6 minute read
The Arts by Victoria Villareal
THE ARTS News in fine arts education
▲ Bronce Arana, an R.L. Turner High School student, works on a collage.
Connecting to students through the arts
by Victoria Villareal
— Carl J. Buechner
As the new art teacher on the block at R. L. Turner High School in Carrollton, many changes kept life interesting. For the past three years, every year has seemed like a fresh start or new beginning. Before this year, my duties included Art I, Advanced Placement Art History, art club, and even assistant crosscountry and track coach. But adaptation came on the wings of my move to Carrollton, where change included moving cities, teaching during a pandemic and learning a new curriculum. Always, the goal remained the same — to make meaningful connections to students. I can remember what it was like to be in the shoes of a high school student. People knew me as “that girl who can draw.” Once my peers realized my mother was one of the art teachers, they understood where I got my talent. Throughout my high school years, art class was my sanctuary, my second home. Now that I am an educator in the visual arts, I understand this isn’t the case for all my students. For some, art is just one required course standing in the way of graduation. Connecting with these students and building a relationship with them is crucial to both their success as students but also my success as an educator. Connect on a personal level One way to connect with students is to make yourself more relatable by sharing life accomplishments and goals. Take, for example, my love for running. I like to share with my students my target mileage for the week or some funny experience I had while out on the trail. One time, I asked, “Did you know birds have alarm calls to alert other animals in the forest to look out for a predator?” My students were curious about how I knew such a peculiar fact about birds. I told them I experienced a bird’s alarming song firsthand while running right into a bobcat on my trail the previous day. You can
only imagine the silly stories my students wanted to share with the class after hearing my bobcat story. Teachers have lives outside the classroom and should feel free to share some of those experiences with students every now and then. Check-ins provide a safe environment Students should feel welcomed and accepted, and this is especially true for an art class where what they create is on display for others to critique from the moment a project is begun. Students unfamiliar with the creation process are not always comfortable with this aspect of art. To provide a safe and nurturing environment, I use the first five to 10 minutes of my class time each day to check in with the students. I ask them questions such as, how are they doing, what did they do over the weekend, or what is going on in their other classes for the week? By doing this, I can gauge a student’s mood that day and adjust my responses accordingly. I also make it a point to congratulate students on their performance in extracurricular activities. Checking in for just a few minutes can help students feel supported, both inside and outside of the classroom. Check-ins with students help to establish an ideal classroom environment. However, there are the occasional off days when students want to keep to themselves, and there’s nothing wrong with that. When my students are not in their best spirits, I play calming music, such as jazz or classical music, which helps to produce the right energy for working in a creative space. Allow time for each to be the center of attention The best way to connect with young artists when you are teaching a new skill is to lead by example. The best way to do this is to work on your piece of art along with your class. By starting my artwork with the students, I have learned that I am putting myself on the same playing field as my students and we are equals in the project. Students then learn by observing you work and asking questions about why you do certain things. Sometimes as educators we get so carried away with lecturing to students that we forget to take a moment to listen to what they have to say. When students are in the middle of an artwork, I like to ask them to share their thoughts about their art. I’ve adopted the philosophy that what the student learns through the creative process is more important than the end product. It should come as no surprise that students like to talk. Circle time is a great way to strengthen the student-teacher relationship, and it includes the participation of all members in the classroom. Before your first circle, you need a “talking talisman,” an object of significance to you. Explain the importance of the object to the class to remind them what it is used for the next time you bring it out. Initiate circle time by reminding students of the rules: whoever holds the talisman is the only one talking, those who do not wish to participate can pass their turn, and anyone who agrees with the speaker can clap their hands or snap their fingers. Remember to tell the students which direction you are passing the talisman, clockwise or counterclockwise. Once the talisman makes its way back to you, ask the next question and repeat. It’s helpful to start circle time with two rounds of warm up questions such as, “What toppings do you like on your pizza?” or “What was your favorite cartoon growing up?” Then, you can get into deeper topics including, “What career choice are you interested in pursuing,” “Do you think you are an artist, and why or why not?” This practice encourages classroom discussions while allowing each student the chance to be the center of attention. Relationships are crucial Once a relationship is established, students are more apt to give as well as receive respect, and behavior will no longer be an issue. Having this connection also makes it easier to hold students accountable for their actions and turning in their work because they do not want to disappoint. The best outcome of having a good relationship with students is having them enjoy the class and spread good reviews to their peers, thus growing your program. Every student needs a person in their corner who cares for them. I like to believe that I am in education to help nurture and build young artists and prepare them for an art career. While that may be true, I am also in education to foster the development of good human beings. I strive to be that positive influence that will hopefully drive my students to be good-hearted people. None of that would be possible without first creating a healthy relationship with my students.
▲ "Bird of Paradise" is a papier-mache sculpture by R.L. Turner student
Joanna Rodriguez. ▲ Victoria Villareal attends graduation with her new Carrollton ISD coworkers,
Anna Alfaro and Amanda Potter.
VICTORIA VILLAREAL graduated from PharrSan Juan-Alamo North High School in 2012. She graduated from Texas A&M University with a bachelor's of science in animal science and a minor in art in 2017.
