDEA, four were from our school. One of those four was awarded second place, and another was chosen as an honorable mention.

In the spring, when students were asked to reflect on highlights from the year, the Up/Down project was mentioned by many.

Reflections
I believe that when students are given agency to create their own authentic art, they are engaged, take ownership, and learn unexpected lessons as they solve problems. Students of all backgrounds and abilities can access an open-ended project such as this and gain something positive from the experience. At the same time, they are practicing the artistic process: coming up with an idea, making a plan, creating, refining, and reflecting. This type of project-based learning addresses many of the National Core Arts Standards in which young artists are asked to create, present, respond, and connect.

The task and my coaching throughout the project had a powerful influence on both my students and me. My artists had always felt welcome in the art studio but a fire was lit under their imaginations during these weeks. They weren’t just creating anymore; they were truly connecting with their art and presenting something uniquely theirs.

My belief is that the art studio should be a place where people can explore and be their authentic selves. It is a place where you can communicate through art the feelings you can’t find words for. In my teaching, I want my amazing artists to feel the freedom to be themselves in a safe, respectful community. This is why I love being an art teacher.