Monday, October 23, 2017

Mandalas and Sacred Geometry for Middle and High Schoolers


Mandalas are an art form made by pretty much every culture. I like to integrate mandalas alongside sacred geometry into middle (and even high school) curriculum, as the Social Studies standards almost always highlight societies, cultures, and/or religions that feature mandalas and sacred geometry (Buddhism, Hinduism, medieval Christianity, and Islam).

Here is one of the ways in which I teach mandalas and sacred geometry. Note, a mandala does not have to exhibit sacred geometry in order to be a mandala. A mandala is any image contained within a circle.




And, here is an accompanying presentation:



Finally, here are some examples of my middle-school students' works:









Thursday, August 24, 2017

How-To: 3D Print a Cameo Portrait Pendant


Recently, I've been using my new 3D printer to explore 3D art education and/or integration lesson possibilities for elementary students.

I gave myself the following constraints:
1) Free software
2) Ease of use
3) Self-portrait concept
4) Small output (economic and ease of printing for teacher)

One of the results is this fun and functional art object: a cameo portrait pendant.

Here's my overview for this lesson
1) Identify and define the word, silhouette
2) Explore and learn about artists Kara Walker and/or Kumi Yamashita (using school and appropriate imagery)
3) Take a profile photo of every student against a solid background (hopefully a green screen)
4) Students edit away background and turn the profile to a silhouette using Pixlr.com
5) Students convert PNG silhouette to a SVG using PngtoSvg.com
6) Students design a pendant base in Tinkercad
7) Students import their silhouette svg files into the pendant design
8) Students tweak design
9) Students export the designs as an STL file for 3d printing
10) The teacher prints the pendants. I estimate you can print 3 pendants at a time (printing 3 pendants at a time should take about 1 hour).

For reference, the dimensions of the final printed pendant are 40 mm x 35 mm x 3 mm.

Sound complex? It's not! Here is a video of exactly how to make this project:


And, hey, I thought you'd like to see my failed attempts (prior to working out the above process):


If you try this project, be sure to let me know!

Your Art Room Needs a 3D Printer

My 3d printer in my workspace

Do you have a 3d printer in your art room? I’m beginning to think this is a must-have tool for the contemporary K12 art educator. I know a few of you are thinking, “What the what?! I don’t even have a kiln. I can’t afford clay! And, now I’m expected to have a 3d printer?! Stop.”

Yeah. I’m telling you – you need a 3d printer. Yes, you the elementary art teacher, you the middle school art teacher, and you the high school art teacher; y’all all need 3d printers.

3d printing is changing the landscape of our world. People can print 3d casts for broken bones in lieu of plaster casts. Where once you went weeks without a good shower in order to wear a plaster cast, you go about your life pretty much as usual with a 3d cast. Recently, a college student made his own braces to straighten his teeth (and they worked!). Kids in need of artificial limbs can upload images and measurements of their limbs, and people all over the world are designing and shipping 3d printed limbs to them. Designers, makers, and tinkers the world over are 3d fabricating tools to use in artworks, mechanics, and innovations. Our students are growing up in this landscape. I imagine when they are older, they won’t need to run to the store to buy that one screw that is 4mm in diameter; they’ll just print it.

Why would we leave the only exposure and/or education students have regarding 3d printing to television, home life, or that one cool science class? Why would we miss the opportunity to show students how creativity can take fundamental 3d printing to unbelievable heights?  

