r/ArtEd

Some classes are very good, don’t get me wrong. But what do you do with classes that refuse to listen and choose to be brats? Do you stop caring about the quality of work they create and just wait until they graduate? Honestly, caring too much doesn’t feel sustainable. But at the same time, caring too little isn’t either.

We are taking down art and filing old art into portfolios and taken those home. They like to decorate their portfolios for free art so that’s the plan.

Anything special you guys do? It’s my first year

How do ya'll hang posters and artwork on walls that are cement? I've tried all types of tape, glue dots, and command hooks and nothing works. Any help would be much appreciated.

I’m a 23F from Virginia and I want to eventually become a photography professor but thought it’ll be great to start off with being a visual art teacher first (plus I’ll be making more money). I studied photography and got my BFA in photo. I want to make my class photo related so making camera obscure, cyanotypes, framing, collaging, etc. I was wondering if they are any other visual art teachers with photo concentration for their classes. And any advice would be helpful, I’m thinking about doing highschool but I am so nervous about behavior problems and “teenage attitudes” I haven’t taught before ( except in small amounts). Plan on starting this upcoming school year!

Hey guys,

Thinking of going to college for Art Education in New York. But I have a few questions. Should I have a BFA in Art and then get my certification to teach, or should I just major in Art Teacher Education and just get a masters degree along the way? I’m just kinda confused on the path I should go on for majors and certifications during college. Sorry if this is confusing, lol.

Thanks!!

All right, I’ve been an art teacher for over 20 years. Brushes seem to be the bane of my existence. I have tried many many different systems so that the brushes the students use are clean, organized and last as long as I can have them. Yeah, most have failed due to two or three students that don’t give a damn in each class. My latest iteration was to put a good set of brushes in zipped pouches numbering the bags, and then assigning a student a number, then each class helped me to monitor the cleanliness of their brushes. So if a student in one class did not clean their brushes properly, the next student that is assigned that bag will let me know, and then I can redirect that student in the previous class re-teach and if they continue, offer them an afterschool detention in which they have to clean all the brushes. That’s been the best system so far but I would like to know from you wonderful people. Is there a system that you use when it comes to brushes and keeping them in tiptop shape and organized so that all students have optimal tools for their paintings thank you. Please excuse the mistakes in this post. I am using speech to text.

I'm responsible for the education of 10 y/o. He's very gifted and taking 8th-9th grade courses, but very unconfident in art. I eventually want him to work through Drawing on the Right Side of the Brain (as it was the book that most helped me when I was about his age), but while he could handle the reading I feel it would be a touch overwhelming to start with. He gets frustrated easily when he's not immediately good at something (avoiding details, but he's a fairly classic neurodivergent genius type). He doesn't even draw for fun because he thinks he's too terrible.

Any recommendations for introductory art books that have a bit more meat than trace-and-copy styles? Just something to get him started and introduce a bit of theory with making him feel like he has to perfectly copy a picture in a book. He's my only student so I can be very involved, if that helps. He also enjoys math and science, so anything that combines those would be fair game. Any medium is also fine.

Hello.

For context I’m concerned and already dreading next year because I have 28 students signed up for AP art. I was new at my school this year and this was the first year they had art it’s own section vs mixing AP. 28 students for me means they will have to be stacked with other classes as my classroom only fits 20 students at a time.

I work at a small school (28 teachers total with 26 next year). They just want to put everyone in AP art even though I keep telling them it’s intense, and meant for students who really like art and want to even consider art professionally. I explain that each week they are expected to do 2-5 hours of work outside of class (and I understand that much lower than some like my friend whose contract says 5-15)

Students can not take art in 9th grade. They let them use a middle school credit as highschool art so sometimes I only see kids in art 2 and then it’s AP art. We don’t have a 3 or pre AP.

Some of the kids enrolled right now are not even passing art two. I don’t understand. I am in contact with counselor and admin. I’m not looking for advice but more curious what yalls AP load is like.

I offer each section and choose for students based on their work if they are not sure. (2D, drawing, 3D)

As a celebration I did have 100% submit this year but I did do an extension for 3. I won’t do it again but I’m still learning from mistakes.

I've applied to at least 15+ different positions on EdJoin, at least 10 have given me the typical "unfortunately, we are moving forward with someone different.." rhetoric, 2 got back to me with first round interviews (they said no shortly after) and I got one position locked as a part time sub (mind you, I just completed my SS Credential program and have my preliminary, with Summa Cum Laude). I've gotten a great recommendation from the district I'm at currently, but they aren't renewing my contract so I've found myself in this pickle. Am I just that bad of an teacher or what's even happening right now? For context I've applied all across SoCal cause that's where I live, would love to know what am I doing wrong or if there is just a tight market on art teachers right now.

What are the main types of art you teach throughout the year in elementary?

