Kindness to self first

​At the beginning of each year, I (Jessi) would find myself opening the drawing and collage studio to start the school year with my students. The repetition of starting with something so familiar and unappealing to my students (and myself!) became boring. This prompted me to [re]design the opening of the studio in a non-traditional format. Through reflection, I realized that my own artistic passions and practice were absent in the studio. I also felt that I could simplify the studio because I spent most of my time managing the mess instead of my students.  
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Kindness to Self First
[Re]Design(ing) an art curriculum begins with a compassionate focus on self-care. At the heart of the creative spaces is the facilitator or teacher, an important element in shaping the creative learning space. Prioritizing self-care is an act of kindness by doing so, educators also cultivate and foster a successful creative learning community. When teachers are at their best, the entire creative community benefits. In this blog series, we will explore how to simplify the studio environment and instruction to lead towards a wholesome classroom community and improve a teacher’s well-being.

Streamlining elements and instructional practices in the creative space, particularly in choice and play-based setups, can significantly reduce stress for teachers. ​

 These spaces heavily rely on the environment as a key feature for the practice. Making simple reductions and transformations into the creative space environment will have a big impact on a teacher's well being and how students function and work independently in the space. Traditional choice-based studios focus on opening centers in an orderly fashion starting from 2D materials and moving towards 3D. There is a common misconception that choice-based art studios have to follow this linear progression of opening centers and choices available to students. This traditional practice may not fit a teacher’s passion and strengths and time with students. The first part of this series will explore a passion-driven progression of centers. Next week, we will feature opening centers in a non-traditional format and the week after will have more tips and tricks!

Passion-Driven Progression of Media Centers  
​Teachers need to focus on what they value most in their studios, their own artistic practice and passions. This is the simplest form of doing an act of self-care. For instance, if a teacher has a profound love for working with 3D media such as clay or mixed-media sculptures, starting the center with this focus can bring an immediate spark to the studio. Students will see their teacher’s excitement and passion and be inspired to explore sculpture alongside their teacher. By allowing teachers to align their instructional approach with their strengths and passions, a more dynamic and engaging learning environment can be created. The students will also see their teacher as an artist; an important foundation in choice-based pedagogies. Beyond that, when an art educator shares their art and creations with students it models an act of kindness. It will encourage students to share their art and feel safe within the creative community. A departure from the traditional linear progression in establishing centers can lead to a more passion-driven learning experience. By empowering teachers to initiate art materials based on their strengths and passions, we not only cultivate a more engaging environment but also inspire students to discover and pursue their own artistic passions. 

Art by 7th grade student.

[re]Imagine Your Curriculum Journal Page

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[re]Imagine your art curriculum by starting with your passions and strengths. Write about your favorite art medium by making a list of the techniques and ideas that you can share with students. Take your list and develop a scope and sequence along with activities for your students. Spend some time selecting your works of art that you can share with students.