Up until now there have two major arguments against the inclusion of 3d printing into art classrooms:
1)      The cost of printers, materials, and software
2)      Educator lack of experience (that often manifests as fear)

3D Printers Can be Inexpensive
The cost of 3d printers and filament (the material used to actually print) has gone down drastically in recent years. A few months ago I purchased my first 3d printer. After some research, I bought a Monoprice Mini for $220 on Amazon. The Monoprice Mini has a build plate that is only 130 mm long, wide, and tall (roughly about five inches). The dimensions of the build plate means you won’t be building any huge structures on the Monoprice Mini, but you can still build all sorts of cool stuff. It is a tiny little workhorse; the whole printer is about 10 in wide by 12 in tall. After telling people of the low cost of the Monoprice Mini the next question is, “Yeah, but how much does the print material cost? I bet that goes fast!” Well, I bought one spool of PLA filament to use with the Monoprice Mini for $20. Since you’re unable to build large projects on the Monoprice Mini, you keep designs small and the filament goes a very long way.  So, major argument against 3D printing is moot: You can begin 3D printing in your classroom for about $250.
Monoprice Mini

But, Like, HOW does it work?
I love using a glue gun; they're easy and work efficiently. 3d printers are basically a sophisticated glue gun. A plastic-feeling filament is fed into a tube that touches the "hot bed" where there is a needle extruder (like the tip of your glue gun). As the hot bed heats the extruder, the filament melts and extrudes out. The 3d printer tells the hot bed to move in a specific pattern while extruding filament; that's how you get your 3d print. Totally like a fancy glue gun. 

3D Printing Is Not Hard; Don’t be Afraid
I ordered my 3D printer, it arrived, I was excited . . . And, I let it sit in the box for a few days because I was scared. I had no experience with 3D printers. What if I broke it? I had no idea how the machine worked. I let the fear get the best of me. Then, I realized that surely many other people have had the same experience. And maybe, they’d had the same experience with the same printer. I went to YouTube and typed in “Monoprice Mini” and there they were: HUNDREDS of videos of people talking about how to use, repair, and do all sorts of cool things with the same exact printer as me. I read the directions on how to set up the Monoprice Mini (they are great directions), but I’m a visual learner and not everything immediately made since in text form. I found a YouTube video of someone “unboxing” (opening for the first time) their Monoprice Mini. I watched the video, took notes, and then played –and stopped as needed- the video as I unboxed my printer. It worked! I set up my printer. I felt confident, so I followed the steps in the directions to make a test print. It worked! After that, I realized that using a 3d printer is just like tackling any new media: It’s always a little intimidating at first. Then, you realize you just have to play a little and things will start to make sense.
Printing away!
When exploring 3d printing for the first time Google is your friend. Anytime I encountered language or abbreviations I didn’t understand, I asked Google. It seems obvious, but I see a lot of people asking questions (about all manner of stuff) on Facebook and Instagram that Google could quickly answer. There are so many tutorials, tips, tricks, and ideas out there; people are eager to share. I also found a few people online to be extremely helpful and inspirational. Christopher Sweeney is literally taking 3d printing in education to new heights, Shana Gutterman has a nuanced and brilliant approach to 3d printing with very young students, and Alice Gentili integrates classroom 3D printing in interesting and very rigorous manners.

My first print: a keychain
But, What About Software?
Every piece of software I have used to design and 3d print has been free! It has also been web-based, meaning I don't need to download anything to my computer. The most direct and simple way to start designing in 3d is to use Tinkercad. Again, there are hundreds (if not thousands) of video tutorials to get you started. Honestly, the program is very straightforward and intuitive. I love it. 

And, now? Well, I find myself 3d printing anything and everything. Some of it is for practice, and a lot of it is for fun. Remember when you buy a new drill and suddenly everything in your house needs a hole? Well, I have a new toy, and I need to make a lot of stuff with it.

I can’t wait to share ideas and lessons with you.

Do you have a 3d printer? What sort of fun are getting into? 

Monday, July 24, 2017

The Art Supplies You Need to Start the School Year


Heeeya. It's pre-planning time. And, if you're not pre-planning yet, it is definitely impending.

In almost ALL of the #arted communities, I'm seeing people ask,
-"What supplies do I need to start my school year?"
-"I'm starting a new art room, what do I need?"
-"Um, this is my first year. . . How do I know what I need?"

