More Than Art: Helping Students Rewrite Their Personal Stories

Ann E. Ossey

Over the two decades I have been teaching art to middle- and high-school students, Iʼve heard many people tell me they are not artistic—from students and parents to colleagues and accomplished adults. This suggests to me that this is not about ability but about identity.

The truth is that all of us tell stories about ourselves that explain why we can't do something. I’ve caught myself saying things like this about math, public speaking, or writing articles. These statements can feel harmless, but they often protect us from vulnerability or failure.

As an artist and an educator, I have discovered that the stories we tell ourselves influence the risks we are willing to take. My own studio practice has taught me not to equate the value of my work with the opinion of others. Learning to separate my worth from external validation has not only changed the way I engage in my personal work but also how I approach teaching.

Over the past five years, I have embarked on a personal journey to embrace imperfection and lean into my process rather than trying to achieve perfection. Supporting this journey has been the work of authors such as Brené Brown and Gholdy Muhammad (see Resources). This has greatly influenced my teaching as I try to model the mindsets I have learned in my own journey for my students. When appropriate, I allow students to see my journey as an artist, showing them failed attempts, sketchbook entries, and finished products.

During my undergraduate program, my art education professor once told me that it is crucial to remain a practicing artist as a teacher. I never really questioned why this is important, but I took it to heart. There have been years when I didnʼt do a lot of my own art-making because of time constraints, family, finances, or a lack of access to studio space. In 2020, I committed to establishing a sacred space to feed my creative soul, if only for two hours a week. Through this journey, I have learned that I am at my best as an art educator when I am also making my own art.

Connecting with art teachers who are also practicing artists has also been important for me. My role as a Connected Arts Networks national teacher leader has been instrumental in supporting my growth as both an educator and artist, while also supporting my students’ journeys as artists.

I encourage students to draw from their own experiences, memories, interests, and identities as inspiration. I guide students through brainstorming, sketching, and planning before they create their final work. When I introduce projects, I expose students to artists from a wide variety of cultures, backgrounds, and historical periods whose work tells a powerful story.

Students complete inspiration board slide decks that use open-ended prompts, allowing them to free-write and reflect as they develop their ideas. They create thumbnail sketches to further develop ideas from their inspiration boards.

Every week we have Feedback Friday. Students engage in gallery walks, small-group critiques, one-on-one feedback, and independent reflection exercises. When students engage in peer critiques, the goal is to focus on communication and meaning, not just technical skill. Students use proficiency scales aligned with state and national visual arts standards as assessments of both learning and performance. I teach students to use composition, symbolism, color, materials, and artistic processes as tools for storytelling rather than having them focus exclusively on technical skill.

I believe every student enters the art room with a story worth telling. Through inquiry-based lessons, reflective practice, and open-ended creative experiences, I help students transform their ideas, memories, identities, and emotions into meaningful works of art. By studying diverse artists, engaging in thoughtful critiques, and reflecting on their own creative practices, students develop confidence in their ability to express themselves visually.

My goal is for every student to leave the art room knowing that art is not simply something they make. Art is a language they can use to better understand themselves, connect with others, and contribute their unique voice to the world.

Ann E. Ossey is a visual art teacher at Wauconda High School in Wauconda, Illinois. anniebethstudioart@gmail.com