To experience a connection with art, music, or reading is to allow ourselves to become vulnerable and open our minds to new possibilities. It helps us navigate new experiences, drives us to expand our knowledge, tackle difficult conversations, and even practice inclusivity and address our emotions in response to significant events. Granting ourselves the space needed to connect—to reflect, engage, and listen—can make a difference in how we present curriculum to our students.
Frank shares strategies on how to build a strong foundation for creative growth with students from the Milwaukee Recreation Arts Internship Program at the Milwaukee Institute of Art & Design. Photo by Christina Dresang.
A connection can spark anytime and anywhere. Watching documentaries, scrolling through social media, talking to a fellow artist, or seeing an exhibition are some examples of beginning that journey of generating big ideas. Whether through our studio practice, someone else’s artwork, or something we’ve participated in, what does it mean to experience a connection and what does it look like? How can we bring that connection into our teaching practice and curriculum development? Which topics, issues, or ideas resonate with students?
Being Present
I remember entering the art room for the first time with a list of artists to introduce to my high-school art students—Vincent van Gogh, Pablo Picasso, Georgia O’Keeffe, Andy Warhol, M.C. Escher, etc. This list was based on my understanding from the education courses I took in college. I appreciated these artists’ work and contributions to the art world, but I wonder if I connected with them on a deeper level.
To experience a connection with art, music, or reading is to allow ourselves to become vulnerable and open our minds to new possibilities. It helps us navigate new experiences, drives us to expand our knowledge, tackle difficult conversations, and even practice inclusivity and address our emotions in response to significant events. Granting ourselves the space needed to connect—to reflect, engage, and listen—can make a difference in how we present curriculum to our students.
The old masters will always have a place in the art curriculum; however, I’ve found that contemporary artists living and working today have a bigger impact on my teaching practice and how I create new art experiences for my students. Artists are in your local art community, on social media, online artist databases, and all over the world. They are more accessible than ever. I’ve found that introducing artists closer to my students’ ages provides the connection needed to begin a conversation they can participate in and relate to.
In This Issue
As we enter October, state art education organizations will host annual conferences offering diverse K–12 programming. At the top of any attendee’s list is to connect with fellow art educators. One of the best ways to connect is to talk about the lessons we are doing in the art room.
In the elementary lesson “An Artist Like Me” (p. 36), Nic Hahn shares the importance of teaching about artists with whom students can identify. Hahn highlights multidisciplinary artist Derrick Adams, who celebrates contemporary Black life and culture through multifaceted portraits.
Jessica Provow’s lesson “Eco Punch Art” (p. 29) introduces middle-school students to the art of rug hooking and tufting. Students create aquatic-themed works of art with important ecological messages.
At the high-school level, in Eric Gibbons’ “The Color and Shape of Music” (p. 17), students learn how shapes and colors correlate to music and interpret a song through collaged compositions.
Making a connection is important in setting the tone of the art room. I enjoy getting to know my new and returning students. Take the time to listen, be present, and support yours in every way possible.
Art teachers share lessons that students can relate to, fostering a sense of self and community. Young students identify emotions and facial expressions while collaging, elementary students trace their countries of origins and share their findings through self-portrait photo compositions, middle-school students create aquatic themed rug canvases with important ecological messages, high-school students draw alongside Tibetan monks as they create a sand mandala, and more.