The long answer is dependent on what you plan to teach. If you want to make your budget go the furthest, you need to know what projects you intend to do and what materials you require to make those projects. If you're interested in learning more about how to write a curriculum, click here.

But, like, who am I kidding? If you are asking the above questions you're probably also asking:
-"Does anyone have an #arted curriculum?"
-"What do you teach the first week of school?" (Hint: here's what I do)http://www.artfulartsyamy.com/2013/08/what-is-art-welcome-to-2013-14-school.html
-"Where do you go for good projects?"

So, here's my advice (and PDF copies of 2 of my previous purchase orders) about buying (the absolute, most basic) materials for your art room:

1. There is no such thing as too much paper. You can color it, cut it, sculpt it, pulp it, reuse, and repurpose it. I like to order large paper (18x24 inches) because I can cut it down to any size I want, I can fold it to make portfolios, and I can use it as place-mats. Ordering by the ream is cheapest (500 sheets), and I usually buy 50lb paper (not too thin, and not too thick). If you want white paper, look for words like "sulfite" for pure white, and "newsprint" for newspaper like paper. Also, don't get stuck on just buying white paper. I use a ton of black, purple, and blue paper in lieu of white (click here to learn more about that). 

2. Crayons are overrated. You probably have some scabby lil stubby crayons rolling around. They still work; don't buy more. Colored pencils you need; colored pencils are the bee knees. If you are teaching elementary through middle school - try the Crayola Art Stix (woodless colored pencils; you don't have to sharpen). If you are teaching middle school - high school try Prismacolor (if you have a $$ budget), or Prang (if you have $ budget; learn more about my love of Prang here). Do not buy regular Crayola colored pencils; the pigment is not great (the Crayola Art Stix are an exception as they do have good pigmentation).

3. Permanent markers. I use them from kindergarten-high school. Don't get cheap and buy off-brand ones, either. Sharpie is the best and last the  longest. If you want to know how to keep your Sharpies from walking off, click here. 

4. Tempera Cakes. I HATE using liquid tempera in the classroom. What a mess (and you waste so much pouring etc.). I love temepra cakes. I prefer Biggie Cakes (creamy texture and rich pigmentation), but frequently buy Richeson (budget constraints), which also works well.

5. You can never have too many pencils. But, also, you're not the pencil gifting tree, either. Pencils walk off. I buy golf pencils and/or put tape on the ends of the pencils to track them.

6. Erasers. Any brand works. I tend to favor the white, vinyl Magic Rub erasers, but cheapie Pink Pearl is also  amazing.

7. Acrylic paint set. Sometimes you need the boldness of acrylics. If your budget is small, buy a small set to use for "special occasions." If your budget is big, buy those big ole gallons! DO NOT buy the pumps for the gallons. They pumps get clogged, and kids push them too hard and the plug comes flying out with 1/2 cup of paint. Paint. Explosion.

8. A quality pencil sharpener. I'm partial to the Carl Angel-5. You can read my reviews of pencil sharpeners here.

9. If you don't have decent scissors; you need them. You need at least 1 pair of scissors for every 2 kids in a class. Fiskars makes the best-selling scissors for a reason. Also, if you teach elementary kiddos, try to get your scissor handles to all be the same color (kiddos fight over who gets which color). If you can't get all one color; at least get enough for each table/group to have the same color.

10. Glue. Don't buy glue sticks (the kids grind them down in one project). Buy a gallon of Elmer's glue (the cheaper brands don't have anti-molding agents, are super diluted, and don't work as well), and make glue boxes (see picture below). You can also buy a few regular Elmers glue bottles to have handy.



. . .And, that's it. This is my very bare, absolutely must-have to start the school-year. It's not exhaustive by any means, but it will get you going somewhere legit.

Here are my purchase orders from previous years. I greatly prefer ordering from eNasco, but one year had to purchase from School Specialty.