For instance, I teach PreK - Grade 6 art, and my main units I try to do for each grade are listed below. It may start with something really simple in that media for PreK, to something much more advanced in that type of art for 6th Grade. I incorporate art history lessons throughout, so they are not a separate unit for me.

This is what I do:

Drawing

Painting

Clay/Ceramics

Sculpture (mostly with aluminum foil, coated wire, and/or cardboard saws)

Fiber Arts (Sewing, Weaving, Knitting, Jewelry, etc.)

Print-making (starts with simple stamping for littles, older ones make styrofoam prints)

Collage and Mixed Media

Does that sound like the main types of art a basic elementary art education program should have? Am I missing anything? (I am NOT doing anything digital, that is already pushed too heavily in the rest of my school's curriculum, this is the one special a week they can be hands on).

EDIT: Yes, I know I spelled sculpture wrong in the title!!

I gave three virtual art lessons to a student. She said that she loved the lessons, but had to stop due to health reasons. She mentioned that she would like to continue with me in the future. I said - great - keep in touch. Well - she has certainly kept in touch! She emails me weekly updates on her health. As a human being I care - BUT - I only had three lessons with this woman and she continues to email me health updates with not even a mention of future lessons. I feel taken advantage of but as a small business owner I feel like I should keep the door open in case she wants more lessons. Ignoring her seems cruel - but continuing to email without compensation seems like she is taking advantage of my time. Helppp

It might be a silly question, but I teach preK to 8th grade.. the littles often put supplies in their mouths or don’t remember to wash their hands.. the older kids aren’t much better lol.. I have gotten
sick multiple times this school year definitely from icky student germs 🤧 I always have hand soap and disinfectant wipes but I was wondering if anyone has different ideas to streamline cleanup while maintaining hygienic environment?!

I'm in a part of my state (honestly the entire state) that doesn't have a lot of opportunities, but to stay another year at my current school would be nearly a death sentence for me.

I haven't been able to find another classroom position within an hour+ of me and I have resulted to going back to my first career, marketing/photography/graphic design. This is despite the fact that I went back to school to become a teacher! And I have been teaching for 4.5 years and love it!

Be honest, is it worth it to fight my way back? Is it worth it to reserve some of my time and energy to keep my certification current and to look for jobs while I reestablish myself in another industry? I'm fighting my constant fatigue and overwhelmed state NOW as we wrap up the year and I scramble to find another job...I don't want to quit education but it feels like education doesn't want me.

I'm in South Carolina, all jobs are bad right now to be fair, not just education. I'm seriously considering working my way up at my neighborhood Food Lion and giving up on ed all together :/

Why, oh why????

Something I wanted to ask you if you teach elementary art is how you deal with unmotivated students who don’t care at all about art and don’t feel like doing any work when they are with you? For HS and MS, students have more of a choice of whether they want to take art or another elective, and the teachers in the higher grade levels seem more willing to fail students if they don’t do any of the work at all. So how do you deal with unmotivated students who lower the morale of the classroom overall?

Context: I have been an artist all my life and have an art degree. Professionally, I have been a gen ed homeroom teacher for nine years. This fall I'm going to start my first year as an art teacher (elementary). I'm very excited because it feels like this is what I was always meant to do. At the same time, I'm very nervous. This is an opportunity that I don't take lightly because art was my whole world as a child. I want to do a good job for these kids.

It’s got me thinking about how in the world I’m going to teach art in a way that feels authentic to my philosophy as an artist while still giving kids the tools to be successful in the "art world," even though I don’t often agree with it. I’m starting to think of the concept of art as having two definitions, referred to here as “little a” and “big A.” I’m sticking to examples of visual arts as that is my field, but I would apply it to music, writing, dance, etc.

• “Little a” says that any form of creative expression is art. The definition of creativity here being very literal as it relates to “creation.” Making something out of nothing. Or, more accurately, reconfiguring existing matter and energy into new forms and manifestations. “Little a” says there is no difference in the artistic merit of a middle schooler’s manga-eyed OC’s and the Sistine Chapel. The only “merit” or validation that applies to “little a” is the fact that creation happened. It is factual and irrefutable. The question of whether its perception is “attractive” or “entertaining” to an audience is inherently irrelevant. “Little a” lies in the making, not in the thing made. By this logic, a sculpture itself is not art but rather a byproduct of it. “Little a” art is the experience of creation. I would argue that this is the only interpretation of art is actually objective. Did creation happen? The answer is either yes or no.
• “Big A” is what becomes of artistic expression when presented as a product meant to be perceived by an audience. It is then subjected to evaluation by its audience. The subjectivity in evaluating this art comes from the fact that every audience member has a unique perception of it. This subjectivity is further expanded by the various theories through which art can be evaluated. A piece may be deemed successful from a formalist perspective, but not so through an expressionist perspective. I would say that this subjectivity and its resulting conflict are intended purposes of creating art within a social context, rather than shortcomings thereof. “Big A” is not just about creation, though creation needs to happen, but also about perspective and interpretation. Audience responses to the artwork are therefore part of the art, not separate from it.