Grades K-12 Supply Order from eNasco (served 300 students)



Grades 6-8 Supply Order from School Specialty (served 1,000 students)



Also, if you want some tips on how I manage these  materials, check this out:




Friday, July 14, 2017

Simple Art Education Planners for the 2017-2018 School Year

Summer has flown by, folks!  As much as we like to grimace at the back-to-school departments popping up at the big-box stores in mid-July, we're also all shopping in the back-to-school departments (but only to get that really cute item!).

If you're like me, you're already thinking about the shape of next year. What projects will you teach? When will you teach them? How will you organize all those kids? And, you know, maybe this year you'll finally get that sub folder thing going. Or not. Whatever.

With that in mind, I made a "2017-2018 Art Education Planner for K-12 Teachers," and I've listed it on Teachers Pay Teachers for $10 (available by clicking here).

It's a simple, straightforward planner designed with the art educator in mind.

- K-5 grade art education 6-week lesson planner
- 6-8 grades art education 6-week lesson planner
- 6-HS grades art education 6-week lesson planner
- HS grades art education 6-week lesson planner
- 12 month (July 17-July 18) calendar (each month is a 2-page spread) for planning
- 2 page spread grade-book with slots for 37 students
- daily schedule
- weekly schedule
- seating chart
- 5 different covers to choose from!

All files are in PDF format. If you open the files in Adobe Acrobat Reader, there are options to edit the files (for example, you could type in student names for the grade-book instead of writing them; but this is all your choice!).

You'll need:
- 3-ring binder to keep these items organized
- binder tabs for section organization (optional)

Tips:
- The 12-month calendar is designed to be printed front-to-back
- Make multiple copies of the grade-book pages; one for each class etc.
- Make multiple copies of the art education 6-week planner; 1 for each grading period

- These print beautifully in color OR black and white

I've included a few previews below. . .And, if you want something more generalized, I've put together a similar planner (sans the 6-week art education lesson planners) called, " 2017-2018 Teacher Planner for K-12 Grades" for $8 (available by clicking here). 












Thursday, June 8, 2017

Free! Curriculum Guide Template

There is a lively thread over on the Facebook group, Elementary Art Teachers about a curriculum map. I've recently written about why you should write your own curriculum and the challenges that come with it. The whole process seems daunting. . . And, that first bit? That first part where you map the curriculum so you can write it? Well, that's the "blank canvas" I'm-scared-to-death place.

So,  let me help you with that. Here is a copy of my empty and blank curriculum map.



Here is my process:

1. Decide how many projects you want to do per year per grade level. These are your units. I chose 10 because that seem realistic based how many times I saw students in my past experience.

2. Decide how/if you will use themes. I like themes; they keep me on track. I chose themes that aligned with other things the students are doing and learning. I strongly believe in the power of arts integration and in cross-curricula learning. The themes for the curriculum I am currently writing are, "Government, characters, life science, perspectives, technology, narratives, history, earth science, economy, and physical science. It's important to avoid just arbitrarily picking themes. If you don't know where to begin with themes, try examining the Visual Arts standards and the standards of the other subjects. For example, if your Visual Arts standards make mention of art history per grade level, then it makes sense for you to have History unit.

3. Begin to conceptualize what project you will teach for each unit. This is where you need to deeply examine your standards and (hopefully) the standards of the other subjects.  If the students in fifth grade learn about the American Civil War, then it makes sense that for the History unit they create artwork that somehow links to the American Civil War. This type of academic integration helps students to understand that what they learn in one place transfers to other places; it builds context and relevancy. I like to develop an essential question and/or "the learner will" statement for each project. Then I put that statement along with a thumbnail image in the project slot on the curriculum map. In the case of the curriculum I am currently working on, I am using essential questions from the newly adopted English language arts text; I liked them that much!

My curriculum map; thumbnails are for my reference only; many are images by other Visual Arts teachers; the image prompts me to remember what I want to do for a project etc. 

Enjoy guys! And please enjoy the free. . . But play nice! Do not upload to Teacher pay Teachers etc. etc. etc.

Monday, May 8, 2017

Magnetic Slime Package Design


I know the spinners are currently driving us all crazy. . . But, has the slime craze died down? I'm still riding the wave. . .And, honestly, my preference is for slime ahead of spinners.

I was researching some possible arts integration entry points for a science unit on magnets when I thought about combining slime with magnets. I wondered if anyone had already made magnetic slime (yes, yes they had!), and I wondered about their recipes. There are LOTS of magnetic slime recipes out there; truthfully, most of them are waay too step-heavy, adult-heavy, and/or expensive for a teacher to try in a classroom. I know, I tried them all for you. I ended up making my own magnetic slime recipe by combining a few different recipes for both magnetic and plain slimes. Heavy in my consideration was cost, ease of the recipe, and safety/classroom management for kiddos. Part of what I love about this slime recipe is that it uses iron oxide to make the slime magnetic. Iron oxide is the pigment often used to make black, brown, and even green paints and pastels!

Here is my slime recipe:


Ultimately, I made a lesson out of it! Wheeee! Here is my Magnetic Slime Package Design lesson. I wrote it with third graders in mind, but there is no reason to not include older students by tweaking the lesson as needed.

1. Define the 3 types of magnets
2. Hypothesize what is / is not a magnet. Provide a pre-set list of items for students to try. Include in this list a small bag of iron oxide (link to purchase here).
3. Make magnetic slime according to recipe
1/2 cup of white school glue

1/2 TBLSP of baking powder

stir until mixed

1/4 -1/3 cup of iron oxide powder. The consistency is that of powdered sugar; it gets messy quick! Stir slowly and carefully

Stir until mixed

Add 1 TBLSP contact lens solution

Stir until goopy

Knead with hands. Some fluid will be left over; that is fine
4. Play with the slime using neodymium (super strong) magnets




5. Identify and define package design. I like to use these videos. 


and parts of this one (I avoid the few curse words by pausing, fast-forwarding etc.)

6. Students use this critera to develop a package design:


7. Students design and affix their label to their baggie to store the magnetic slime

8. Students reflect on what they learned using this rubric




Let me know if you decide to make magnetic slime with your students; I'd love to see what they create!


Friday, May 5, 2017

Write a Visual Arts Curriculum: Breaking the Cycle of "What am I Going to Teach on Monday?"


Fortunately, I already had this blog entry ready. ;)

It’s a fair question, and it has a semi-complicated answer. Last July, I accepted a position as a Visual and Performing Arts and STEAM Coordinator with a county office of education in California. It’s awesome and a dream job for me. There is not a one-sentence description for my job, but a lot of it surrounds designing and delivering professional development for General Education and VAPA teachers regarding visual and performing arts in the classroom.  Frequently, I design lessons and/or presentations that are customized to the needs and wants of school districts in my county.

And, therein lies the crux of my lack of blogging: Where does my professional life end and my blogging life begin? Technically and ethically, what I create in my capacity as a coordinator belongs to my county office. The ethics of sharing it on Artful Artsy Amy get blurred. What I have shared on here since July, I have actually asked (and received permission) to share with you.

I haven’t shared much in recent months, because I am in the process of designing and writing a Visual Arts curriculum for K-6th grade General Education teachers integrating English Language Arts curriculum (and connecting to Science, Social Studies and Math as appropriate). This curriculum encompasses 70 visual arts lessons from start to finish (visual how-to steps, pre-planning information, background information, videos, texts, and rubrics for assessment); it’s keeping me more than busy. My employer owns the curriculum I create (and we intend to sell it), so sharing it on Artful Artsy Amy isn’t appropriate (at this time). I AM hoping that once this curriculum is completed, it is something I can share with you and/or give you a link to where you can purchase it from my county office (and trust me y’all; it’s affordable!).

Proof Copy Cover of the 6th Grade Visual Arts Integrated Curriculum 
In the meantime, I thought I would share with you the process of developing and designing a curriculum for Visual Arts, and why you should consider doing it for yourself and your students.