I think this distinction is hard to understand for people who either don’t often engage in creative pursuits or those for whom creation is strictly a means to an end. And let me be clear about one thing. I don’t think “little a” is a superior definition than “Big A” or vice-versa. And I don’t have any elitist notions about art as a means rather than an end being less “artistic.” I think the error lies not in any one artist’s approach to or motivation for creative expression, nor in any one audience member’s interpretations of specific pieces. The error lies in attempting to form a single definitive conceptualization of something that is, in its essence, formed by the vast diversity of human experience and expression. Art can be objective yet ephemeral, or it can be concrete yet subjective.

I think that most artists value both “little a” and “Big A” as part of their process.

“Little a” is present because few of us would be engaged in creating art if we didn’t value the experience of it. Notice I said “value” not “enjoy.” Because we all know it’s often very unenjoyable and frustrating. Yet we press on. Because the making feels primal and essential to our beings, just as air, food, and water are to our material bodies. Creation sustains us.

“Big A” is also present because we rely on the external validation of our work as our livelihood or as an integral part of how we relate to the world outside. We desire, sometimes obsessively and other times only to a small degree, for our creative expression to produce specific visual manifestations. This is where “artistic skill” is important. The more I develop my understanding and application of techniques, tools, and materials, the wider my collection of creative “building blocks” becomes.

Picasso said, “Learn the rules like a pro so you can break them like an artist.” I think this perfectly encapsulates the dichotomy of “little a” and “Big A.” Become skilled at “Big A” so that you can freely and confidently navigate your experience of “little a.”

Now, here is where my conflict lies. Teaching elementary school art feels like a delicate balancing act of nurturing a value for “little a” while explicitly teaching “Big A” skills. Children at this age are at a critical point in developing their sense of identity and self-efficacy. Ages 5 to 11 take us from absolute dependence on and need for authority, to trying to understand our place as independent entities navigating a social collective. This is where I see kids start to define themselves by one of two sources of external validation: their authority figures or their peers. The educational system in the United States doesn’t leave much room for exploring our own internal validation of self-worth.

So. How do I simultaneously attribute value to the creative expression of the kid who just tore up her paper in frustration, or the one who didn’t follow directions on an assignment because he only wants to paint in his favorite color, and yet emphasize the importance of skill-based practice in the development and harnessing of that expression? Or, conversely, how do I encourage the hard work of a student who is dedicated to gaining technical expertise, while helping them to let go of perfection and to value failure as an intrinsic part of the experience? These two responsibilities weigh heavily on me and seem difficult to fulfill side-by-side.

What do you think?

Do you agree with or have thoughts on my very limited explanation of how I understand art?

How do you balance the importance of free creative expression with the necessity of creating art that can be deemed successful in a social or economic context?

For reference, I teach K-6 and I've noticed in the last few years an uptick in students boldly telling me: "I'm done" when they present terribly unfinished work. Like, scribbles on paper. Not just from the younger grades but older students too.

I have taught and retaught craftmanship every quarter this year. I use examples for every media. I use easy scales from 1-4 to represent craftmanship ranging from unfinished to above and beyond. I have made it developmentally appropriate for students to understand and the problem isn't in understanding - it's in caring.

Students just don't care. They don't value their work...they don't care about what they turn in. They don't care if their parents see their work. Their parents look at me as if they want to say; 'what are you even teaching them?', but I feel like it's hard to explain to parents that their child isn't learning because they are personally choosing to do poorly - because they don't care.

I have maybe 2-3 students in each class who put effort, REAL effort, into their work and the rest want access to materials to scribble, crumple up paper, throw it away, and then quickly get another. A whole ream of paper could be gone in one class no matter how many times I teach them, show them, model to them to draw lightly, erase, etc.

At the beginning of the year I teach and re-teach how to fix 'mistakes' to students, how to move on from them, but they just don't care. It feels like every year there are more "I'm finished." "I don't care." "I don't want to work." "I don't want to do this." "I don't want to color more." I make projects that are engaging and aligned with students interests, more "classic" projects, nothing seems to make a difference.

I have 6th graders who draw and color worse than kindergarten students I've had in the past - not because they can't, because they won't choose to do better.

How do I get students to care and try when they don't care and don't want to try? In the past, I feel like the answer would have been to grade them appropriately. But nowadays, we are told to give students a passing grade no matter what they turn in - or even if they don't turn anything in. And when you give a student lower than a 70, their parents are ready to attack. Admin doesn't have our backs.

I feel like my job is turning into a motivator, counselor, babysitter instead of a teacher. I know these issues aren't new, but I'm really struggling to show up when the majority of class won't try no matter what. I guess all of this is coming to mind because it's the end of the year and I'm already prepping the beginning of year lessons for next year (I don't want to work over summer) and I'm dreading a whole new year of "I don't care."