As a visual arts educator, you probably enjoy the fact that our discipline has no set curriculum or textbook beyond your site or state standards. The classroom-learning-creation-from-scratch daily life of an arts educator is something most general education teachers fear. Arts educators love the fact we get to create every day, and that daily creation is incredibly intimidating to others. Anytime, there is talk about developing set curriculum for Visual Arts teachers in a district and/or purchasing set curriculum for Visual Art teachers in a district, those Visual Arts teachers hotly and swiftly shut that down. We know what is relevant, working, and meaningful to students in one school is often not the same for another. We love developing our programs with our own trademarks. And, we LOVE the freedom to swiftly replace a project that is not working with one that does. So, you don’t often see set Visual Art curriculum in that is universal in a district.

Uncomfortable Truth #1: You should adopt a curriculum.
I’m sure that is not a popular statement, and I know why. Here are some of the statements contesting set curriculum in Visual Art:
1.       I don’t want to do the same thing every year; doing the same thing every year is boring
2.       Those people [curriculum authors] don’t know my kids
3.       The curriculum isn’t inclusive of the materials to which I have access
4.       Most curriculum is really watered down compared to what I can do
5.       The curriculum doesn’t have enough [media of choice] in it
6.       I don’t know how to use my kiln / I don’t have a kiln; I can’t teach clay
7.       I teach whatever I want right now; it works for me
8.       My administrators have no idea what the standards for Visual Art look like in a classroom. As such, I can teach whatever I want with none of that “core curriculum” and testing nonsense. Basically, I teach art however I want.

Uncomfortable Truth #2: If you’re not mapping your curriculum ahead of the year, planning around thematic units, making a plan for STEAM and/or TAB in your classroom before the year starts, you’re not teaching art; you’re just doing artsy stuff. You’re undermining your own career path and the career paths of others. It is hard for administrators to respect arts educators because all too often they see us as the “fun time craft time” people. When you don’t pre-plan what you are going to teach (with a school-year concept in view) you are just having fun with art. Don’t be that person.

It’s all great and fine for me to recommend a curriculum adoption for visual arts, but which one is good and how do I know if it is good?

Uncomfortable Truth #3: The best curriculum for visual arts is the one you design.

You know your students, school environment, administration, and stakeholders. You already have a strong idea of what does and does not work at your school site. You probably have projects that are “famous” and students look forward to doing that project when they are in that grade. You already have the skeleton of a curriculum.

But, like, HOW do you design a curriculum? 

Uncomfortable Truth #4: There is no right way or easy starting point for designing a curriculum.

I’m going to share my process for the curriculum I am currently writing. But, keep in mind, my audience is General Education and not Visual Arts teachers. And, almost all of the students in my county do not have consistent access to Visual Arts until middle school (I know!!).

Curriculum map, ELA text, and Science standards are open my desk. The Visual Arts standards and the PPT for the lesson are open my computer. 

My Curriculum Writing Process
1.       What is my goal for this curriculum?
a.       To expose as many students to a variety of visual arts media over the course of a school year
b.      To integrate Visual Arts projects and activities to existing English Language Arts curriculum. .BUT,  still maintain an art-centric viewpoint regarding lesson/unit design
c.       To incorporate standards from Science, Social Studies, and Math as appropriate
2.       Do I want to integrate other curricula? If so, which ones?
a.       Integrate ELA curriculum as it is thematic and is a natural starting point for Visual Art
b.      My county’s schools have recently adopted new ELA curriculum, and this is a great time to inject Visual Art into the classroom (i.e. there is not pre-existing structure for this curriculum, and I can make art a part of the structure from day one)
3.       How are the Visual Arts standards structured? How will I use this structure?
a.       There are 5 Visual Arts standards strands (artistic perception, creative expression, historical context, aesthetic valuing, connections, and applications)
b.      There are 10 thematic ELA units per grade level in the new curricula
c.       10 Visual Arts integrated lessons per grade level per year
4.       How will I start writing?
a.       Make a spreadsheet with 10 empty projects (units) for each grade level
b.      Put in the essential questions/theme (from ELA text) for each unit
c.       Examine the ELA text for each unit
                                                               i.      Which Visual Arts standards would naturally fit best with the unit?
                                                             ii.      What Science, Social Studies, and/or Math standards could also be incorporated?
                                                            iii.      What kind of project could encompass i and ii?
d.      Research inspirational projects, concepts, and/or inspirational artwork via
                                                               i.      Google keyword search
                                                             ii.      thesmARTteacher.com
                                                            iii.      Artsonia
                                                           iv.      Art of Ed
                                                             v.      Google Arts and Culture project
                                                           vi.      Pinterest
e.      Consider how I can take the inspirational work from above and make it rigorous enough for my curriculum, students, and standards.
                                                               i.      No copying existing projects exactly (I just like this challenge)
                                                             ii.      Important to remember rigor and fidelity regarding standards
f.        Finish the curriculum map
g.       Begin writing the lessons
                                                               i.      Use the same format if publishing
                                                             ii.      Handy to have from year-to-year and for potential interviews etc.
                                                            iii.      Excellent for explaining to admin what is going on, and for showing connections to other subjects

Curriculum map open (with thumbnail reminders of my inspirational images)
This brings me back to Visual Arts curriculum adoption naysayers:
1.        I don’t want to do the same thing every year; doing the same thing every year is boring!
-Most schools don’t adopt a curriculum for life. They adopt it for about 6-8 years. At the end of year 5, they started researching what they will do next. You’re not stuck with it forever.

2.       Those people [curriculum authors] don’t know my kids.
-If you write your own curriculum; you can write it for your kids.

3.       The curriculum isn’t inclusive of the materials to which I have access.
-If you write your own curriculum, you can write it based on your materials.

4.       Most curricula are really watered down compared to what I can do.
-If you write your own curriculum, you can write it based on your strengths.

5.       The curriculum doesn’t have enough [media of choice] in it.
-If you write your own curriculum, you can write it based on your strengths.

6.       I don’t know how to use my kiln / I don’t have a kiln; I can’t teach clay.
-If you write your own curriculum, you can write it based on your strengths.

7.       I teach whatever I want right now; it works for me.
-It’s not working for you as well as you think. You’re frequently stressed about “what to teach on Monday,” bored of teaching the same thing because you don’t have time to plan something new, have no creative juice to design anything new, are deploying lessons that aren’t fully conceptualized and aren’t as rigorous as they could be with pre-planning.

8.       My administrators have no idea what the standards for Visual Art look like in a classroom. As such, I can teach whatever I want with none of that “core curriculum” and testing nonsense. Basically, I teach art however I want.
-Dude. That’s fun-time art doing; you’re not teaching art. You gotta step it up.

How amazing would it be to start in the fall and know you have your WHOLE YEAR planned out?! This doesn’t mean you can’t change lessons or swap out units (or even not do a few units), but you have a quality structure. How much more meaningful will the learning be for your students when you don’t have to make connections and/or problem solve on the fly? How nice would it be to know you have this same “map” for the next five years? How much more could you build your program if you weren’t mired down every week trying to figure out, “What am I teaching on Monday?”


Writing a curriculum will take you to the next level professionally in and out of the classroom. It also injects more relevancy into your art classroom. We all love to “make art for art’s sake.” I’m not saying to never make art for the sake of art (ever). But, art isn’t created in a vacuum. Your students are already learning about other stuff at school; why not use that foundational learning and reinforce it in your class? That doesn’t mean Art should exist as a supplement to Science, (for example), but you can have meaningful “conversations” between art Art and another subject and meet the objectives of both!


Do you write your own curriculum? Do you think you want to try? Let me know! I’m always here to help!